Northeastern Illinois University 2012­2013 Academic Catalog

CollegeSource® Visit the CollegeSource® Online website at http://www.collegesource.com The artwork displayed on the front cover was created by NEIU student Paula Gutierrez. It was selected as the NEIU Catalog Cover Contest winner for depicting the train and bus commute undertaken by our students. The quadrilaterals are arranged and colored to symbolize the CTA lines and the U-Passes that make travel to NEIU possible.

Northeastern Illinois University 5500 NORTH ST. LOUIS AVENUE CHICAGO, ILLINOIS 60625-4699 GENERAL INFORMATION 2012-2013

NORTHEASTERN ILLINOIS UNIVERSITY 5500 N. ST. LOUIS CHICAGO, ILLINOIS 60625 Telephone: 773 / 583-4050 Fax: 773 / 442-4900 Home Page: www.neiu.edu

BOARD OF TRUSTEES

Carlos M. Azcoitia, Chair Bob Biggins Omar A. Duque, Secretary Barbara Fumo Marvin Garcia Jin Lee, Vice-Chair Jonathan J. Stein

Courtney Jennings Hope, Student Trustee

Sharon K. Hahs, President

This issue of the Northeastern Illinois University Catalog is for the academic period 2012-2013. Provisions of this catalog are not to be regarded as irrevocable contractual commitments between Northeastern Illinois University and the student. The university reserves the right to change any provisions or requirements contained herein at any time within the student’s term of residence.

Northeastern Illinois University subscribes to the principles of equal opportunity and affirmative action and does not discriminate against any individual on the basis of age, color, disability, gender, national origin, race, religion, sexual orientation, or veteran status. Table of Contents

TABLE OF CONTENTS

General Information...... 1 Latino & Latin American Studies...... 163 The University...... 5 Linguistics...... 165 Admissions...... 12 Mathematics...... 172 Financial Aid...... 20 Mathematics Development...... 178 Residency Status...... 30 Music...... 179 Statement of Fees...... 32 Dance...... 183 General Education Program...... 38 Philosophy...... 190 Academic Regulations...... 40 Physics...... 194 Registration and Records...... 44 Political Science...... 197 Bachelor’s Degree Requirements...... 45 Psychology...... 206 Instructional Support Services...... 46 Gerontology...... 208 Library...... 47 Social Work...... 213 Carruthers Center for Inner City Studies...... 48 Sociology...... 216 College of Arts and Sciences Teaching English as a Second Language/ Education Program (CASEP)...... 48 Foreign Language (TESL/TEFL)...... 220 Center for Academic Writing (CAW)...... 49 Women’s and Gender Studies...... 224 Center for Teaching and Learning...... 50 World Languages and Cultures...... 228 El Centro...... 50 College of Business and Management...... 235 First-year Experience (FYE)...... 50 Graduate Programs...... 239 Global Studies...... 55 Accounting, Business Law and Finance...... 243 International Programs/International Students...... 55 Management and Marketing...... 249 McNair Scholars Program...... 56 College of Education...... 257 Middle Level Education Program Chicago Teachers’ Center...... 261 in Math and Science (MLED)...... 57 Clinical Experiences and Student Teaching...... 261 Math and Science Concepts Minor (MSTQE)...... 62 Counselor Education...... 267 Nontraditional Degree Programs...... 67 Educational Inquiry and Curriculum Studies...... 276 University Honors Program...... 69 Educational Foundations...... 276 Weekend Institute for Professional Development...... 71 Inner City Studies...... 279 The College of Graduate Studies and Research...... 73 Secondary Education...... 286 College of Arts and Sciences...... 78 Educational Leadership and Development...... 293 African & African American Studies...... 81 Educational Leadership...... 293 Anthropology...... 83 Human Resource Development...... 298 Art...... 90 Health, Physical Education, Asian Studies...... 95 Recreation and Athletics...... 302 Biology...... 95 Exercise Science...... 305 Chemistry...... 103 Literacy Education...... 311 Communication, Media and Theatre...... 109 Special Education...... 316 Computer Science...... 118 Teacher Education...... 330 Earth Science...... 125 Bilingual/Bicultural Education...... 330 Economics...... 129 Early Childhood Education...... 334 English...... 132 Elementary Education...... 338 English Language Program...... 143 Language Arts...... 343 Geography and Environmental Studies...... 145 Special Certification Programs...... 345 History...... 152 Faculty and Administration...... 348 Justice Studies...... 158 Academic Calendar...... 363 Child Advocacy Studies...... 162 Index...... 368

2 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 UNIVERSITY mission statement

Mission Northeastern Illinois University, as a public comprehensive university with loca- tions throughout Chicago, provides an exceptional environment for learning, teaching, and scholarship. We prepare a diverse community of students for leadership and service in our region and in a dynamic multicultural world. Vision Northeastern Illinois University will be a leader among metropolitan universities, known for its dedication to its urban mission, for the quality of its programs, for the success of its graduates, and for the diversity of its learning environment. Values Northeastern Illinois University is committed to a set of shared values that, taken collectively, guides our actions and interactions as we work together to prepare graduates for the responsible exercise of citizenship. We, the NEIU community, believe it is critical for our democracy to create a space in which the commitment to these values results in a thriving educational community that transforms the lives of all. As we take stock of the present and look to the future, these values serve as the touchstone for planning how we will best achieve the educational mission entrusted to us. Integrity NEIU is accountable to those we serve and to those from whom we receive support. We are committed to honesty, respect, and transparency in our words and our actions. In that regard, we work to be good stewards of the resources we are entrusted to use. This includes human, physical, fiscal, and environmental resources. Excellence In our pursuit of and commitment to excellence, we value the highest quality of learning and teaching, scholarship, and service. We value opportunities and experiences that support personal and professional development for all members of our community. In all that we say and do, we are committed to the process and products of excellence. Access to Opportunity NEIU values access to opportunity; we value a welcoming environment that provides appropriate support as well as encourages mutual responsibility for and commitment to learning. Diversity NEIU values the inclusion of a broad spectrum of students, staff, and faculty in the life of the University. We celebrate and foster global perspectives. We encourage the open and respectful expression of ideas and differences in thoughts, experiences, and opinions. Community As a commuter institution, NEIU has a special obligation to provide an environment that is supportive, nurturing, and participatory. Such an environment is characterized by civility, fostering humanity and engagement, and creates a sense of community through inclusion, mutual respect, and empowerment. NEIU values our metropolitan setting as a laboratory for learning, and we foster partnerships for learning, research, and service throughout this dynamic region to promote the public good. Empowerment Through Learning NEIU is dedicated to creating a culture that provides life-long learning opportunities for all members of the University community. We are especially committed to transforming students' lives by engaging them in an educational experience that empowers them to graduate with the skills and knowledge to become effective leaders and citizens in their personal and professional lives.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 3 NEIU Baccalaureate Goals

NEIU Baccalaureate Goals Northeastern Illinois University prepares a diverse community of students for leadership and service in our region and in a dynamic multicultural world. This is achieved through pursuit of the following goals: 1. Intellectual and Practical Skills Inquiry, evaluation and analysis Critical and creative thinking Written and oral communication proficiency Original design and performance Quantitative literacy Information literacy and research experience Teamwork and problem solving

2. Immersion in Disciplines and Fields of Study Knowledge of human cultures and the physical and natural world Mastery of different modes of knowing and integrative learning in a student’s major, with a broad awareness of other areas of study Ability to synthesize general and specialized studies both within and across disciplines Use of classroom knowledge to identify and tackle big questions and the practical issues of everyday life

3. Learning within the Resources of Community and Diversity at NEIU Application of knowledge through internships, volunteerism, service learning, student teaching, applied research and writing, creative work and performance, etc. Engagement at the personal and community level Local and global civic knowledge and participation Understanding of the complexities of individual identities Intercultural knowledge and competence

These goals promote intellectual development and mastery of knowledge across the curriculum. The experiences of applied learning and engaging diversity foster life-long learning, social responsibility and ethical professionalism in the NEIU graduate.

4 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 The University

THE UNIVERSITY Northeastern Illinois University is a fully accredited public 20 minutes from O’Hare Airport, and convenient to express- university serving the Chicago metropolitan area. Total gradu- ways and public transportation, makes it an ideal campus ate and undergraduate enrollment is approximately 12,000. for commuter students. In addition to offering traditional programs in the arts, sci- The main campus consists of 18 modern buildings of more ences, business, and education, Northeastern has a strong than 1,000,000 square feet. Instruction is supported by commitment to innovative, non-traditional education and technology-enhanced as well as conventional classrooms, has been a leader in the development of special programs a modern four-story library with access to local, regional and for adult learners. Internet resources and a wide assortment of traditional and ACCREDITATION computer laboratories. A redesigned Student Union, a mod- ern Physical Education Complex and a new, state-of-the-art Northeastern Illinois University is accredited by the Higher Fine Arts Center, containing both academic and performance Learning Commission of the North Central Association, 30 space, complete the opportunities for students to attain an North LaSalle Street, Suite 2400, Chicago, Illinois 60602, excellent, well-rounded education. Satellite campuses El telephone number (312) 263-0456 or (800) 621-7440. Centro, the Jacob Carruthers Center for Inner City Studies, FACULTY Chicago Teachers’ Center, and the Multi-University Center Northeastern employs approximately 400 full-time and in Lake County enhance the University’s ability to serve the 374 part-time faculty who are committed to excellence in entire metropolitan area. teaching. Their varied academic backgrounds and profes- Northeastern is a 21st century learning community that is richly sional accomplishments provide students with many learning diverse in ethnicity, culture, age, and language with a strong opportunities. commitment to raising global awareness and understanding. HISTORY OF THE UNIVERSITY Northeastern provides a high quality, affordable education Northeastern Illinois University traces its origin to the begin- through low tuition as well as scholarships and financial aid nings of teacher training in Illinois. Founded in September, opportunities for both full- and part-time students. 1867 in Blue Island as the Normal School, Cook County’s first ORGANIZATION OF THE UNIVERSITY teacher training school, the institution has evolved into the The President of the University is accountable to the North- comprehensive university that it is today. Its main campus, eastern Illinois University Board of Trustees for the administra- located at 5500 North St. Louis Avenue, opened in 1961 and tion of the institution and has full power and responsibilities was then called, Chicago Teachers College North. within the framework of board policies for the organization, In 1961, total enrollment was 1,348 students, who pursued management, direction, and supervision of the University. Bachelor of Arts or Bachelor of Science degrees although the The President is assisted by the Provost, who also major concentration was primarily in education. Throughout serves as one of four vice presidents (Academic the 1960s, enrollment increased, programs were expanded, Affairs, Finance and Administration, Institutional and the institution’s mission broadened. In 1971, with a to- Advancement, and Student Life). tal enrollment of approximately 7,000, the college became Under separate constitutions, faculty and students partici- Northeastern Illinois University. pate in the governance of the University through the Faculty Today, the 67-acre main campus is an attractively landscaped Senate, Student Government, and by membership on various urban oasis near the north branch of the Chicago River. Its standing and ad hoc committees that consider and recom- location eight miles northwest of downtown Chicago, only mend policies and procedures to the president.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 5 The University

UNIVERSITY OUTREACH CHILD CARE CENTER AND EQUAL EMPLOYMENT http://www.neiu.edu/~neiuccc Roberto A. Sanabria, Ed.D., Director The Northeastern Illinois University’s Child Care Center, The Office of University Outreach and Equal Employment, located on campus, is licensed to accept children 15 Sachs Building, monitors issues related to diversity. It is re- months through 6 years (up to 10 years during the summer). sponsible for addressing student and employee concerns of Operating Monday through Friday from 7:00 am ti 6:00 pm, harassment and discrimination on the basis of age, ancestry, the center offers both half- and full-day sessions, Licensed arrest record, citizenship status, color, disability, gender, by the State of Illinois Department of Children and Family genetic information, marital status, military status, national Services, and accredited by NAEYC, the program provides origin, race, religion, sexual orientation, gender identity, or quality early-childhood education in keeping with the best unfavorable military discharge. accepted methods and principles of child care. In accordance with the Americans with Disabilities Act of PUBLIC SAFETY (University Police Department) 1990, Northeastern Illinois University does not discriminate The University Police Department is responsible for fostering against students or employees on the basis of disability – real a safe campus environment for all university constituents. The or perceived. Moreover, the University provides reasonable Department is responsible for crime prevention, law enforce- accommodations for students and employees with disabili- ment services on the campus, the security of the university ties. Students seeking reasonable accommodations in the buildings, emergency response and the administration of classroom should contact the Accessibility Center, (773-442- university key records. The Department is open 24 hours a 5495; TDD 773-442-5499). Persons seeking handicapped day, 7 days a week and is located in the northwest corner of parking permits should contact the Health Service, (773- the Parking Facility. To contact the police in an emergency, 442-5800). Employees seeking reasonable accommodations dial ext. 5511 on campus. The non-emergency extension in the workplace, with concerns about discrimination on the is 4100. From off-campus, the Police Department can be basis of disability, and persons with any questions about reached at (773) 442-4100. the Americans with Disabilities Act of 1990 should contact the Office of University Outreach and Equal Employment INSTITUTIONAL ADVANCEMENT (773-442-5416). The University President has designated Melba Rodriguez, B.A., Vice President the Director of University Outreach and Equal Employment to receive grievances and coordinate compliance activities Institutional Advancement is responsible for strengthening under the Americans with Disabilities Act. the University through strategic initiatives, programs, events, and campaigns executed by the unit’s Offices of Alumni ACADEMIC AFFAIRS Relations, Development, Marketing, Public Relations, and Provost and Vice President University Events. Through these offices, Institutional Ad- Academic Affairs is responsible for instruction, academic vancement works to provide programs for and services to programs and academic support services. Academic programs alumni and create opportunities for alumni to reconnect with are offered through the College of Arts and Sciences, College the University and support it through advocacy, volunteerism, of Education, College of Business and Management and the and philanthropy; raise funds beyond those traditionally Graduate College. Instructional support services are provided provided by the State of Illinois and direct the operations of by the Library. In addition, Academic Affairs is administratively the NEIU Foundation in collaboration with the Foundation’s responsible for the Jacob Carruthers Center for Inner City board of directors, which includes the raising and provision Studies, El Centro, The Center for Teaching and Learning, of scholarships and other student aid processed through Center for Academic Writing, and for the Offices of Academic the Office of Financial Aid, as well as the building of the Development, Enrollment Services, Assessment, Institutional University’s endowment; raise awareness for and build and Research, Sponsored Programs, and Weekend Institute. enhance the University’s reputation within the community, across the nation and around the world; attract prospective FINANCE AND ADMINISTRATION students, faculty and donors; promote programs and events; Mark D. Wilcockson, M.B.A., C.P.A., Vice President publicize accomplishments of faculty, staff, students, and the Finance and Administration provides support to the University University as a whole; coordinate production and support community through the management of units that contribute to services for centralized special events sponsored by the the daily operation of the University. These activities include academic, administrative and student communities; provide University Police, Facilities Management, University Budgets management of the Auditorium, Recital Hall and University and Financial and Administrative Affairs, which encompasses Box Office; generate additional revenue through the rental Auxiliaries and Support Services (Bookstore, Child Care Cen- of University facilities to external individuals/organizations; ter, Copier Services, Mailing/Shipping and Receiving, Motor provide technical and logistical support for major University Pool, Parking, Student Union); Bursar; Controller; Human programs; produce Commencement ceremonies; and moni- Resources; Purchasing and University Technology Services. tor the use of University facilities by on-campus individuals and groups.

6 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 STUDENT AFFAIRS

STUDENT AFFAIRS and members of the community at large to celebrate individual Frank E. Ross, Ph.D., Vice President differences, promote dialog on topics of diversity and social Daniel López, Jr., Ph.D., Associate Vice President justice. APCDIA promotes diversity and multiculturalism Jermaine F. Williams, Ed.D., Assistant Vice President through workshops, retreats, conferences, and trainings. The Sachs Administration Building, C-324 APCDIA approaches diversity with a multiple social identity perspective so that people can identify with their specific (773) 442-4600 backgrounds. We foster intercultural awareness, inclusive- The Division of Student Affairs enhances student success ness, and respect for all cultures through educational and through educationally-purposeful programs and services co-curricular programs and initiatives. We are the home to in an inclusive, multicultural learning community. All of the the Latino, African/African American, Asian/Global, LGBTQ, programs and services within the division are intentionally and Women’s Resource Centers. The APCDIA encompasses designed to support the mission of the University, create and much more than ethnic and racial identity we, welcome all sustain optimal learning environments both in and outside of identifications of national origin, religion, gender, sexual the classroom and provide appropriate challenge and support orientation, ability, class, and more. for students. The Division of Student Affairs is comprised of The programming and initiatives of the Angelina Pedroso the following academic support and co-curricular programs: Center for Diversity and Intercultural Affairs will revolve Academic and Career Advising, Angelina Pedroso Center for around the following six-point plan of action: Diversity and Intercultural Affairs (African/African American, Asian/Global, Latino/a, LGBTQ, Women’s Resource Cen- Advocacy ters), Campus Recreation, , Counseling and Psychological Understand and represent the needs and concerns of margin- Services, Learning Support Center, New Student and Family alized populations in order to ensure access to opportunity Programs, Project Success, Proyecto Pa’Lante, Student Dis- and the infusion of multiculturalism throughout all aspects ability Services, Student Health Services, Student Leadership of campus life while eradicating structural barriers and hold- Development, Student Rights and Responsibilities, Student ing all members of the University community accountable Union, and TRIO Student Support Services. for engagement in the education, success, and graduating students of color. ACADEMIC AND CAREER ADVISING Social Enrichment TBD, Director Promote successful engagement and integration into all Building B, B-119 aspects of NEIU and foster a sense of belonging to the Lech Walesa Hall, LWH-0027 university community by providing varied opportunities to (773) 442-4697 (Career Advising) meaningfully interaction with fellow students, faculty, staff, (773) 442-5470 (Academic Advising) administrators, alumni and members of the community. Academic and Career Advising provide students with the Cultural Awareness tools and resources to discover, define and accomplish their Celebrate and strengthen identity, unity, and a sense of pride academic and career goals. Academic advisors provide and dignity in one’s own cultural heritage while deepening academic and developmental advising for all undergraduate the appreciation and understanding of other cultures through students who have not declared majors. Students remain authentic intercultural dialogue. with their University advisors until they declare a major, at which time the major department will assign a major advisor. Academic Success Career advisors assist students in developing appropriate Foster an environment of transformative education by pro- major and career options through individual appointments, viding support, thought-provoking educational experiences, assessments, job fairs, and workshops. Career advisors also and participatory learning opportunities in order to increase assist alumni with the successful transition of their academic student engagement, retention and graduation through intern- credentials to the workforce. Academic and Career advisors ships, research, service and civic engagement. help students to take responsibility for their academic choices Leadership Development in support of their career aspirations. Encouraging and promoting student involvement and en- hancing learning while preparing students for the responsible THE ANGELINA PEDROSO CENTER FOR exercise of citizen leadership with careful attention to the DIVERSITY AND INTERCULTURAL AFFAIRS pursuit of social justice. TBD, Assistant Vice President for Diversity and Intercultural Affairs Community Engagement Building B, B-159 The Pedroso Center making a footprint in the surrounding (773) 442-5449 neighborhood and the city at large through outreach and initiatives based in communities of color. The Angelina Pedroso Center for Diversity and Intercultural Affairs (APCDIA) brings together NEIU students, faculty, staff

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 7 COUNSELING AND PSYCHOLOGICAL SERVICES

African, African American Resource Center training and exercise equipment, a swimming pool, group Kimberly Everett, M.Ed., Director exercise studios, indoor running track, 2 multi-purpose gym- The African, African American Resource Center supports the nasiums, racquetball courts and locker rooms. Outdoors are core values of diversity and multiculturalism in the mission of the Athletic Field and 6 tennis courts. Intramural competition Northeastern and the APCDIA’s commitment to social justice is offered in male, female and co-rec divisions. Sports that by promoting the successful engagement and integration are typically offered include softball, soccer, volleyball, flag of African and African American communities and cultures football, tennis, racquetball, basketball, badminton, and table into all aspects of NEIU and foster a sense of belonging to tennis. Sport clubs may include volleyball, soccer, baseball, the university. outdoor adventure and martial arts. Asian American/Global Resource Center COUNSELING AND PSYCHOLOGICAL SERVICES Yasmin Ranney, M.A., Director TBD, Director Building D, D-024 The Asian American/Global Resource Center offers social, cultural, and educational programs that promote knowledge (773) 442-4650 of and foster engagement with issues relating to Asian/Asian Counseling and Psychological Services provide counseling American students. The programs enhance the NEIU experi- and mental health services to NEIU students free of charge. ence and provide opportunities for integrated learning and Counseling and therapy is provided to help students under- development. The Asian American/Global Resource Center stand and deal with emotional distress, relationship difficulties promotes community outreach and participation to enhance and personal concerns, freeing them to make clearer and the Asian experience. healthier decisions. Explore personal life problems including Latino Resource Center anxiety, depression, suicidal thoughts, relationship problems, anger, addictions, and many other difficulties that may cause Miguel Cambray, M.A., Director stress and disrupt their life. All current Northeastern students The Latino Resource Center supports the core values of are eligible to receive up to 50 individual or couple counseling diversity and multiculturalism in the mission of NEIU and the sessions. Group sessions are also provided, depending on APCDIA’s commitments to social justice through Advocacy on availability. Faculty and staff are also eligible for some limited behalf of Latina/o students, faculty, staff, alumni, and other services. Services provided include individual counseling interested members of the NEIU community and providing or therapy, group therapy, couple counseling, referrals and programs and initiatives that enhance social enrichment, consultation. When additional services are needed, referrals cultural awareness, academic success, leadership develop- can be made to outside providers. ment, and community engagement. LEARNING SUPPORT CENTER LGBTQ Resource Center Katherine Gleiss, M.S., Director TBD, Director Ronald William’s Library, LIB-454 The LGBTQ Resource Center enhances student retention and 773-442-4568 provides education, student services and programming that The Learning Support Center (LSC) provides peer focused supports the needs and interests of lesbian, gay, bisexual, academic tutoring for individuals and groups in General transgender and questioning students, and their allies, in Education, Math Development, college level math, and se- the NEIU community. lected Arts and Sciences courses. The primary emphases are Women’s Resource Center promoting active learning strategies, encouraging student TBD, Director engagement, and providing content support. Academic The Women’s Resource Center enhances student retention support is provided to students who are seeking assistance and provides education, student services and programming with understanding course concepts and preparing assign- that supports the needs and interests of women in the NEIU ments, along with developing an improved learning system community. for college which includes motivation, time management, organization, learning styles, academic engagement, and CAMPUS RECREATION learning strategies for note taking, textbook reading, and test Matthew Specht, M.A., Director taking. Graduate and undergraduate students are carefully Physical Education Complex, PE-1111 selected on the basis of their own academic achievement by (773)-442-4135 faculty and given supervision, training, and support to serve Campus Recreation provides a variety of recreation oppor- as tutors, mentors, and academic coaches. Additionally, the tunities such as open recreation, intramural activities, sport LSC provides all NEIU students an area for learning groups clubs, aquatics, wellness and fitness programming, personal and an opportunity to learn with other students. Appoint- training and instructional programs for all students, faculty, ments are strongly encouraged but students are welcome to and staff. The facilities include a fitness center with weight drop in to discuss their individual academic support needs.

8 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 NEW STUDENT AND FAMILY PROGRAMS

NEW STUDENT AND FAMILY PROGRAMS 2) promoting a better understanding and appreciation of TBD, Director educational, cultural and professional environments and specifically, the NEIU environment and 3) cultivating and New Student and Family Programs is designed to focus on enhancing students’ learning, organizational and critical the successful transition of entering first-year and transfer thinking skills as well as helping students define career op- students. This office coordinates student orientation, the tions while integrating computer technology. Students will University placement and testing services for English (Writing also understand and apply appropriate general education and Reading) and Mathematics, Summer Transition Program, concepts. peer leaders, and family and parent programming. ACAD-102B Special Program Seminar II: Project Suc- Student Orientation cess, 3 cr. This course reviews college success strategies Orientation assists new students with a successful transition as described in ACAD 101B-Special Program Seminar I: to Northeastern Illinois University by preparing students for Project Success and is designed for students who have not the academic, social, and cultural opportunities and climate successfully completed the first Fall term of have not earned of the University, while also supporting parents, partners, a C or better grade in ACAD 101C at NEIU based on the guardians, and children of new students. Project Success Participant Agreement. University Placement and Testing Services ACAD-102E Special Program Seminar II: Project Success- The University Placement and Testing Services administers Pan-African Studies, 3 cr. Designed to further increase and coordinates a variety of assessment programs and the retention of primarily African-American students by services, including placement testing in English (Writing and developing their self-esteem through continued emphasis Reading) and Mathematics. on increasing reading and writing/research skills acquired through the study of African/African-American people, culture Summer Transition Program and experiences. The Summer Transition Program (STP) prepares first-year ACAD-102F Special Program Seminar II: Project Suc- admitted students for Northeastern Illinois University (NEIU) cess- Asian American Experience, 3 cr. Designed to college level coursework for the fall semester and a suc- further increase the retention of Primarily Asian American cessful academic and social transition, in order to enhance students by developing their self-esteem through continued student retention and increase degree attainment. STP is a emphasis on enhancing reading, writing, and communication comprehensive six-week program preparing students for a skills acquired through the teaching of topics concerning the successful transition from high school to Northeastern Illinois Asian-American culture and experience. University. The Program is designed to enhance math skills, reading comprehension, and writing skills prior to the first college semester. STP participants will also enroll in a 3-credit PROYECTO PA'LANTE general education course and participate in the following Angelica Rivera, Ph.D., Director workshops: career exploration, leadership and diversity, Lech Walesa Hall, LWH-4029 health and wellness, and civic engagement. (773) 442-5460 PROJECT SUCCESS Proyecto Pa'Lante is a recruitment and educational services Jamie Daugherty, Ph.D., Director program that has historically and continues to serve Latino Lech Walesa Hall, LWH-4980 students who demonstrate academic potential, but do not meet the general University admissions requirements. (773) 442-4980 Students in this program are given a two-year adjustment Project Success is a recruitment and educational services period to meet university academic requirements. They must program that has historically and continues to serve African actively participate in the assistance programs provided and American or first generation college students who dem- show evidence of academic progress. The student receives onstrate academic potential, but do not meet the general guidance and support from an academic advisor until the University admissions requirements. Students in this program student meets the requirements to declare a major. are given a two-year adjustment period to meet university El Proyecto Pa’Lante es un programa de apoyo educacional academic requirements. They must actively participate in creado para reclutar principalmente a estudiantes de origen the assistance programs provided and show evidence of Latino que demuestran un potencial académico, pero que tal academic progress. The student receives guidance and vez no cumplen con los requisitos generales obligatorios para support from an academic advisor until the student meets su admission a la Universidad. El programa proveé servicios the requirements to declare a major. de apoyo para sus estudiantes en areas de: orientación Project Success Seminars personal, ayuda académica, tutorial, orientación vocacional ACAD-101B Special Program Seminar I: Project Success, y soporte cultural para apoyar al estudiante a irse adaptando 3 cr. This course covers college success strategies by: 1) a la Universidad, mejorando así el progreso académico y la developing students’ self-awareness and self assessment; persistencia para adquirir un título Universitario.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 9 STUDENT LEADERSHIP DEVELOPMENT

Proyecto Pa’Lante Seminars University Police should be immediately contacted at ext. ACAD-101C Special Program Seminar I: Proyecto 5511 so they can call the paramedics and assist them in Pa’Lante, 3 cr. This course covers college success strategies reaching the emergency on campus. Seconds count in such by (1) developing students’ self-awareness and self assess- circumstances and a misplaced call to the wrong resource ment; (2) promoting a better understanding and apprecia- could cost a life. tion of education, cultural and professional environments Student Health Insurance Policy and specifically, the NEIU environment, and (3) cultivating All full-time undergraduates are automatically covered by Student and enhancing students’ learning, organization and critical Health Insurance. Students who have equal or better health insur- thinking skills and define career options while integrating ance may cancel the insurance fee by completing a waiver form computer technology. Students will also understand and and by providing proof of coverage from an alternate insurance apply appropriate general education concepts. carrier. Part-time and graduate students taking at least 6 or 3 ACAD-102C Special Program Seminar II: Proyecto credit hours respectively may apply for this coverage by paying Pa’Lante, 3 cr. This course covers college success strate- the insurance premium to the cashier when paying their tuition gies as described in ACAD 101C-Special Program Seminar bill. Insurance cards are mailed to the students. I: Proyecto Pa’Lante and is designed for students who have not successfully completed the first Fall term or have not STUDENT LEADERSHIP DEVELOPMENT earned a C or better grade in ACAD 101C at NEIU based on Sharron Evans, M.A., Director the Proyecto Pa’Lante Participation Agreement. Student Union, SU-206 (773) 442-4660 STUDENT DISABILITY SERVICES TBD Director Student Leadership Development (SLD) is committed to Building D, D-104 providing meaningful opportunities that assist in challenging and fostering student development through co-curricular (773) 442-4595 activities. SLD facilitates forums for nurturing leadership Student Disability Services provides students with physical skills, student empowerment, civic engagement, and the and learning disabilities “reasonable accommodations” in development of the student as a whole. SLD also cultivates compliance with Section 504 of the 1973 and the American opportunities for experiential learning, development of with Disabilities Act of 1990. Prior to receiving services, interpersonal relationships, appreciation for diversity and students must “self-identify disabilities by submitting docu- opportunities for community development. SLD provides mentation based upon diagnosed need from appropriate engaging opportunities that compliment the University mis- professionals. The program provides services which include sion and enhance the NEIU experience. interpreters and translators, advising/registration assistance, note takers, reader/scribe assistance for exams, taped texts, Student Organizations TDY telephone access, emergency taped textbooks, and Student life at Northeastern is enhanced by an activities program class handouts. Students with disabilities are encouraged which includes more than 80 student organizations. Students can to visit the office before each semester starts to arrange participate in Student Government, Greek Life, ethnic organiza- accommodations. tions, academic interest groups, media organizations and other STUDENT HEALTH SERVICES special interest groups. Involvement in these groups promotes individual student development and contributes significantly to Jessica Lettow, R.N., M.S., Director the diversity and richness of campus life. Building E, E-051 (773) 442-5800 Student Government Association Student Health Services (SHS) at Northeastern Illinois Uni- Student Government Association (SGA) provides valuable op- versity offer a variety of screening tests, health counseling, portunities for students to develop leadership abilities as well health education and well-woman care services. SHS is a as serve on all-university committees and boards. SGA recom- small nurse-run health clinic supported entirely by student mends allocation of Student Activity Fees and funding for events fees and therefore only serve currently enrolled students. sponsored by student organizations. SGA is comprised of 38 Faculty and staff are encouraged to seek their primary elected students who represent the interests of Northeastern health care physician. Although, SHS are exclusively for students to the Board of Trustees, administration and faculty. enrolled current students, SHS staff offer health education The SGA is a part of the shared governance system of the Uni- events throughout the academic year for the entire campus versity, which places students in positions of importance on a community. The health services staff are also available to wide variety of committees whose decisions affect all aspects offer assessment and recognition of medical emergencies of the campus community. and/or effective first aid methods upon requests. While SHS can provide simple first aid care in the facility, SHS does not have emergency equipment and should not be considered as a viable resource in the event of a medical emergency.

10 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 STUDENT UNION

STUDENT RIGHTS AND RESPONSIBILITIES The card is available at the Information Center. There is no Student Rights and Responsibilities advances a progressive, charge for the first ID issued, however, there is a charge to innovative and learning-centered program responsible for lead- replace a lost ID. To obtain your ID card, you must present the ing the student community in decision-making that promotes following items: proof of registration for the current semester civility and student success. The department is responsible and a photo ID such as a valid driver’s license. for administration and interpretation of the Student Code of The ID card is automatically validated upon payment of Conduct; monitors complaints and concerns filed by students, required fees each term. The ID card must be presented to: faculty and staff. In addition, the SRR serves as a “universal check books out of the library, gain access to the Physical starting point” for students who need assistance in exploring Education facility, pick up loan checks, vote in student based and addressing their concerns, complaints, suggestions, and elections, and enter university events. The ID card is also a grievances. debit card that may be used for photocopies or to pay for STUDENT UNION printing in the computer labs and the library microfilm printers. Felicia Keelen, M.A., Director TRIO STUDENT SUPPORT SERVICES Student Union, SU 207 (Access, Achieve, and Teacher Preparation) (773) 442-6099 Terri Hlavin, M.A., Director The Student Union at Northeastern Illinois University is the Ronald Williams Library, LIB-412 center of student activity on campus. Located in the heart (773) 442-4971 of the campus, the Student Union provides lounges, meet- TRIO Student Support Services programs (Access, Achieve ing rooms, and the cafeteria. The union also houses the and Teacher Preparation) engage NEIU undergraduate Information Center where one may rent a locker, purchase students from enrollment through graduation, providing or tickets for local events, obtain a student ID card, and receive negotiating a range of support services to increase academic campus information. The administrative offices for Student performance and graduation. Students meeting one of the Leadership Development and food services are also housed criteria are eligible: first generation, students, low-income in the Student Union. students, or students with disabilities. Individualized services I.D. CARD AS A DEBIT CARD include: academic, career, and personal advising, financial Your NEIU ID card can be used as a debit card in photocopi- aid and scholarship guidance, personal and leadership devel- ers, or to pay for printing in the computer labs and library opment, college success workshops, and tutoring and peer microfilm printers. The thick magnetic strip on the back of mentoring. Three TRIO programs serve the needs of NEIU the ID card can be initiated with a dollar value up to $20. To students. The Access program serves students experienc- initiate (or increase) the dollar value on an ID card, go to an ing impairments of educational access or performance due "Add Value" station located on campus. Insert the card with a to a disability including: learning and cognitive disabilities, five, ten or twenty dollar bill, the value on the magnetic strip psychiatric and neurological symptoms, physical and sensory will be initiated or increased by that amount. Each time your impairment and chronic health conditions. The Achieve pro- ID is used to make copies, the value encoded on the mag- gram serves students from all majors, providing assistance in netic strip will be reduced by the amount of the transaction. developing individual strategies for personal and academic college success in areas such as choosing a major, paying I.D. CARD POLICY for college, and developing an educational plan leading to All students enrolled in Northeastern Illinois University are graduation. The Teacher Preparation program serves students required to obtain a Northeastern Illinois University identifi- majoring in education, supporting them on their path toward cation card and maintain this card in their possession while university graduation and teacher certification through ser- attending functions of Northeastern Illinois University. This vices such as certification test preparation, and personal, card must be presented on demand for the purposes of of- academic, and professional development workshops. ficial university identification.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 11 admissions

ADMISSIONS ADMISSIONS AND TRANSFER CENTER The Admissions Office located within Enrollment Services assists prospective undergraduate students with the process of applying for admission and learning more about opportunities at Northeastern Illinois University. Admissions Counselors re- view admission requirements and procedures, discuss academic programs, and explain how transfer credits apply toward university degree requirements. For more information contact the Admissions Office at (773) 442-4050 or visit our website at www.neiu.edu/Admissions. GENERAL INFORMATION Factors considered in evaluating an applicant for admission to Northeastern include: the high school program of studies, rank in class and standardized test scores. A non-refundable application fee of $30.00 must be submitted with all applications. Applica- tions received without the required fee will not be processed. ADMISSIONS REQUIREMENTS AND APPLICATION PROCEDURES

CLASSIFICATION AND DEFINITION REQUIREMENTS FOR ADMISSION HOW TO APPLY FOR ADMISSION

Freshman The applicant must have graduated from 1. Submit application for admission with high school or have a passing score a $30.00 application fee to the Admis- A student currently attending high on the G.E.D. ACT or SAT scores are sions Office. We encourage students school or a high school graduate required of all incoming freshmen un- to apply online for faster processing. who has never attended a college less they are 21 years of age or older. or university. 2. Arrange to have an official high school Admission is based on high school rank transcript from each high school at- or in class, supporting ACT or SAT scores, tended or GED transcript and ACT/SAT A student who has satisfactorily and high school program of studies. To scores sent directly to the Admissions passed the G.E.D. be admitted, students must rank in the Office. If you attended high school top half of their graduating class, or have outside the United States you must a minimum ACT composite score of 19, provide an evaluation from Educational or a minimum SAT score of 890, and Credentials Evaluators, Inc (ECE). successful completion of high school 3. If you are currently attending high program of studies. school, request a copy of your ”courses in progress“ be sent along with your transcript. 4. If you are a veteran, you must submit a photocopy of your DD214. 5. If you are a Permanent Resident of the United States, attach a clear photocopy of the front of your Per- manent Resident card. If you have been granted temporary residence, conditional entrance, are a parolee, refugee, asylee, or in the process of becoming a Permanent Resident, you must submit appropriate U.S. Citizenship and Immigration Services documentation and/or copy of a valid visa.

SUBJECT REQUIREMENTS FOR FRESHMEN In addition to meeting the ACT or class rank requirements for admission, freshmen must also have completed the following high school subjects in accordance with the Illinois Board of Higher Education requirements: 4 years of English (emphasizing written and oral communications and literature) 3 years of Social Science (emphasizing history and government) 3 years of Mathematics (introductory through advanced algebra, geometry, trigonometry, or fundamentals of computer programming) 3 years of Science (laboratory science) 2 years of Foreign Language, Music, Art or Vocational Education (only one vocational education course accepted)

12 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 admissions

PROVISIONAL ADMISSION First time freshmen and transfer applicants with fewer than 24 hours of transferable credit, who meet all criteria for admis- sion except high school subject requirements, may be admitted on a provisional basis.

CLASSIFICATION AND DEFINITION REQUIREMENTS FOR ADMISSION HOW TO APPLY FOR ADMISSION

Transfer The applicant must have an overall “C” 1. Submit application for admission with a average in all course work attempted $30.00 application fee to the Admissions A student who has at some time regis- and be in good academic standing Office. We ecnourage students to apply tered at an institution of higher learn- at the last school attended full time. online for faster processing. ing following high school graduation Students with less than 24 semester 2. Arrange to have official transcripts sent whether or not any college-level work hours of college credit must also meet directly to the Admissions Office from all was completed. freshman requirements. colleges and universities attended. If you attended high school or college outside the United States you must provide an evaluation from Educational Credentials Evaluators, Inc (ECE). 3. If you have earned less than 24 semester hours of college credit, you must also have an official high school transcript and ACT/ SAT scores sent from your high school. ACT/SAT scores are not required if you are 21 years of age or older. 4. If you are a veteran, you must submit a photocopy of your DD214. 5. If you are a Permanent Resident of the United States, attach a clear photocopy of the front of your Permanent Resident card. If you have been granted temporary residence, conditional entrance, are a parolee, refugee, asylee, or in the process of becoming a Permanent Resident, you must submit appropriate U.S. Citizenship and Immigration Services documentation and/or copy of a valid visa.

Second Bachelor’s Degree Evidence of graduation from a regionally 1. Submit undergraduate application A student who has earned a bachelor’s accredited college or university. form with a $30.00 application fee to degree and wishes to earn a second the Admissions Office. We encourage undergraduate degree. students to apply online for faster If the degree was earned outside of the proecessing. United States, the ECE evaluation must 2. Arrange to have an official transcript state that the degree is equivalent to a sent showing graduation from the col- US Bachelor’s degree. If it is not equiva- lege or university which awarded the lent the student will be processed as a previous degree. If your degree was transfer student. received from a college or university outside the United States you must NOTE: Tuition and fees will be assessed provide an evaluation from Educational at the graduate student rate. Credentials Evaluators, Inc (ECE). 3. If you are a Permanent Resident of the United States, attach a clear photocopy of the front of your Permanent Resident card. If you have been granted tem- porary residence, conditional entrance, are a parolee, refugee, asylee, or in the process of becoming a Permanent Resident, you must submit appropri- ate U.S. Citizenship and Immigration Services documentation and/or copy of a valid visa.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 13 admissions

CLASSIFICATION AND DEFINITION REQUIREMENTS FOR ADMISSION HOW TO APPLY FOR ADMISSION

Readmission

Any former Northeastern undergraduate Good standing at the time of last at- 1. Submit an application for admission who has not attended for three consecu- tendance at Northeastern. Students with a $30.00 application fee to the tive terms must apply for readmission. who have enrolled at other institutions Admissions Office. We encourage Students who were dropped for poor since leaving Northeastern must have students to apply online for faster scholarship at the time of last atten- an overall “C” average and be in good processing. dance must also submit a written letter standing at those institutions. 2. Arrange to have official transcripts of petition to the Academic Standards sent from any colleges or universities Committee. attended since leaving Northeastern. 3. If you are a Permanent Resident of the NOTE: Undergraduate students who United States, attach a clear photocopy reenter the university after an absence of the front of your Permanent Resident of three or more full terms must meet card. If you have been granted tempo- the requirements of the catalog under rary residence, conditional entrance, which the student is re-admitted. are a parolee, refugee, asylee, or in the process of becoming a Permanent Resi- dent, you must submit appropriate U.S. Citizenship and Immigration Services documentation and/or copy of a valid visa. 4. International Students must submit a new/updated Northeastern Financial Statement and required supporting documents.

International Students You must meet the admission require- 1. Submit application for admission with Students from other countries who ments for freshmen or transfer students, a $30.00 application fee to the Admis- carry a valid visa or are applying to the whichever is applicable. sions Office. We encourage students to university as an international student. You must pass the written version of the apply online for faster processing. Test of English as a Foreign Language 2. Submit official copies of transcripts International students are eligible for of schools attended within the United admission to degree programs only (TOEFL) with a minimum score of 500 or you must pass the computerized ver- States. All transcripts from non U.S. col- and may not be admitted as students leges or universities must be evaluated at large. sion of the TOEFL test with a minimum score of 173. by Educational Credential Evaluators, NOTE: Students must complete their Inc (ECE). files by the published deadline for the You must file a Northeastern Financial 3. Arrange to have official TOEFL scores term in which the student is applying to Statement that indicates your spon- sent to the Admissions Office. ensure proper processing of I-20 forms. sor has sufficient finances to support 4. Submit complete and notarized North- you for the duration of your stay in the eastern Financial Statement. Submit An I-20 will not be issued until the United States. student has received notification of sponsor’s bank and/or employment admission from Northeastern’s Office of letter. All financial statements and Admissions. At no time will any student supporting documents must be in on an F or J visa be eligible for resident exact U.S. dollar amounts. Bank cer- tuition assessment. tification letters must reflect savings or Certificates of Deposit. Students with J visas must apply as 5. If applicant is currently in the United a student-at-large unless they intend States, a copy of the I-94 must also to become a full time degree seeking be submitted. student and must then apply as an 6. You must indicate your home country international student. address on the application form. Students who are out-of-status will Additional information may be requested not be considered for admission. by the Office of International Programs such as transfer release forms, proof of Optional Practical Training (OPT) and additional financial statements.

14 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 admissions

CLASSIFICATION AND DEFINITION REQUIREMENTS FOR ADMISSION HOW TO APPLY FOR ADMISSION

Student-at-Large With Degree Graduation from a regionally accredited 1. Submit Student-at-Large application Students with bachelor’s or mas- college or university. for admission with a $30.00 applica- ter’s degrees who wish to enroll tion fee to the Admissions Office. We at Northeastern as non-degree NOTE: Students who have graduated encourage students to apply online candidates. Students who wish to from Northeastern are eligible to reg- for faster processing. enter the Graduate College must make ister as students-at-large and need not 2. Submit official transcript from which formal application to the Graduate Col- submit an application. the highest degree was awarded. lege. A maximum of nine credit hours 3. If you are a Permanent Resident of taken in this at-large classification may the United States, attach a clear apply toward a master’s degree. photocopy of the front of your Per- Courses are not automatically accepted manent Resident card. If you have in a master’s program. Such work would been granted temporary residence, have to correspond to specific program conditional entrance, are a parolee, requirements and satisfy all scholastic refugee, asylee, or in the process of requirements of the Graduate College. becoming a Permanent Resident, you must submit appropriate U.S. Students-at-Large with degree are not Citizenship and Immigration Services eligible to receive Financial Aid. documentation and/or copy of a valid visa. NOTE: If you have previously attend- ed Northeastern Illinois University as an undergraduate student, you must submit proof of your degree to the Admissions Office.

Student-at-Large Without Degree Undergraduate students working toward Graduation from high school 1. Submit Student-at-Large application a baccalaureate degree at another col- or for admission with a $30.00 applica- lege or university. tion fee to the Admissions Office. We NOTE: Students-at-large interested in Satisfactory completion of the G.E.D. encourage students to apply online earning an undergraduate degree at for faster processing. Northeastern must submit an applica- 2. If you are a Permanent Resident of tion for admission and meet undergradu- the United States, attach a clear ate admission requirements. photocopy of the front of your Per- Students-at-Large without degree are manent Resident card. If you have not eligible to receive Financial Aid. been granted temporary residence, conditional entrance, are a parolee, Students-at-Large who later apply as refugee, asylee, or in the process of degree seeking students and are denied becoming a Permanent Resident, will not be allowed to continue to enroll in you must submit appropriate U.S. the Student-at-Large status. An appeal Citizenship and Immigration Services may be submitted to the Admissions documentation and/or copy of a valid Committee. visa.

NOTE: Transcripts are not required.

Veterans Persons returning from at least one year’s active military service will be readmitted or reinstated regardless of previous scholastic record, provided Northeastern Illinois University is the first institution of higher education attended following release from service.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 15 APPLICATION PROCESSING

APPLICATION PROCESSING Students who are interested in this program should contact Applications are processed continuously throughout the The Admissions Office at Northeastern Illinois University. year in accordance with published deadlines for each term. student right to know act Applicants who send all required credentials well in advance In compliance with federal regulations, Northeastern Illinois of the term for which admission is being sought benefit by University discloses our graduation rate to students, prospec- receiving earlier notification of admission decisions, and may tive students, and the general public, upon their request. be eligible for advanced registration. Information regarding our graduation rate can be found at International students who carry F or J visas must complete www.neiu.edu/~isp, (click on Data Digest, then, Student their files by the published International student deadline for Right To Know). A printed copy may be obtained by sending the term in which the student is applying in order to ensure a written request to Northeastern Illinois University, Office proper processing of the I-20 form. of Enrollment Services, Graduation Rate, 5500 N. St. Louis, All transcripts and other documents submitted in support of a Chicago, Illinois, 60625. student’s application for admission become the property of the TRANSFER OF COLLEGE CREDIT university. The Admissions Office will retain these credentials Beginning with admission to the Fall 1993 semester, students for a period of one year from the time of initial application. At graduating with an approved ICCB (Illinois Community College the close of this period, all such documents submitted by ap- Board) Model AA, AS, or AAT degree prior to transferring will plicants who do not enroll at Northeastern, will be destroyed. be granted junior standing and will have fulfilled Northeastern The discovery of omitted previous postsecondary attendance Illinois University’s General Education requirements. may be cause for dismissal. An administrative hold will be put • For admission purposes only, all college level course work on the student’s record. Petitions to reenter will be reviewed at post-secondary institutions previously attended will by the Admissions Committee. be considered in the calculation of grade point average. ADMISSION THROUGH PETITION Repeated courses are accepted only once in transfer. Undergraduate applicants who are not granted admission In the case where a repeated course is one which the may submit an admission portfolio for reconsideration. The student failed initially, the “F” grade will not be counted portfolio must include a personal statement from the student in the grade point average. This will apply to one “F” explaining the reasons for their academic standing. Two grade per course repeated. letters of recommendations from instructors or counselors • Courses from unaccredited or nonaccredited postsec- are also required. Admission portfolios will be reviewed by ondary institutions are nontransferable. The reference an Admissions Appeal Committee. Contact the Admissions source used to determine whether an institution meets Office for additional information. Northeastern Illinois University’s accreditation standards is The Official Roster of the Association, published by DUAL ADMISSION PROGRAM the Higher Learning Commission (HLC). Northeastern Illinois University has signed an agreement with Transfer credit in technical and vocational areas will be the College of Lake County, William Rainey Harper College, • accepted if the course work is academic in nature and College of DuPage, City Colleges of Chicago, Joliet Junior is designed to transfer into a baccalaureate program at College, Oakton College, MacCormac College, Morton Col- Northeastern. In general, technical and vocational courses lege, St. Augustine College, and Triton College that allows for are acceptable if comparable programs or areas of study concurrent admissions to the community college and North- are offered at this university. There is a limit of 30 semester eastern Illinois University. Under the agreement, students who hours. wish to participate must meet the admissions requirements of both institutions as well as admission requirements of the • Courses from other colleges or universities must have NEIU program in which they desire to major or minor. This been completed at the appropriate level to be eligible for agreement simplifies the transfer process. Both institutions transfer credit consideration. Developmental and remedial will provide students with orientation and other services to type courses are examples of courses not transferable. guarantee a seamless transfer process. • “Credit by examination” listed on transcripts must be Students who wish to be admitted to Northeastern Illinois stated in terms of Credits Awarded and must include a University will submit an application to both NEIU and to semester hour assignment and grade to be accepted by one of the above community colleges. The applications and Northeastern in transfer. academic credentials will be reviewed by both institutions. • Credit for prior learning will not be accepted for transfer Students who enroll in the program will have full access to credit into Northeastern’s traditional programs nor will NEIU’s offices of Enrollment Services, Academic Advising, prior learning credit be counted when students change and Financial Aid. Students must maintain continuous full or from non-traditional to traditional programs of study while part time enrollment with a 2.0 grade point average to remain at Northeastern. eligible for the dual admissions program.

16 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 transfer of college credit

• Credit earned at institutions not accredited but ap- Illinois Articulation Initiative (IAI) proved for candidacy status by the recognized regional Northeastern Illinois University is a participant in the Illinois accrediting agencies will be accepted by Northeastern Articulation Initiative (IAI), a statewide agreement that allows upon request once the institution has been officially ac- transfer of the completed Illinois General Education Core credited. Proof of accreditation and candidacy period Curriculum between participating institutions. Successful are required. completion of the General Education Core Curriculum at • Science and education courses which are 15 years old any participating college or university in Illinois assures or more are not transferable to NEIU without special transferring students that lower-division general education departmental and/or college approval. requirements for an associate or baccalaureate degree have been satisfied and allows students to transfer this portion of Business courses which are 6 years old or more are gener- • an associate or baccalaureate degree from one participating ally not applicable toward a Business and Management IAI Institution to another without incurring a loss of credit. major for reasons of datedness. This agreement is in effect for students entering as a first • A maximum of 30 credit hours of ROTC/Military Science time student in summer 1998 (and thereafter). For more course work is acceptable as elective transfer credit information visit the IAI web site at http://www.iTransfer.org. subject to the credit being properly recorded on the student’s transcript. The Illinois Transferable General Education Core curriculum consists of 12 to 13 courses, or 37 to 41 hours of credit, Any transfer student from an accredited college/university • within a five-category designation. The general requirements must earn as a minimum the last 30 hours of course work are as follows: in residence at Northeastern to be eligible to graduate. • Community College work: A maximum of 60 semester Communication 3 courses (9 credits) hours will be accepted in transfer from a community col- Humanities and lege and used toward graduation. Students who have Fines Arts 3 courses (9 credits) completed more than 60 hours at a community college Mathematics 1 to 2 courses (3 to 6 credits) will only have 60 hours reflected on the NEIU transcript. Physical and Students who need to have a transfer course not listed on Life Sciences 2 courses (7 to 8 credits) their NEIU transcript added may complete a Request for Social and Behavioral Re-evaluation form available at the Enrollment Services Sciences 3 courses (9 credits) Center. Adjustments will only be made for courses that are required for a student’s major or minor and the request Illinois Articulation Initiative Course Requirements: must be accompanied by a memo from the advisor. Communication (3 courses, 9 semester hours) Senior College work: A maximum of 90 semester hours IAI Course Number Northeastern's Course • and Title and Credit Hours is counted toward graduation. Students who have completed more than 90 hours will only have 90 hours C1 900 Writing Course Sequence ENGL 101 3 hrs. reflected on the NEIU transcript. Students who need to C1 901R Writing Course Sequence ENGL 102 3 hrs. have a transfer course not listed on their NEIU transcript C2 900 Oral Communication CMTC 101 3 hrs. added may complete a Request for Re-evaluation form A grade of C or better is required in C1 900, ENGL 101 or available at the Enrollment Services Center. Adjust- C1 901, ENGL 102. ments will only be made for courses that are required for a student’s major or minor and the request must be Humanities and Fine Arts (3 courses, 9 semester hours) IAI Course Number Northeastern's Course accompanied by a memo from the advisor. and Title and Credit Hours A degree evaluation is prepared by the Admissions Office F1 900 Music Appreciation MUS 101 3 hrs. for all transfer students admitted to Northeastern. Courses F1 906 Appreciation of Dance accepted by the University in transfer do not necessarily as an Art Form DANC 101 3 hrs. meet specific program requirements. F1 907 Theatre Appreciation CMTT 130 3 hrs. Grades of “D” are accepted in transfer in limited cases but no more than 6 credits may be counted toward meeting General F2 900 Art Appreciation ART 101 3 hrs. Education requirements. Grades of “D” will not be accepted F2 901 History of Western Art I ART 106 3 hrs. in a student’s major, minor or professional sequence. H3 902 Introduction to Drama ENGL 202 3 hrs. H3 903 Introduction to Poetry ENGL 201 3 hrs. Course work transferred for credit in the student’s major is H3 905 Introduction to subject to departmental and/or college approval. Shakespeare ENGL 220 3 hrs. Students attending community colleges should check with H3 912 Survey of their community college counselors to select appropriate British Literature I ENGL 221 3 hrs. courses for transfer to Northeastern.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 17 Veterans Services Office

H3 913 Survey of S2 906N History of Africa I HIST 111E 3 hrs. British Literature II ENGL 222 3 hrs. S2 908N History of Asia H3 914 Survey of and the Pacific I HIST 111C 3 hrs.(++) American Literature I ENGL 218 3 hrs. S2 910N History of Latin America HIST 111D 3 hrs.(++) H3 915 Survey of S3 901 Principles of American Literature II ENGL 219 3 hrs. Macroeconomics ECON 215 3 hrs. H4 900 Introduction to Philosophy PHIL 102 3 hrs. S3 902 Principles of H4 904 Ethics PHIL 213 3 hrs. Microeconomics ECON 217 3 hrs. H4 905 Philosophy of Religion PHIL 211 3 hrs. S4 900N Introduction to H4 906 Introduction to Logic/ Human Geography GES 104 3 hrs.(++) Critical Thinking PHIL 101 3 hrs. S5 900 American US National HF 907D Cultural Expression Government I PSCI 216 3 hrs. of Gender WSP 101 3 hrs.(+) S5 903 Principles of Political Science PSCI 210 3 hrs. One Humanities and one Fine Arts course is required. + Course examines aspects of human diversity within the S5 905 Comparative Government PSCI 251 3 hrs. United States S6 900 General Psychology I PSYC 100 3 hrs. S6 902 Life-span Developmental Mathematics (1 course, 3 semester hours) Psychology PSYC 110 3 hrs IAI Course Number Northeastern's Course and Title and Credit Hours S6 903 Child Psychology PSYC 215 3 hrs MI 900-1 College-level Calculus I MATH 187 4 hrs. S7 900 Introduction to Sociology SOC 100 3 hrs MI 900-2 College-level Calculus II MATH 202 4 hrs. S7 902 Marriage and Family SOC 214 3 hrs MI 900-3 College-level Calculus III MATH 203 4 hrs. Two disciplines must be represented from the following list: MI 905 Discrete Mathematics MATH 251 3 hrs. Anthropology (S 1), History (S2), Economics (S3), Geography Physical and Life Sciences (S4), Political Science (S5), Psychology (S6), Sociology (S7), Social Psychology (S8) (2 courses, 7 semester hours) IAI Course Number Northeastern's Course ++ Course examines aspects of human diversity from a non- and Title and Credit Hours U. S./non-European perspective P1 900L General Education Physics PHYS 110 3 hrs. Those students who have not completed the entire General Education Core Curriculum prior to transferring to North- P1 902L General Education eastern will be required to complete Northeastern's General Chemistry CHEM 110 3 hrs. Education program. However approved IAI courses taken at P1 903 Chemistry and Society CHEM 103 3 hrs. participating schools will be used towards Northeastern's P1 905L Earth Science ESCI 121 3 hrs. General Education program. P1 906 Introduction to Astronomy PHYS 103 3 hrs. Students transferring to another institution, who have com- P1 908 Environmental Geology ESCI 123 3 hrs. pleted at least 37 semester hours, may request an audit, via L1 900L General Education Biology BIO 100 3 hrs. a transcript request, of their records for completion of the L1 905 Environmental Biology BIO 104 3 hrs. Illinois Transferable General Education Core Curriculum. If One Life Science and one Physical Science course is required, complete, the University will certify completion of the Illinois one of which must be a lab. Transferable General Education Core requirements on the Social and Behavioral Science student's transcript. (3 courses, 9 semester hours) Veterans Services Office IAI Course Number Northeastern's Course The Veterans Services Office provides veterans, active military and Title and Credit Hours members, and their families guidance on obtaining their federal S1 901N Introduction to and state military educational benefits. The office strives to assist Cultural Anthropology ANTH 212 3 hrs.(++) the military community with all aspects of their NEIU experience S1 902 Introduction to as well as providing referrals at the state and federal level within Physical Anthropology ANTH 215 3 hrs. the Department of Veterans Affairs. Please visit the Veterans S2 900 United States History I HIST 214 3 hrs. Services Office, located in building D130, in the Admissions, S2 901 United States History II HIST 215 3 hrs. Transfer, and Veterans Services Center, to explore more about S2 902 History of the veterans’ resources NEIU offers. For more information, call Western Civilization I HIST 111A 3 hrs. 773-442-4028, email [email protected] or visit our webpage, S2 903 History of www.neiu.edu/veterans. Western Civilization II HIST 111B 3 hrs.

18 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 credit for military service

Prospective students are encouraged to contact the Veterans invaluable leadership and managerial instruction which can Admissions Outreach Specialist at 773-442-4005 for an initial be applied to any occupation. Successful completion of the assessment of eligibility and to help navigate the application program results in a commission as a Second Lieutenant in process. the Regular Army, Army National Guard or Army Reserve. CREDIT FOR MILITARY SERVICE During the first two years, (Basic Course), the fundamentals of military organization and leadership are taught, and students Four credit hours are awarded to veterans who have been have a chance to see what the program entails. Students honorably discharged and have served a minimum of one enrolled in the Advanced Program during the junior and senior year on active duty or in the reserve. Veterans must submit years are paid $100 per month. There are special two-year copy 4 of their DD214 to the Admissions Office at the time programs available for academic juniors, graduate students, of application for admission. Veterans and members of the Army Reserve components. Credit is also allowed for those United States Armed Forces Any qualified Northeastern student can apply for an Illinois Institute (USAFI) courses for which the American Council on State Scholarship (ROTC tuition waiver). Up to ten of these Education recommends credit at the baccalaureate level, scholarships are available per school year. Basic Course provided the student has passed the appropriate USAFI ROTC students who receive one of these scholarships incur end-of-course test or exam. absolutely no military obligation. All ROTC courses may be Credit for service schools successfully completed may be considered part of a department’s curriculum. evaluated upon request. In order to grant credit to veterans For further information contact: University of Illinois, Chicago for service/school training, veterans must provide transcripts. Army ROTC (312) 996-3451. These transcripts are free to all eligible soldiers, sailors, marines, CREDIT FOR ADVANCED PLACEMENT and airmen. More details are available at the following web sites. Credit for advanced placement may be granted to students USAF—CCAF Transcripts who have participated in the College Entrance Examination http://www.au.af.mil/au/ccaf/transcripts.asp Board “Advanced Placement Program” in their high schools. USA—AARTS Transcripts Students who wish to have their Advanced Placement credit http://aarts.army.mil/ considered should arrange to have their advanced placement USCG—Coast Guard Transcripts examination records sent to the Admissions Office. http://uscg.mil/hq/cgi/active_duty/go_to_college/offi- Advanced Placement credit is included in the maximum of cial_transcript.asp 60 semester hours that is accepted from a community col- USN—SMART Transcripts lege toward graduation. http://smart.navy.mil/smart/signin The student must file the Request for Evaluation form avail- CREDIT THROUGH COLLEGE LEVEL able at the Enrollment Services Center (D-101). EXAMINATION PROGRAM (CLEP) Credit is granted for CLEP General Examinations only. Sub- ROTC PROGRAMS ject examinations are not accepted. Credit for successful Air Force ROTC performance on the general examination may be granted Students may enroll in the Air Force ROTC program at the to students who have participated in the College Level Illinois Institute of Technology (IIT). The four-year and two- year Examination Program. Credit is awarded for scores of 50 programs allow qualified men and women the opportunity or higher. A maximum of 30 hours of lower division credit to earn commissions as Second Lieutenants in the U.S. Air may be awarded through CLEP. CLEP credit is included in Force upon graduation and completion of Air Force ROTC. the maximum of 60 semester hours that is accepted from a Federal scholarships are available to qualified students of community college toward graduation. either program and pay full tuition and fees, $600 a year ADMISSION TO MAJOR PROGRAMS towards textbooks, and $250-400 monthly subsistence al- Undergraduate applicants are first approved for admission to lowance. State of Illinois ROTC scholarships are also avail- the university. It is then the student’s responsibility to make able to qualified students and pay full tuition. All members application to the academic department in which he/she of the Professional Officer Course also receive the monthly wishes to major, to the College of Education if pursuing a subsistence allowance. The Air Force ROTC courses are teacher education program, and to the College of Business taught on the IIT campus. For more information on Air Force and Management if pursuing a Business degree.Students who ROTC, call (312) 567-3535/3526 or stop by 10 W. 21st Street are readmitted to the University must redeclare their major. (IIT Stuart Building) in Chicago. The University requires all undergraduate students to declare Army ROTC a major by the time they have earned a total of 45 credit Northeastern students may participate in Army Reserve Of- hours. Students who have not completed the prerequisites ficers’ Training Corps in conjunction with the University of Il- necessary to declare a major must declare a pre-major. linois, Chicago. The Reserve Officers’ Training Corps prepares students for service as Army Officers. Additionally, it provides

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 19 FInancial Aid

FINANCIAL AID OFFICE Applicants and their parents should be prepared to furnish any information verifying data on the application. This may Northeastern Illinois University is committed to providing an include documents from the Internal Revenue Service for affordable education to all qualified students. The primary income verification. responsibility for covering the cost of attendance rests with the family and is reflected in the Expected Family Contribu- Applications will be processed and awards will be made on a tion. Federal and State assistance programs are meant to first come, first served basis for campus-based funds (Federal supplement educational costs. The Financial Aid Office, Work Study, Federal Supplemental Educational Opportunity located in D-200, (773-442-5016) offers assistance in meeting Grants, Federal Perkins Loan). Federal Pell Grant, Monetary educational expenses through grants, scholarships, student Award Program Grant (ISAC) and Stafford Loan applications employment programs and loans. are also reviewed in date order. Although the amounts of these awards are not determined by the date priority, early FINANCIAL AID MISSION applicants will receive their award offers first. The Department’s Mission is to provide services and programs You will receive an award letter detailing the financial aid for to all NEIU students in support of their education. Through which you qualify. All financial aid funds will be credited to the services provided, it is the department’s intent to assist your NEIU billing account. If the total credited funds exceed students in identifying funding suitable for their educational your NEIU bill, you will be notified of the refund distribution objectives. Through the programs provided, it is the depart- process from the Student Loan Office. Two documents of ment’s intent to educate students on being credit smart in identification, one of which must be the University ID, are creating a budget, tracking expenditures, managing student required in order to pick up refund or Emergency Loan checks. loan debt and saving overtime. Title IV Financial Aid programs will be administered with integrity in order to help as many Additional information concerning financial assistance and students as funding will permit. filing deadlines can be obtained by checking the portal, the website, or email at [email protected] or fax at How To Apply For Financial Aid 773-442-5040. The primary financial aid application form is the Free Applica- Standards of Academic Progress for Financial Aid tion for Federal Student Aid (FAFSA). This form is available on-line at www.fafsa.gov. Purpose The U.S. Department of Education Student Financial Aid • If you have not filed for financial aid, submit the regulations require that NEIU establish and maintain a policy FAFSA. To select NEIU as a school to receive your to measure whether students applying for financial aid are information, enter our Title IV school code 001693 making satisfactory academic progress toward degree on the application. completion. NEIU has implemented the following Satisfac- • Using FAFSA on the web (www.fafsa.gov/) to file, tory Academic Progress standards necessary to evaluate a students can select to sign electronically using a financial aid recipient’s continued eligibility for funds. personal identification number or PIN. Students can apply for a PIN within the FAFSA on the Web. Types of Aid Covered by the Policy Dependent students will also need at least one PIN Grants Loans Other from one parent. Federal Pell Federal Perkins Federal College • For priority consideration for all institutional financial Grant Work-Study aid, your enrollment application, Student Aid Report Federal Direct and NEIU application for financial aid should be Federal Subsidized NEIU Need- Supplemental Stafford Based Tuition received at NEIU by February 15. Education Scholarships Federal Direct • The Internal Revenue Service (IRS) Data Retrieval is Opportunity Unsubsidized ISAC Minority available to streamline the FAFSA completion and Grant Stafford Teachers verification process. If the federal tax return is 'Already Federal Teach Completed' for the appropriate tax year, the student Federal PLUS ISAC Future Grant Teacher Corps and/or spouse/parent and retrieve data directly from Federal GRAD IRS into the FAFSA. ISAC Monetary Plus (must ISAC Special Award exhaust Education You will receive a Student Aid Report or SAR through the Stafford Teacher email address provided on the FAFSA. If any of the informa- eligibility first) tion on the SAR is incorrect, make the necessary corrections using www.fafsa.gov. If all the information is correct, keep it for your records. If you listed Northeastern Illinois University as one of the schools to receive the data, our Financial Aid Office will receive your information electronically.

20 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 financial Aid

Policy Statement Grade Point Average (GPA) Requirement At the end of each semester students are expected to: 1. The student’s cumulative GPA will be evaluated at the • Complete successfully sixty-seven percent (67%) of end of every term. the cumulative attempted hours 2. If the GPA falls below the requirement, the student’s • Maintain a minimum cumulative grade point average aid will be terminated. of 2.0 or "C" as an undergraduate. Graduate students 3. Aid will be reinstated once the student has achieved are expected to maintain a minimum cumulative grade the requirement (2.0 cumulative GPA for undergraduates point average of 3.0 or "B". and 3.0 cumulative for graduate). These requirements apply to part-time as well as full-time Maximum Time Frame students for all semesters of enrollment within an award year, Students are permitted to take up to 150% of the required including those semesters for which no financial aid was credit hours to complete their academic program. granted. All undergraduate students who have attempted 1. Undergraduate students must complete their degree more than 180 hours and all graduate students who have requirements within 180 semester hours (150% of 120 attempted more than 54 hours will not receive further finan- credit hours). cial assistance unless they successfully complete an appeal process resulting in a reinstatement of their financial aid. 2. Graduate students must complete their degree require- ments within 54 semester hours. Course Work Completion Rate 1. A student must successfully complete at least 67% of Termination the hours attempted each academic year. Hours at- Students will be notified at the end ofeach term if they have tempted is defined as the hours a student is registered been terminated from financial aid. Once a student is termi- for by the 90% refund date as determined by Registra- nated, all future financial aid disbursements stop. Students tion & Records (classes added after that date will also can request to be reinstated through the appeal process. The be included). Successfully completed is defined as financial aid office recommends that students keep track of the total number of hours in which a student receives their progress using the student portal. Financial aid advi- a grade of A, B, C, D or P. sors are available to discuss students’ financial aid situation. 2. Withdrawals are handled in the following manner: with- Satisfactory Academic Progress Appeal drawal from course(s) must be completed before tuition Guidelines is charged. Course(s) withdrawn after the 90% refund If a student is unable to meet the Satisfactory Academic date will be included in hours attempted. Incomplete Progress requirements due to extenuating circumstances, and repeat courses are included in hours attempted. they may submit an appeal requesting the reinstatement of 3. The standard of 67% will be monitored cumulatively at their financial aid eligibility. Students who wish to appeal the end of each semester. If, at the end of the award being placed on termination status must complete the fol- year, a student is below the cumulative 67% standard, lowing steps: the student’s aid will be terminated. This includes 1. Submit a signed typewritten appeal to the NEIU Financial terms in which the student is not receiving aid. Aid will Aid Office explaining why the requirements were not be reinstated once the student has achieved the 67% met. Students MUST attach typewritten appeals to cumulative completion rate. the petition. The petition is available in downloadable Repeat Coursework form at the financial aid office website (www.neiu.edu/ The new Program Integrity Federal Rules associated with the FinAid). Letters of appeal sent by e-mail will not be Minimum Standards of Academic Progress require institutions accepted. to evaluate the following prior to awarding Federal and State 2. Include supporting documentation verifying the situation Assistance: (letter from physician, copy of memorial service, police • Students can repeat ‘unearned’ coursework as many or accident report, etc.) with the appeal petition. times as necessary in order to ‘earn’ a grade for said 3. In addition, the typewritten appeal should include a coursework (e.g. letter ‘D’ grade or higher) plan of action that will enable the student to meet the • Students can repeat ‘earned’ coursework ONCE in Academic Progress requirements in the future. order to ‘earn’ a better grade for said coursework 4. Students terminated for exceeding the maximum hours (e.g. earning a ‘D’ the first attempt and an ‘A’ the requirement should also include a letter from their second attempt) department academic advisor listing the courses still • Students cannot repeat ‘earned’ coursework more needed to complete their degree AND the anticipated than ONCE date of graduation. A degree audit from the academic advisor may be submitted in this circumstance.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 21 financial Aid

Appeals will be considered by the Satisfactory Academic Complete Withdrawals Progress Appeal Committee, which will render a decision in The Financial Aid Office is required to perform a Return of writing. This committee consists of members from various Title IV calculation for students receiving Federal funds and NEIU departments and offices, including the financial aid of- who completely withdraw from all registration before 60% fice. The Committee meets every six to eight weeks during of the term has expired. Once the calculation is performed, the semester unless an emergency situation occurs. Any any Federal assistance is adjusted and the student is notified appeals received after the eighth week of the term will of the amount that must be returned to the U.S. Department not be considered until the following term. The Financial of Education. NEIU returns the calculated amount thereby Aid Office will promptly notify the student in writing of the creating a bill against the student’s accounts receivable. committee’s decision. These funds include: Students in termination status may enroll in classes. However, Federal Pell Grant if their appeal is denied the student is responsible for any Federal Supplemental Education Opportunity Grant charges incurred at NEIU. Aid cannot be retroactively rein- stated if an appeal is approved AFTER a semester has ended. Federal TEACH Grant COMPLETE WITHDRAWALS AND RETURN OF Federal Perkins Loan FEDERAL TITLE IV ASSISTANCE Federal Direct Subsidized Stafford Loan NEIU Financial Aid Withdrawal Policy Federal Direct Unsubsidized Stafford Loan Most Financial Aid Programs will not pay for courses dropped Federal Parent Loan for Undergraduate Students during the 90% refund period. After the 90% refund period has expired, student enrollment is captured and locked for the Unoffficial Withdrawals remainder of the term. Financial Aid Programs will disburse The Financial Aid Office is required to perform a Return of against the student’s University Billing account based on the Title IV calculation for students receiving Federal funds and captured enrollment hours. who receive no grade point average for a given semester. This includes any combination of I, F, W or X grades. This is referred to as an unofficial withdrawal. Once the calculation is performed, the student is notified and has the opportunity to submit documentation from instructors to the Financial Aid Office verifying the actual last date of attendance. If the last date of attendance is after the mid point of the term, it minimizes the amount that must be returned to the U.S. Department of Education. Once it is determined that funds must be returned, NEIU returns the calculated amount thereby creating a bill against the student’s accounts receivable.

22 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 FInancial Aid

DESCRIPTION OF PROGRAMS ELIGIBILITY PROGRAMS REPAYMENT OFFICE TO CONTACT Institutional Scholarships / Merit/Talent Scholarships NEIU Presidential (Entering Freshmen) Must achieve Covers in-state tuition, fees, and No repayment obligation. Northeastern’s Scholarship a minimum ACT of 27, 3.5 GPA and books for a maximum of four years. Scholarship Office submit application. (Must achieve a GPA of 3.50 for Michelle Morrow eligibility for renewal.) [email protected] 773-442-4606

NEIU Provost Merit Freshman Freshmen who have applied for Up to $2,000. Determined upon No repayment obligation Northeastern’s Scholarship early admission; selection based admission – no application Scholarship Office on a sliding scale using ACT necessary Michelle Morrow and GPA [email protected] 773-442-4606

NEIU Provost Merit Transfer Transfer students who have applied Up to $2,000. Determined upon No repayment obligation Northeastern’s Scholarship for early admission; earned Associ- admission – no application Scholarship Office ate of Arts or Associate of Science necessary Michelle Morrow degree; cumulative GPA of 3.50 [email protected] 773-442-4606

NEIU Deans Merit Freshman Freshmen who have applied for Up to $1,000. Determined upon No repayment obligation Northeastern’s Scholarship early admission; ACT composite admission – no application Scholarship Office score of 22 or higher; cumulative necessary Michelle Morrow GPA of 3.00 [email protected] 773-442-4606

NEIU Deans Merit Transfer Transfer students who have applied $1,000. Determined upon admis- No repayment obligation Northeastern’s Scholarship for early admission; earned Associ- sion – no application necessary Scholarship Office ate of Arts or Associate of Science Michelle Morrow degree; cumulative GPA of 3.00 [email protected] 773-442-4606

Graduate Merit Tuition Scholarship (Graduate) Must be in graduate Covers tuition only No repayment obligation Northeastern’s Graduate Advisors program and have 3.50 G.P.A. or department chairperson

NEIU Phi Theta Kappa Scholarship A minimum 3.50 GPA and an A.A. Covers tuition for the first 60 credit No repayment obligation. Northeastern’s or A.S. degree are required. In hours at NEIU. Must maintain Scholarship Office addition, student must be enrolled 3.5 GPA. Michelle Morrow full-time and a resident of Illinois; [email protected] enroll at NEIU immediately follow- May 1st application dedline 773-442-4606 ing the completion of an Associ- ate’s degree program; working towards their first baccalaureate degree; and provide recommenda- tion from Phi Theta Kappa advisor.

Scholarship for Children of (Civil Service and Academic & Undergraduate only No repayment obligation. Faculty: Deceased Faculty/Staff Professional) The natural, adopted, Covers tuition and fees. Vicki Roman-Lagunas foster, step-child of the deceased [email protected] employee shall be entitled to a 773-442-5420 tuition scholarship of 50% for tuition and fees for the duration Staff: of time for the child to receive a Human Resources baccalaureate degree from the Mary Griesinger University. Children of a divorced [email protected] employee are also eligible if the 773-442-5202 deceased employee had been contributing to their support.

NEIU College of Arts & Science Freshman-upper 15% of graduating Full-time or half-time tuition No repayment obligation. Northeastern’s College of Arts & class or minimum ACT of 24 or SAT scholarship. Sciences, of 1110. Transfer or current NEIU Office of the Dean. student – minimum cumulative GPA Mary Hay Verne of 3.25. All students must submit a [email protected] one page detailed intention of edu- 773-442-5708 cational career goals, a transcript, and one letter of recommenda- tion from a teacher, counselor, or employer.

NEIU College of Business & Freshman-upper 15% of graduat- Full-time or half-time tuition No repayment obligation. Northeastern’s College of Business Management ing class or minimum ACT of 24 or scholarship. & Management. SAT of 1110, one page essay, sub- Diana Valdez mit two letters of recommendation [email protected] from teachers and/or employers. 773-442-6101 Transfer or current NEIU student, minimum cumulative GPA of 3.0, one page essay, submit two letters of recommendation from teachers and/or employers.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 23 financial Aid

DESCRIPTION OF PROGRAMS ELIGIBILITY PROGRAMS REPAYMENT OFFICE TO CONTACT

NEIU College of Education Freshman-upper 15% of graduat- Full-time or half-time tuition No repayment obligation. Northeastern’s College of ing class or minimum ACT of 24 scholarship. Education. or an SAT score of 1110, one Paolo Vargas page essay. [email protected] Transfer or current NEIU student- 773-442-5512 minimum cumulative GPA of 3.0, one page essay.

NEIU Honors Tuition Waiver Undergraduate Honors Program Pays instate tuition only. No repayment obligation. Northeastern’s Honors Program participants – GPA, service and Office. progress in program determine Kristen Lee Over award. [email protected] 773/442-6045

Nontraditional Degree Programs Transfer of current NEIU Student Full-time of Half-time tuition No repayment obligation. Northeastern’s Nontraditional – minimum cumulative GPA of scholarship Degree Program Office. 3.0, two page essay describing Kimberly Sanborn goals after graduation and how [email protected] participation in Nontraditional 773/442-6038 Degree Programs will assist in fulfilling those goals, and one letter of recommendation from a profes- sor, counselor or employer.

NEIU Talent Tuition Scholarships

Art Limited to first time Maximum: Four years of tuition No repayment obligation. Art Department undergraduates based on the payment. Reapply annually. Kimberly Ambriz presentation and evaluation of a [email protected] portfolio 773-442-4921

Communications, Media, and Limited to first time Maximum: Four years of tuition No repayment obligation. Communication, Media and Theatre Theatre undergraduates based on an payment. Reapply annually. Department audition Edie Rubinowitz [email protected] 773-442-6976

Dance Limited to first time Reapply each semester. No repayment obligation. Dance Department undergraduates based on an Venetia Stifler audition [email protected] 773-442-5916

English Limited to first time undergradu- Maximum: Four years of tuition No repayment obligation. English Department ates based on application, GPA payment. Reapply annually. Debra Bruce and academic progress in program [email protected] determine award. 773-442-5818

Leadership & Service Limited to undergraduates based Maximum: Four years of tuition No repayment obligation. Northeastern's on application, GPA, service and payment. Reapply annually. Office of Scholarships academic progress in program Michelle Morrow determine award. [email protected] 773-442-4606

Music Limited to undergraduates based Maximum: Four years of tuition No repayment obligation. Music Department on application, GPA and academic payment. Reapply annually. Shayne Cofer progress in program determine [email protected] award. 773-442-5919

Other NEIU Tuition Scholarships

Carruthers Center for Inner City Available for Undergraduate Pays tuition only. No repayment obligation. Carruthers Center for Inner City Studies students admitted to NEIU through Studies Jacob Carruthers Center for Inner Nakenya Walker city Studies. Award determined [email protected] by: application, GPA, service and 773-268-7500 Ext.127 academic progress.

El Centro Available for Undergraduate stu- Pays tuition only. No repayment obligation. El Centro dents admitted to NEIU through El Maria Luna-Duarte Centro Campus. Award determined [email protected] by: application, GPA, service and 773/777-9955 academic progress.

Proyecto Pa’Lante Available for undergraduate Pays tuition only. No repayment obligation. Proyecto Pa’Lante Proyecto Pa'Lante students. Award 773/442-5460 determined by: application, GPA and academic progress.

Project Success Available for undergraduate Pays tuition only. No repayment obligation. Project Success Project Success students. Award 773/442-5460 determined by: application, GPA, and academic progress.

24 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 FInancial Aid

DESCRIPTION OF PROGRAMS ELIGIBILITY PROGRAMS REPAYMENT OFFICE TO CONTACT

Northeastern Annual Application U.S. citizen; (Undergraduate only) Cover 50% of undergraduate No repayment obligation. Northeastern’s Human Resources for 50% Undergraduate Tuition The natural, adopted, foster or step- tuition charges. Office. Scholarship for Children of an child of an Illinois Public University Mary Griesinger Illinois College or University employee (covered by SURS), who [email protected] has been employed by one of the 773-442-5202 associated university or agency for at least 7 years. Employment must be at one of the universities mentioned in Public Act 90-0282.

Senior Citizens Tuition Scholarship U.S. citizen; (Undergraduate or Covers tuition and fees. No repayment obligation. Northeastern’s Financial Aid Office. Graduate) Must be 65 years or over Maureen Amos with qualifying low income. [email protected] 773-442-5010

ROTC Scholarships U.S. citizen; (Undergraduate and Covers tuition and some fees up to No repayment obligation. U.S. Army ROTC; Graduate) Based on merit. four years. University of Illinois Chicago 312-413-2358 or U.S. Air Force; Illinois Institute of Technology 312-567-3526.

Employee Tuition Scholarship Status plus non-probationary and (Civil Service Employees that have No repayment obligation. Northeastern’s Human Resources provisional employees. completed probation and adminis- Office. trative & Professional Employees) Mary Griesinger Covers 100% of tuition and fees for [email protected] full time employees up to the limit 773-442-5202 of 6 credit hours or 2 classes per semester; 3 credit hours or 1 class for 50% employees. Faculty & Administrative Support Professional (ASP)) Full time: Immediate eligibility for up to eight (8) credit hours during any one semester. Part time: immediate eligibility for up to four credit hours during any one semester.

Financial Aid Office Need U.S. citizen; Undergraduate or Pays tuition only. No repayment obligation. Northeastern’s Financial Aid Office. Based Tuition Scholarship Graduate in degree seeking program; Must show need through the FAFSA. Must be enrolled for 6 or 9 credit hours.

Graduate Merit (Graduate) Must be in graduate Covers tuition & fees; small No repayment obligation. Northeastern’s Graduate College Tuition Scholarship program and have 3.00 G.P.A. stipend. and Graduate Advisors. Information is on Graduate Website.

Graduate Assistantships (Graduate) Must be in graduate Covers tuition and fees; small No repayment obligation. Northeastern’s Graduate College or program and have 3.00 GPA. stipend. department chairperson. Information is on Graduate Website.

Cooperating Teacher Certificate (Graduate) Certified teachers who Covers tuition for a 3 credit hour No repayment obligation. Northeastern’s Office of Clinical have supervised a Northeastern class taken Experiences & student teacher in a classroom within one year of supervising a Student Teaching, ext. 5350. setting arranged through Office full semester 773-442-5346 of Clinical Experiences & Student student teacher or 50+ hour clini- Teaching. cal student. State Scholarships Minority Teachers of Illinois Schol- Undergraduate minority students Maximum $5,000 per year. No repayment necessary if ISAC arship (ISAC) (Black, Hispanic, Asian or Native recipient fulfills teaching commit- 1755 Lake Cook Rd. American) who have not received ment (one year for each year of Deerfield, IL 60015-5209 a baccalaureate degree. Must be assistance). www.collegezone.com enrolled full-time or accepted for (847) 948-8500. enrollment in a Teacher Education program. Have a cumulative GPA of 2.50 on a 4.00 scale.

Illinois Police/Fire (Undergraduate) Surviving children Covers tuition and fees. No repayment obligation. ISAC Survivor Program and spouses of Illinois Police/Fire 1755 Lake Cook Rd. officers killed in the line of duty. Deerfield, IL 60015-5209 Must be half-time. www.collegezone.com (847) 948-8500.

Dependents of POW’s and (Undergraduate and Graduate) Covers tuition and some fees. No repayment obligation. Northeastern’s Veterans Services MIA’s Scholarships Students who are dependents Office (spouse and/or children) of Illinois Cynthia Rathunde residents, officially declared [email protected] prisoners of war, missing-in-action, (773) 442-4028 killed, or 100 percent disabled since January 1, 1960.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 25 financial Aid

DESCRIPTION OF PROGRAMS ELIGIBILITY PROGRAMS REPAYMENT OFFICE TO CONTACT State Scholarships, cont'd Special Teacher Education Scholar- (Undergraduate and Graduate) Maximum: four years. Pays tuition Repayment to state is necessary if ISAC ship for High School Graduates and Limited availability to students and activity fees. teaching career not pursued. 1755 Lake Cook Rd. for Certified Teachers (ISAC) expressing intent to take courses Deerfield, IL 60015-5209 in preparation for teaching special www.collegezone.com education. No need analysis (847) 948-8500. required.

Other Scholarships Illinois General Assembly Scholar- (Undergraduate and Graduate) Each member of the Illinois General No repayment obligation. State Senator or Representative. ship (ISAC) Financial need not usually a factor. Assembly is authorized to award the equivalent of two, 4-year scholarships annually to his/her constituents.

Private Scholarships (Undergraduate and Graduate) The amounts vary according to No repayment obligation. Various outside sources such as: Need, merit, etc., the award. Pullman Foundation, Ford Founda- tion. Refer to Northeastern’s Office of Financial Aid.

Bureau of Indian Affairs (Undergraduate and Graduate) $500 to $1500 or more, depending No repayment obligation. Directly from student’s tribal office. Must be a Native American and upon monies available to the show financial need. bureau.

Diversifying Higher Education (Graduate) Black, Hispanic, Native Provides partial and full educa- No repayment necessary if recipi- McNair Scholar Program/ Faculty in Illinois (DFI) American or Asian-American who tional stipend for students pursuing ent fulfills teaching or administra- DFI Representative have been accepted to a graduate degree objectives leading to tive obligations. Angela Vidal-Rodriguez program at Northeastern Illinois teaching or administrative position [email protected]] University. Illinois residence and in post-secondary education. U.S. citizenship required. Federal Grants Federal Pell Grant The Federal Pell Grant eligibility Applies to tuition and fees plus No repayment obligation. Northeastern’s Financial Aid Office, is determined by the completion other educational expenses. Expires after six (6) years, high school of the FREE Application for full-time awards. guidance offices, post offices, Federal Student Aid or FAFSA. libraries, etc. Students with an Expected Family Contribution or EFC of 4,995 or less are eligible for the Federal Pell Grant. The amount of Federal Pell Grant funds a student may receive over his or her lifetime is limited by a new federal law to be the equivalent of six years of Pell Grant funding. Since the maximum amount of Pell Grant funding a stu- dent can receive each year is equal to 100%, the six-year equivalent is 600% (or six years, full-time).

Federal Supplemental Educational (Undergraduate) Limited avail- Program is considered a source of No repayment obligation. Northeastern’s Financial Aid Office. Opportunity Grant ability. Must show exceptional grant funds to supplement other need. Must be enrolled in a degree federal aid programs such as the program. Must file FAFSA by NEIU Federal Pell grant (described priority file date – not available immediately above) if the student during the summer terms. continues to show need.

Federal TEACH (Teacher Education U.S. citizen; FREE Application Up to $4,000 Reverts to Unsubsidized Direct Northeastern’s Financial Aid Office Assistance for College and Higher for Federal Student Aid or FAFSA Stafford Loan IF conditions of Education) required; Full acceptance into the Agreement to Serve are not met College of Education; Declared major in a ‘high need’ field; Signed Agreement to Serve with the U.S. Department of Education

26 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 FInancial Aid

DESCRIPTION OF PROGRAMS ELIGIBILITY PROGRAMS REPAYMENT OFFICE TO CONTACT State Grants Illinois Monetary Award (ISAC) (Undergraduate) Must be resident Applies to tuition and fees only. No repayment obligation. High school guidance depart- of Illinois and enroll for at least Must apply annually. Expires after 135 paid credit ments or three credit hours. Based on need hours. Northeastern’s Financial Aid Office only. Must be enrolled in a degree or ISAC, program. Expires after ten (10) 1755 Lake Cook Rd., Deerfield, IL full-time terms of use. 60015-5209, (847) 948-8500.

Illinois Veterans Grant (ISAC) Undergraduate or Graduate) Payment of tuition and some fees No repayment obligation. Northeastern’s Veterans Services Veterans must: for an equivalent of four years of Office Have at least one full year of active enrollment at any state university Cynthia Rathunde duty in the U.S. Armed Forces (or or Illinois public community col- [email protected] served in a foreign country in a time lege. (773) 442-4028 of hostility), and received an honor- or ISAC, able discharge; Have completed 1755 Lake Cook Rd., Deerfield, IL his or her initial activity duty com- 60015-5209, mitment; Have resided in Illinois (847) 948-8500. within six months before entering the service; Have returned to Illinois within six months after discharge from the service; Be enrolled at an Illinois public2 or 4 year college; Not be in default on any student loan, nor owe a refund on any state or federal grant; and maintain the minimum grade point average (GPA) required by the applicant’s college

Illinois National Guard/ (Undergraduate and Graduate) to Payment of tuition and some fees No repayment obligation. Northeastern’s Veterans Services Naval Militia (ISAC) be eligible for the Illinois National at any state school. Students may Office Guard grant a student must: be an enroll full or part-time. Cynthia Rathunde Illinois National Guard member, [email protected] defined as meeting one of these (773) 442-4028 two criteria: or ISAC, 1755 Lake Cook Rd., Be active in the Illinois National Deerfield, IL 60015, guard or have been active in the (847) 948-8500. Illinois National guard for at least five consecutive years and have been called to federal active duty for at least six months and be within 12 months after your discharge date from the Illinois National Guard. Have completed one full year of service in Illinois National Guard; be an enlisted member or an officer (Public Act 94-583); be enrolled at an Illinois public 2 or 4 year college; not be in default on any student loan, nor owe a refund on any state or federal grant; and maintain an acceptable grade point average according to the policy determined by their college. Federal Work Program Federal Work-Study Employment (Undergraduate and Graduate) Federally funded on- or off-campus No repayment obligation. Northeastern’s Student Enrolled full or half-time. Eligibility employment. Off-campus employ- Employment Office (D-012) of students is determined by ap- ment is arranged through the Taushonia White, Coordinator proved needs-analysis methods. Office of Student Employment with [email protected] Must complete FAFSA. Must be public and/or private not-for-profit (773) 442-5038 enrolled in a degree program. Must agencies operating in the public file FAFSA by NEIU priority file date. interest. Includes America Reads/ Counts Tutoring Opportunities.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 27 financial Aid

DESCRIPTION OF PROGRAMS ELIGIBILITY PROGRAMS REPAYMENT OFFICE TO CONTACT Institutional Work Program Student Aide Employment (Undergraduate and Graduate) All enrolled students are eligible No repayment obligation. Northeastern’s Student to apply for part-time on-campus Employment Office (D-024) employment. Taushonia White Coordinator (773) 442-5038 Federal Loans Federal Perkins Loan (Undergraduate and Graduate) Maximums: Undergraduate: $4000/ Fixed interest rate of 5%. Repay- Northeastern’s Financial Aid Office. Enrolled full or half-time. Must yr; $20,000 total; Graduate: $6000/ ment begins 9 months after you complete FAFSA. Must be enrolled yr; $40,000 total (including amounts graduate or leave school, or drop in a degree program. Must show borrowed as undergraduate). below half-time status. need. Must file FAFSA by NEIU Federally-funded program available priority file date. to qualified applicants to assist with educationally related costs.

William D. Ford Federal Direct Loan Program

Stafford Loans (Undergraduate and Graduate) Dependent undergraduate loan The loan has a fixed rate with a Northeastern’s Financial Aid Office. (Subsidized & Unsubsidized) Enrolled full or half-time. Must limits according to academic level: cap of 6.8%. Repayment begins 6 complete FAFSA. Must be citizen or $3,500 to $7,500 per yr. months after you graduate, leave permanent resident of the United Independent undergraduate loan school or drop below half-time States. limits according to academic level: status. $3,500 to $12,500 per yr. Graduate loan limits according to: $20,500 per yr. Unsubsidized elegibilty only.

PLUS Loans (Parent Loan for Dependent undergraduate students Amount not to exceed student's Fixed interest rate of 8.5%. The Northeastern’s Financial Aid Office. Undergraduate Students) cost of attendance. full loan amount plus interest must be repaid. The first payment is due within 60 days after the final disbursement of the loan (unless a deferment is obtained).

28 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 financial Aid

NEIU Foundation Scholarships and Awards The Northeastern Illinois University Foundation annually awards in scholarships supported by the generous contributions of University alumni, faculty, staff and friends. Scholarships are awarded based on merit, talent or need-based criteria. To be considered for Foundation scholarships awarded by the Office of Scholarships, students should contact the director of the Office of Scholarships.

Office of Scholarships Communication, Media and Theatre Aixa T. Diaz Memorial Scholarship Brommel-Hanson-Ijams-Hayward Scholarship Nada Spasojevich Memorial Scholarship Brommel-Kramer-Barnitz Scholarship Shakespeare Squared Annual Scholarship Earth Science in Student Teaching Andrew A. Hay Scholarship Shakespeare Squared Annual Award in Student Teaching English Sherman P. Appel Scholarship Professor John Clark Scholarship Professor Bonnie B. Busse Merit Scholarship Jack B. and Lily G. Rose Award Class Gift Scholarship Elvina David Scholarship Foreign Languages and Literatures Jewell Berlinger Scholarship Eric and Angela Davis Scholarship Calixto C. Masó Spanish Scholarship Daniel L. Goodwin - NEIU Foundation Scholarship Jenny and Edward Harju Scholarship Health, Physical Education, Recreation and Athletics Chuck Kane College of Arts and Sciences Scholarship Chuck Kane Merit Award Chuck Kane H.P.E.R.A. Scholarship Chuck Kane College of Education Scholarship Chuck Kane Health and Wellness Award Mary Louise Kooyumjian Scholarship Gus Ziagos Scholarship Daniel K. Kuzuhara Hope Center Award in Psychology Hilton and Shirley Leibow Scholarship History Paula M. Levy Scholarship Brommel-Lindberg Scholarship Arturo Najera Mexican-American Scholarship Honors Program NEIU Foundation Scholarship Brommel-Elliott Scholarship NEIU Chuck Kane Scholarship Brommel-Manganiello-Wohl Scholarship NEIU Foundation Jesse White Scholarship Brommel-Portakalis-Brady Scholarship Bernard and Ethel Rattner Scholarship Music Jorge Rodriguez Scholarship Brommel-Barnett-Kenas-McGukin-Nicoscia- Jerome M. Sachs Scholarship Speake Scholarship A.C. Shabica Memorial Scholarship Brommel-Ratner Scholarship Schneider Family Scholarship for Special Education Music and Dance Ronald Williams Scholarship Harold E. Berlinger Music Scholarship The Smith Barney Mercantile Foundation Graduate Music Scholarship Undergraduate Scholarship NEIU Scholarship for Pianists The Smith Barney Mercantile Foundation Liliana Novakovich Scholarship Graduate Scholarship Joan Sachs Scholarship Daniel L. Goodwin Student Government Award Nontraditional Degree Programs Civil Service Scholarship Brommel-Mendelson-Henington Scholarship To be considered for Foundation scholarships awarded Physics by a college or department, students should contact the Peter Speltz Award individual college or department. Political Science College of Business and Management Brommel-Feigenholtz Scholarship Chase Scholarship in Finance Pi Sigma Alpha Theta Lambda Chapter Scholarship Russell C. Eustice Award Sociology Elaine Helman Award Vera Milam Scholarship Chuck Kane Business and Management Scholarship Sienkowski-Sociology Scholarship Art Frank Fritzman Award Clarice Hallberg Award

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 29 Scholarships Office

Scholarships Office Students are often faced with the dilemma of how they will RESIDENCY STATUS For the purpose of this regulation an “adult” is considered pay for their education. For many, the financing of a university to be a student eighteen years of age or over; a “minor” education becomes a barrier to learning. With this in mind, the student is a student under eighteen years of age. The term mission of the Office of Scholarships is to lead in the promotion “the state” means the state of Illinois. Except for those and awarding of university scholarship funds to deserving stu- exceptions clearly indicated in this regulation, in all cases dents. Therefore, the goal is to assist in lessening the financial where records establish that the person does not meet the burden that many students seek to overcome. requirements for resident status as defined in this regulation, For additional information, the Scholarships Office can be con- the nonresident status shall be assigned. tacted at 773.442.4606 or via e-mail at [email protected]. 1. Residency Determination STUDENT EMPLOYMENT OFFICE Evidence for determination of residence status of each ap- The Student Employment Office serves currently enrolled plicant for admission to the university shall be submitted to Northeastern students who are seeking part-time, seasonal, the office responsible for admissions at the time of applica- temporary and on-campus employment. Job opportunities tion for admission. A student may be reclassified at any time such as these assist students in meeting college expenses by the university upon the basis of additional or changed and/or gaining career-related experience. All job opportunities information. However, if the student is classified in error as received by the Student Employment Office are for enrolled a resident student, the change in tuition shall be applicable student who have not graduated. Certain on-campus jobs, beginning with the term following the reclassification; if the such as those funded by the Federal Work Study Program, student is classified in error as a nonresident, the change in are based on demonstrated financial need resulting from an tuition shall be applicable to the term in which the reclassifica- approved Financial Aid application. Other on-campus jobs tion occurs, provided the student has filed a written request (Student Aide) are open to all students who are enrolled at least for a review in accordance with this regulation. half time. All jobs received by the Student Employment Office 2. Adult Student are posted online. The Student Employment Office website is An adult, to be considered a resident, must have been a www.neiu.edu/~deptoff/students/stu_emp/. A limited number bona fide resident of the state for a period of at least six of job openings are posted on bulletin boards just north of the consecutive months immediately preceding the beginning entrance to the Office of Enrollment Services. The Student of any term for which he/she registers at the university, and Employment Office is located in the lower level of building must continue to maintain a bona fide residency in the state, D, room 012, and the telephone number is (773) 442-4697. except that an adult student whose parents (or one of them if only one parent is living or the parents are separated or divorced) have established and are maintaining a bona fide residence in the state and who resides with them (or the one residing in the state) or elsewhere in the state will be regarded as a resident student. 3. Minor Student The residence of a minor shall be considered to be, and to change with and follow: a. That of the person’s parents, if they are living together, or living parent, if one is dead ; or b. if the parents are separated or divorced, that of the parent to whom the custody of the person has been awarded by court decree or order, or, in the absence of a court decree or order, that of the father unless the person has continuously resided with the mother for a period of at least six consecutive months immediately preceding his/her registration at the university, in which latter event the person’s residence shall be considered to be that of his/her mother; or c. that of the adoptive parents, if the person has been legally adopted and, in the event the adoptive parents become divorced or separated, that of the adoptive par- ent whose residence would govern under the foregoing rules if that parent had been a natural parent; or

30 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 RESIDENCY STATUS

d. that of the legally appointed guardian of the person if comply with all of the other applicable requirements to es- the minor resides with such guardian; or tablish resident status. e. that of a “natural” guardian, such as a grandparent, Effective Fall 2003 and thereafter, in accordance with 110 ILCS adult brother or adult sister, adult uncle or aunt, or other 680/25-88 of the Illinois General Assembly, students with an adult with whom the person has resided and has been undocumented status may be eligible for in state tuition if all supported by for a period of at least six consecutive conditions of HB0060 are met. For more information, please months immediately preceding his/her registration at the contact the Admissions Office at 773-442-4000. university for any term if the person’s parents are dead or have abandoned him/her and if no legal guardian of 8. Armed Forces Personnel the person has been appointed and qualified. A person who is actively serving in one of the Armed Forces of the United States and who is stationed and present in the 4. Parent or Guardian state in connection with that service and submits evidence Except as provided in paragraph 10 of this regulation, no of such service and station, as well as such person’s spouse parent or legal or natural guardian will be considered a resi- and dependent children, shall receive a waiver of the non- dent of the state unless the parent or guardian (a) maintains resident portion of tuition as long as such person remains a bona fide and permanent place of abode within the state, stationed and present in Illinois and the spouse or dependent and (b) lives within the state, except when temporarily absent children of such person also live in the state. If such a per- from the state, with no intention of changing his/her legal son is transferred to a post outside the continental United residence to some other state or country. States, but such person or the spouse and/or dependents 5. Emancipated Minor of such person remain(s) registered at the university then If a minor has been emancipated, is completely self-sup- such a waiver shall continue until such time as the person porting, and actually resides in the state, the minor shall in service is stationed in another state within the continental be considered to be a resident even though his/her parent United States. or guardian may reside outside the state. An emancipated 9. Minor Children of Parents Transferred Outside the minor who is completely self-supporting shall be considered United States to “actually reside in the state of Illinois” if he/she maintained The minor children of persons who have resided in the state a dwelling place within the state uninterruptedly for a period for at least twelve consecutive months immediately prior to of at least twelve consecutive months immediately preceding a transfer by their employers to some location outside the the beginning of any term for which he/she registers at the United States shall be considered residents. However, this university. Marriage or active military service shall be regarded shall apply only when the minor children of such parents as effecting the emancipation of minors, whether male or enroll in the university within five years from the time their female, for the purposes of this regulation. An emancipated parents are transferred by their employer to some location minor whose parents (or one of them if only one parent is living outside the United States. or the parents are separated or divorced) have established and are maintaining a bona fide residence in the state and 10. Staff Members of the University, Allied Agencies, who resides with them (or the one residing in the state) or and Faculties of State-Supported Institutions in Illinois elsewhere in the state will be regarded as a resident student. Staff members of the university and of allied agencies, and faculties of state-supported institutions of higher education 6. Marriage of Students in Illinois, holding appointment of at least one-quarter time, a. If a resident student marries a nonresident, then the and their spouses and dependent children, shall be treated resident student shall continue to be classified as a as residents. resident unless the student requests reclassification to a nonresident status. 11. Teachers in Public and Private Illinois Schools b. If a nonresident student marries a resident, then the Teachers in the private and public elementary and secondary nonresident student shall continue to be classified as schools in Illinois shall, if subject to the payment of tuition, a nonresident unless the student executes a declara- be assessed at the resident rate during the term in which the tion of residency, in such form as may be prescribed staff member or teacher holds such an appointment at least by the office responsible for admissions and requests one-quarter time. This privilege also extends to the summer reclassification to resident status. session or off-term vacation immediately following the term for which such appointment was effective. 7. Persons Without United States Citizenship A person who is not a citizen of the United States of America, 12. Definition of Terminology to be considered a resident must have approved permanent To the extent that the terms “bona fide residence,” “indepen- resident status with the United States Citizenship and Im- dent,” “dependent,” and “emancipation,” are not defined in migration Services or a visa that allows applicant to stay this regulation, definitions shall be determined by according in the United States indefinitely. They must also meet and due consideration to all of the facts pertinent and material to the question and to the applicable laws and court decisions of the state of Illinois. NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 31 STATEMENT OF FEES

Voter registration, filing of tax returns, proper license and registration for the driving or ownership of a vehicle, and STATEMENT OF FEES other such transactions may verify intent of residence in a For more detailed information regarding tuition and fees see state. Neither length of university attendance nor continued the current schedule of classes. presence in the university community during vacation period *Please note: Tuition and fees are assessed per credit hour shall be constructed to be proof of Illinois residence. up to a total of 16 credit hours. The term “staff member” as used in this regulation shall mean Tuition Per Credit Hour a person appointed to an established position for specific Undergraduate (Newly Enrolled 2008)...... $260.00 amount of time at a salary commensurate with the percentage Graduate...... $260.00 of time required, under an appointment requiring service for Non-Resident Undergraduate not less than three-fourths of the term. The term “staff mem- (Newly Enrolled 2008)...... $520.00 ber” as defined herein shall not apply to persons employed Non-Resident Graduate...... $520.00 on an hourly basis in either an academic or non-academic Fees Per Credit Hour...... $51.90 capacity, nor to persons on leave without pay. Persons ap- Tuition and Fees for Enrollment of 12 credit hours* pointed to established civil service positions, whose rate of Undergraduate (Newly Enrolled 2008)...... $3,745.80 pay is determined by negotiation or prevailing rates, shall not Graduate...... $3,745.80 be considered as being paid on an hourly basis. Non-Resident Undergraduate (Newly Enrolled 2008)...... $6,865.80 13. Procedure for Review of Residency Status Non-Resident Graduate...... $6,865.80 A student who takes exception to the residency status as- *These totals do not include the cost of health insurance. signed and/or tuition assessed shall pay the tuition assessed These totals do include the $3 per semester Clean/Renew- but may file a claim in writing to the University Registrar for able Energy Fee. a reconsideration of residency status and/or an adjustment of the tuition assessed. The written claim for reconsideration Tuition and fees are subject to change without notice. of residency status must include three documents which Tuition Guarante Plan - indicate the student’s address within Illinois and dated at Undergraduate Students least six months prior to the beginning of the term for which Beginning with the Fall 2004 semester, tuition for newly en- an adjustment is requested. Acceptable documents include rolled undergraduate students seeking their first bachelor’s voter registration card, tax return, state ID or driver’s license, degree is guaranteed for four consecutive years. The Tuition bank statement, credit card bill, utility bill, lease/rental agree- Guarantee Plan will help you and your family budget your ment, and insurance document. The written claim must be educational expenses. The Tuition Guarantee Plan applies filed within 30 calendar days from the date of assessment of only to tuition. Fees may increase during the fours years. tuition or the date designated in the official university calen- See the current Schedule of Classes for more information. dar as that upon which instruction begins for the academic period for which the tuition is payable, whichever is later, REFUNDS or the student loses all rights to a change of status and/or Final dates for refunds when withdrawing from classes are adjustment of the tuition assessed for the term in question. stated in the Schedule of Classes. A service charge will be If the student is dissatisfied with the ruling in response to deducted for processing refunds for complete withdrawal the written claim made within said period, the student may of all classes. appeal the ruling by filing a written appeal with the office Health insurance and parking fees are not refundable and responsible for admissions within 20 days of receipt of notice may not be waived after the tenth day of classes. of ruling. Such written appeal shall be forwarded by the office responsible for admissions to board legal counsel, who shall TRANSCRIPT FEE consider all evidence submitted in connection with the case Students will be assessed a $10 transcript fee at the time and render a decision which shall be final. of their first registration which allows students to request a reasonable amount of transcripts at no additional cost. MANDATORY STUDENT FEES Students registered at Northeastern Illinois University pay a variety of fees intended to enhance and facilitate many aspects of campus life. Parking Fee — University students have three options regard- ing parking: to participate in the Level II parking program, to participate in Level I parking, or to waive out of the parking program entirely. Students who choose to participate in

32 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 STATEMENT OF FEES

Level II parking will be assessed the parking fee based on Be aware that in order to avoid a lapse in coverage, insur- credit hours enrolled. Students who desire to participate in ance should be purchased each semester, Fall, Spring and Level I must sign a waiver form to opt out of the Level II park- Summer sessions. This should be done at the Cashier’s ing program and independently purchase a Level I parking Office at the time the tuition payment is made. permit (forms are available online at www.neiu.edu/~park). Part time undergraduate and master degree students who Students that do not want to participate in the parking wish to purchase student health insurance will need to pay program must sign a waiver form to opt out of the program. the premium at the Cashier’s Office prior to the tenth day of Waiver forms are also available in the Cashier’s Office and classes. If dependent coverage is desired, the student must on line at www.neiu.edu/~finanadm/bursar.htm. obtain an insurance application form at the Health Service The Student Union Fee helps support the Student Union Office located in E051. which is the heart of the activity program on campus. It is The Academic Enhancement Fee is dedicated to Univer- the scene of lectures, discussions, concerts, dances, meet- sity renovation, improvement, and upgrade of classrooms, ings, and other activities. The facilities include food services, laboratories, and other academic space. lounges, and meeting rooms. RELEASE OF INFORMATION The Student Activity Fee is used to support the Student PERTAINING TO STUDENTS Government, student organizations and clubs, and the many In compliance with the Family Educational Rights and Privacy activities, programs, media, and events sponsored by the Act of 1974, as amended, the following policy outlines the above group. procedures available for access to student records. This policy Computer Resource Fee is dedicated to the enhancement is intended to ensure the confidentiality of student records. of computer services available to students. Such purposes shall include the addition of computer workstations in a I. Definitions lab situation, additional “smart classrooms”, and increased A. “Student” is defined as one who has attended or is access to all the networks and communications highway attending Northeastern Illinois University and whose currently in place as well as those to be built in the future. records are in the files of the University. There will be an increased availability of staff to assist stu- B. “Education records’’ are those records which are directly dents in learning to take advantage of the new and evolving related to a student and maintained by the institution or information technologies. by a party acting for the institution. ``Education records’’ The Green Fee funds implementation of clean and renewable do not include files made by and kept in the sole pos- energy technologies and improvement of campus energy session of the maker which are not accessible to any efficiency at Northeastern Illinois University. other person. The Freshman Orientation Fee is a mandatory one-time C. “Directory information” includes name, address, tele- fee paid by freshmen who are not transferring previously phone number, dates of attendance, enrollment status, earned college credit; this fee supports orientation programs level, previous institutions attended, major field of study, for these students. awards, honors, degrees conferred with dates, past The Performing Arts Fee helps to support university theatre and present participation in officially recognized sports and dance productions and musical concerts. and activities, physical factors (height and weight of athletes), prior military service, campus e-mail address, The Campus Recreation Fee supports a comprehensive and date and place of birth. (See Section V, Release of recreation program, including intramurals, wellness and fit- Information). ness programs, aquatics, sport clubs and informal recreation. The Health Service Fee enables the university to provide II. Location of Education Records assessments and care for a wide range of student health All students have records in the Office of Enrollment Ser- concerns. vices, D-111, and are maintained by the University Registrar. Student-Health Insurance Fee ­— All full-time undergradu- Students may also have records in the following offices which ates are automatically billed for Student Health Insurance. are maintained by the administrative officer listed: Undergraduate students have the option to waive the health Academic Development C-519 Dean insurance by completing a health insurance waiver with * Nontraditional Degree B-151 Director proof of insurance no later than the tenth day of classes. Programs The health insurance cost is non-refundable after the tenth Dean of Students Suite B-119 Dean day of classes. Please be aware that the plan protects all * College of Arts and Sciences BBH-158A Dean participating students twenty-four hours a day. Please re- * College of Education LWH-4044 Dean view the Student Health Insurance Plan Brochure for plan * College of Business CBM-184 Dean effective dates. and Management Career Services Suite B-119 Director

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 33 RELEASE OF INFORMATION PERTAINING TO STUDENTS

Financial Aid D-201 Director In addition, Northeastern has contracted with The National Graduate College LWH-0006 Dean Student Clearinghouse to provide services to students on Vice-President for C-320 Vice- our behalf (e.g., degree and enrollment verification). Student Life President A. The determination of a “legitimate need to know” will * Some departments maintain records separate from the be made by the person responsible for the mainte- College. A list of departments or programs which have nance of the record. This determination must be made separate records, their location, and the person responsible scrupulously and with respect for the individual whose for the record may be obtained from the office of the dean of record is involved. the college in which the department or program is located. B. Those letters and statements in an education record III. Availability of Records to Students which are inaccessible to students (filed before A student’s record is open to the student, with the following January 1, 1975, or segregated by waivers) are to be exceptions: used only for the purposes for which they were prepared. A. Letters of recommendation placed in files prior to V. Release of Information to Third Parties January 1, 1975 which were intended to be confiden- A. Directory information may be released to agencies tial and used only for the purpose for which they were or persons outside the university unless the student prepared. completes the appropriate form which indicates that this B. Records of parents’ financial status. information should be withheld. This form may be obtained at the Enrollment Services Center and C. Medical and psychological records. Medical and psy- must be filed within the first ten days of classes. chological records are not available to anyone other than those providing treatment, but can be reviewed B. Other information in the education record normally will by a physician or licensed professional of the student- be released to third parties (i.e., anyone not a member patient’s choice. of the faculty or staff) only at the written request of the student. A student may secure from the appropriate D. Some items of academic record under certain conditions. office a “consent form” authorizing the release of To ensure the validity and confidentiality of references specified records to specific individuals. prepared off campus and on campus, certain documents may carry waivers, signed by the student, relinquishing C. Other information in the education record will be the student’s right of access to the document. released to third parties without the consent of the student only as follows: Waivers are subject to the following conditions: 1. Information will be released: 1. Waivers can be signed only for the specific purposes a. To Federal and State Officers in connection with of application for admission, candidacy for honor or the audit and evaluation of federally supported honorary recognition, including financial aid, based at educational programs and to enforce federal laws; least in part on merit, and candidacy for employment; b. As required by State law; 2. Waivers cannot be required; c. To research projects on behalf of educational 3. The student shall be told, upon request, the names of agencies seeking test norms, improving instruc- those supplying references. tion, etc., provided that there is no personal All items in the academic record not covered by waivers identification of students; are open to the student. Material not covered by waivers d. To accrediting agencies carrying out their func- may not be protected by keeping it out of the student’s file. tions; IV. Availability of Records to University Personnel e. In response to a subpoena or court order; Student records are open to members of the currently f. To officials of another school, upon request, in employed University faculty and staff who have a legitimate which a student seeks or intends to enroll need to know their contents, with the following provisions/ g. To parents of a dependent (as defined by the restrictions: IRS code) student. The university faculty or staff member must be performing h. Results of a disciplinary hearing to an alleged a task that is specified in his or her position description or victim of a crime of violence. by a contract agreement, OR i. To persons in an emergency if the knowledge of performing a task related to student’s education, OR information is in fact necessary to protect the providing a service or benefit relating to the student such health or safety of the student or other persons. as health care, counseling, job placement or financial aid. 2. Education records will be released to third parties A professor therefore, may access the records of an enrolled only by the University Registrar, Director of Financial student in his or her class. Aid or the Vice President for Student Affairs. No

34 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 RELEASE OF INFORMATION PERTAINING TO STUDENTS

other University office will release education record E. The student may request and receive interpretation of his information to third parties directly except in the or her record from the person (or designate) responsible case of institutional audits. Third party requests to for the maintenance of the record. other University offices shall be referred to one of VII. Review on Challenge the aforementioned officials. A. In the event a student challenges the content of the 3. The third party must submit the request in writing education record on the basis that an item(s) is inac- and must specify legitimate reason. A copy shall curate, misleading, or violates the privacy or other be filed with the President’s Coordinator of Legal rights of the student, the custodian of the education Affairs. record shall discuss the challenge with the student and 4. A reasonable attempt will be made to notify the attempt to resolve the challenge within a framework student prior to the release of information if: (a) the of maintaining the integrity, accuracy, and usefulness request for information takes the form of a subpoena of the record. If the student wishes to insert a written or a court order (excluding certain law enforcement explanation regarding the content of the record, such subpoenas and exparte orders), and (b) disclosure written explanation is to be accepted and included in without notice would infringe upon the student’s the record. rights under the Family Educational Rights and B. If the custodian and student are unable to resolve Privacy Act. Judgments on condition (b) will be the challenge, they shall schedule a meeting with the made by the President’s Coordinator of Legal Af- appropriate dean, within 15 days of the challenge for fairs in consultation with the University President further review. and Legal Counsel. C. If no resolution can be effected, the matter will be 5. A notation of the release made to third parties will be referred to the appropriate Vice-President’s Hearing kept in the student’s record by the University Regis- Panel. trar, Director of Financial Aid or the Vice President D. It is the obligation of the University to amend the for Student Affairs except when the reason for the education record if it is found that information con- request is institutional audit, procedural evaluation, tained therein is inaccurate, misleading, or otherwise in or research. Reasons shall be evaluated in consulta- violation of the privacy or other rights of the student, tion with the President’s Coordinator of Legal Affairs. and the student’s statement commenting on the edu- Such notation is open only to the student and the cation records which may be inserted therein shall be person in charge of the record. maintained as part of the educational records and shall D. The third party is prohibited by the Family Educational be disclosed, together with the contested portion, to Rights and Privacy Act from subsequently releasing any party entitled to receive the education records. personally identifiable information to other (or fourth) parties, and shall be so informed in writing by the VIII. The Hearing University official who releases information. A. General principles: A request for a hearing must be specific to a record, be VI. Access Procedure submitted in writing to the custodian of the record, and The University has established the following procedures include an explanation or justification of the request enabling the student to have access to his or her record for a hearing. It is the responsibility of the student to within 15 working days of the request and has provided for prepare the written request. interpretation and challenge. B. The Hearing Panel shall be appointed by the A. The student may see his or her file by filling out a appropriate Vice-President. It shall consist of: specific request form at the office where the record of 1. At least one administration official of the Univer- interest is maintained. sity who does not have an interest in the direct B. Access is to be granted promptly and no later than 15 outcome of the hearing; working days from the date of request. 2. One faculty member of the University who does not C. The student may make the request in person or by mail. have an interest in the direct outcome of the hearing; D. The student may obtain copies of records upon request 3. Two representatives from the Student Government (for which the university may charge an appropriate or appropriate body. fee per page) with the following exceptions: The custodian of the record(s) or his or her designate 1. Copies of transcripts from other schools will not be shall be present as a resource person, but only as an released. ex-officio member of the panel. 2. Copies of NEIU transcripts will not be released if the C. The hearing panel process shall afford the student a full student is indebted to the university. and fair opportunity to present evidence relevant to the issue being raised. The process will ensure that:

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 35 REASONABLE ACCOMMODATION OF RELIGIOUS OBSERVANCES

1. Hearings will be scheduled within a reasonable C. Faculty and administrative personnel may require up to period of time not to exceed 45 days from the date five (5) calendar days advance notice of absences to on which the appeal was heard by the appropriate observe religious holidays. dean; D. It is the responsibility of the faculty and administra- 2. Hearings will not be open to the public; tive personnel to make available to such students an 3. Neither the student in question, nor his/her repre- equivalent opportunity to make up the examinations, sentative, shall serve on the panel; study or other academic work requirements which they missed due to such absences. 4. Decisions of the panel will be by majority vote and will be final; E. It is the responsibility of all students who also are em- ployees of the University to make arrangements to fulfill 5. Results of the hearing, to include a summary of the their obligations to the University in advance of their evidence and the reasons for such decision, will be absences, and/or to utilize accrued leave (if applicable) communicated in writing to the student and to the during the absences. custodian(s) of the record being challenged within a period not to exceed 45 days after the conclusion F. No fees or penalties may be imposed against the stu- of the hearing. dents who exercise such afforded opportunities. If a student believes she/he has been a victim of discrimina- IX. Notification Regarding Access to Records tion on grounds of religious observances, she/he may Annual notification of this policy shall be made in official seek redress under the existing Discrimination Grievance publications, such as the Schedule of Classes and the Procedure. (Copies available in the University Outreach and University Catalog. Equal Employment Office and reprinted in the Northeastern X. Continued Maintenance Student Handbook available online). Nothing in this policy requires the continued maintenance POLICY ON DRUG AND ALCOHOL ABUSE - of any student record. However, if under the terms of this SUMMARY policy a student has requested access to the record, no de- Consistent with its mission as a public institution of higher struction of the record shall be made before access has been education, the University is committed to educating students, granted to the student. Persons in charge of records should faculty, and staff on the dangers of alcohol and drug abuse, ensure that only pertinent items are retained in student files. and to establishing standards of conduct that maintain a Students have the right to file a complaint with the U.S. campus environment in which such abuse is prohibited. These Department of Education concerning alleged failures by standards are intended to be in full compliance with the Drug- the University to comply with requirements of FERPA. The Free Schools and Campuses Regulations (34 CFR Part 86) name and address of the office that administers FERPA is: promulgated by the Department of Education to implement Family Policy Compliance Office section 22 of the Drug-Free Schools and Communities Act U.S. Department of Education Amendments of 1989, which adds section 1213 to the Higher 400 Maryland Avenue SW Education Act and section 5145 to the Drug-Free Schools Washington, D.C., 20202-4605 and Communities Act (collectively referred to as the “Act”). REASONABLE ACCOMMODATION OF Students should refer to the Dean of Students Web site for information about University policies and procedures at RELIGIOUS OBSERVANCES www.neiu.edu. For further information, call 773-442-4610. Consistent with Illinois Public Act 84-212, an act to prohibit public school districts and institutions of higher education STANDARDS OF CONDUCT AND PROHIBITIONS: from discriminating against students for observing religious Employees and students, in their affiliation with the uni- holidays (effective August 26, 1985), Northeastern Illinois versity, shall not manufacture, possess, use, deliver, sell or University subscribes to the following policy and procedures: distribute any substance prohibited by the Illinois Cannabis A. Northeastern Illinois University supports the concept Control Act, the Illinois Controlled Substance Act, or any of “Reasonable Accommodations of Religious Obser- other State or federal statute, except as authorized by law, vances” in regard to admissions, class attendance and consistent with the regulations of the university’s board of the scheduling of examinations and other academic trustees. Further, faculty, staff, and students may not possess work requirements. or consume alcoholic beverages on university property or at university-sponsored activities except in accordance with the B. A student who is unable because of the observance of university’s alcohol policy (see use of facilities policies and a religious holiday to attend classes on a particular day procedures manual) — which expressly limits consumption or days or at a particular time of day shall be excused of alcoholic beverages to persons 21 years of age or older, from any examination or any study or other academic who are attending as specific invitees of the President or ap- work assignments on such days or times. propriate Vice President or designee, a function specifically

36 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 SERVICES FOR STUDENTS WITH DISABILITIES approved by the President or appropriate Vice President or sion and referral for prosecution and completion of an ap- designee, held in a specifically approved designated area. propriate rehabilitation program, all in accordance with the Student Conduct Code. Furthermore, student employees APPLICABLE LEGAL SANCTIONS: who violate the University’s foregoing policy may be subject Employees and students who violate State and/or Federal law to termination of employment. may be subject to criminal prosecution. A number of Illinois and Federal criminal statutes provide extended definitions of 2. Employee Sanctions what constitutes illegal possession, use, and distribution of The University will impose disciplinary sanctions (consistent alcohol and drugs. Criminal penalties for violations of Illinois with local, State and Federal law) on employees who violate statutes include terms of imprisonment for up to sixty (60) the University’s foregoing policy up to and including possible years and fines of up to $500,000. Equally severe penalties termination of employment and referral for prosecution. and sanctions may be imposed for violations of Federal statutes. Detailed information on penalties and sanctions ORAL PROFICIENCY is distributed to all students, faculty, and staff annually and Northeastern Illinois University, in accordance with a 1987 is available from the Dean of Students Office. Definitions of State statute, insures that all persons providing classroom legal sanctions under Illinois law for the unlawful possession, instruction to students are proficient in oral English. If an use, and distribution of illicit drugs and alcohol are included instructor’s oral proficiency is in doubt, students should in 720 ILCS Sec. 570/201 et seq. and 720 ILCS Sec. 550/1 contact the department chair to obtain information about et seq., copies of which are available for review by students the University’s procedure for handling complaints. and employees in the University library. SERVICES FOR STUDENTS WITH DISABILITIES HEALTH RISKS: a. Northeastern Illinois University complies with Section The abuse or illegal use of alcohol and the illegal use of con- 504 of the Rehabilitation Act of 1973 which states that trolled substances can seriously injure the health of employees “No otherwise qualified handicapped individual in the and students, adversely impair the performance of their duties United States ... shall, solely by reason of his (or her) and their academic achievements, and endanger the safety handicap, be excluded from the participation in, be and well-being of fellow employees, students, and others. denied the benefits of, or be subjected to discrimina- Further information about the health risks associated with tion under any program or activity receiving Federal the use of alcohol and controlled substances is distributed financial assistance....” In addition, NEIU complies with to all students, faculty and staff annually and is also available the Americans With Disabilities Act of 1990. from the Dean of Students Office. b. The Affirmative Action Officer (A.A.O.) assumes responsibility for seeing that the University is prop- COUNSELING AND SUPPORT SERVICES: erly interpreting Federal regulations requiring that the 1. Students University take such steps as are necessary to ensure The Counseling Office offers counseling and referral services that no qualified student with disabilities is denied the to students who have drug or alcohol abuse-related problems. benefits of, excluded from participation in, or otherwise The Dean of Students Office provides (a) information about subjected to discrimination because of the absence of on-campus substance abuse self-help groups, (b) referrals educational auxiliary aids for students with impaired to off-campus prevention and treatment resources, and (c) sensory, manual or speaking skills. The Affirmative substance abuse information and prevention literature. Action Officer is responsible for coordinating the Uni- versity’s compliance with these regulations. 2. Employees In cooperation with the Admissions Office, Health Employees and their dependents who encounter drug and Service, Counseling Office, and Accessibility Center, alcohol abuse problems are encouraged to seek assistance the A.A.O. assumes responsibility for receiving and voluntarily from the University’s Employee Assistance Pro- coordinating inquiries from students regarding auxiliary gram (EAP). If job performance is adversely affected by drug aids, academic adjustments or other reasonable ac- or alcohol abuse, an employee may be referred to the EAP. commodations. Participation in the EAP is confidential and is encouraged by the University; however, it will not preclude normal dis- c. The following procedure applies for consideration of ciplinary action or relieve an employee of responsibility for requests for auxiliary aids, academic adjustments or performing assigned duties in a safe and efficient manner. other reasonable accommodations. Students should complete the steps listed below sufficiently in advance DISCIPLINARY SANCTIONS: of the anticipated need for services. Such notice is 1. Student Sanctions required in order to give the various academic and The University will impose disciplinary sanctions (consistent service areas a reasonable period of time in which to with local, State, and Federal law) on students who violate evaluate requests. the University’s foregoing policy up to and including expul-

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 37 GENERAL EDUCATION PROGRAM

1. Students must be admitted to and/or enrolled in the an understanding of the modes of thought, concerns, University. and methodologies of the fine arts, the humanities, 2. Students requesting auxiliary aids, academic adjust- the social and behavioral sciences, and the natural ments or other reasonable accommodations should sciences; first contact the University’s Accessibility Center. and the ability to use quantitative methods in the If the request requires modification of academic natural, social and behavioral sciences and math. procedural requirements or necessitates special Students are required to take a minimum of 39 credit hours testing and/or course evaluation methods, students of General Education courses. Transfer students may fulfill must provide a written diagnosis from appropriate General Education requirements with courses taken at other professional personnel. Such diagnosis is subject to colleges or universities. Students who transfer with an verification by the University. If the request cannot approved Illinois Community College Board (ICCB) Model be granted by the Accessibility Center, students Associate of Arts (AA) or Associate of Science (AS) degree should contact the A.A.O. or have completed the Illinois General Education Core Cur- 3. The A.A.O. will make a case-by-case determination riculum by the end of the first semester after transferring to of the student’s educational need for the requested Northeastern Illinois University will have met their General auxiliary aid, academic adjustments or other reason- Education requirements. For information regarding the Il- able accommodations. Auxiliary aids, academic linois General Education Core Curriculum, visit the web site adjustments or other reasonable accommodations at http://www.iTransfer.org. Students seeking a teaching determined to be necessary will be provided at no certificate may be required to take additional course work. cost to the student. Students are encouraged to complete their General Edu- 4. The Illinois Office of Rehabilitation Services (ORS) cation courses during their first 75 hours of course work. has a responsiblity to provide services to eligible These courses are distributed as described in detail below, individuals with disabilities. The University strongly and require students to take two courses in the Fine Arts, encourages students to apply to ORS for any benefits three courses in the Humanities, four courses in the Social/ for which they might be eligible. Behavioral Sciences, three Natural Science courses (in- d. Students who believe that they have been cluding one laboratory course), and one Math/Quantitative discriminated against on the basis of a disability can Reasoning course. seek resolution through the University’s Discrimination Fine Arts FA 2 courses, 6 credit hours from two of the fol- Grievance Procedure. Information and consultation lowing areas of study: Art, Mass Media & Theatre (in the CMT on this procedure is available in the Office of Uni- dept.), Music & Dance (in the Music dept.) versity Outreach and Equal Employment (C-216, Humanities HU 3 courses, 9 credit hours from at least 773-442-5416). two of the following areas of study: Communication (in GENERAL EDUCATION PROGRAM the CMT dept.), English, Linguistics, Philosophy, Women's In the General Education Program, the University identifies Studies, World Languages and Cultures, (NOTE: No more five areas in which students gain some general knowledge than two foreign language courses may be used to fulfill to enrich their lives and enhance their academic experience. this requirement.) These five areas are Behavioral/Social Sciences, Natural Sci- Behavioral/Social Sciences SB 4 courses, 12 credit hours ences, Humanities, Fine Arts, and Math/Quantitative Reasoning. from at least two of the following areas of study: African & Every undergraduate student must take courses from a list of African American Studies, Anthropology, Computer Science, designated courses in each of these areas. Economics, Geography & Environmental Studies, History, Justice Studies, Latino & Latin American Studies, Political It is expected that the knowledge gained in these courses will Science, Psychology, Sociology provide an academic foundation that will help prepare students for the major and minor course areas and will encourage students Natural Sciences NS 3 courses, 9 credit hours from at least to become life-long learners in many different and divergent two of the following areas of study; one course must have a fields of study. laboratory component: Biology, Chemistry, Earth Science, Physics (NOTE: If an FYE ANTH that counts as NS is taken, The goal of the General Education Program (often called ‘Gen then only one Biology course may be used for NS) Ed’) is to assist students in developing the following: Math/Quantitative Reasoning MA 1 course, a minimum of the ability to communicate both in writing and orally; 3 credit hours that has Intermediate Algebra as prerequisite the skills required to gather, analyze, document, OR is on the General Education Program List of Approved and integrate information; Courses. Any 3 hour college level math course, beyond an understanding of historical processes and cultural Intermediate Algebra, meets this requirement. differences; aesthetic and literary sensitivity;

38 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 GENERAL EDUCATION PROGRAM

Please note the following rules regarding the General Edu- Some majors in the College of Education require a minor. cation Program: Students should refer to the section of the Catalog which • Only courses included on the General Education Program details the requirements for each major to determine if a List of Approved Courses during the term of enrollment minor or a set of cognate courses is required. (published in the Schedule of Classes) are applicable towards Declaration of Major/Pre-Major the General Education requirements. The University requires all undergraduate students to declare • The Pass/Fail option may not be used to meet any General a major by the time they have earned a total of 45 credit Education requirements. hours. Students who have not completed the prerequisites • A student may use no more than six (6) hours of “D” to necessary to declare a major must declare a pre major. meet the distribution area requirements. No grade of ‘D’ is allowed in Mathematics. Declaring a Pre-Major • By the tenth week of the Fall and Spring semesters, fac- Students may declare a pre-major by obtaining the form at ulty teaching General Education courses must notify any the Enrollment Services Center (D 101). student with less than a “C” average of his/her grade in Declaring a Major the course. The “Declaration or Change of Major/Minor” form must be • Majors in the Fine Arts, Humanities, Social/Behavioral completed for a declaration of major or any changes in major. Sciences, and Natural Sciences may waive up to six The procedure is as follows. credit hours of General Education requirements in the a. Obtain form from the dean’s or department office, or from corresponding distribution area. the Academic Advising Office. • At the discretion of the major department, majors in the Natural Sciences may waive up to an additional three b. Form is to be completed and presented to the department credit hours of General Education in the Natural Science of the intended major. distribution area. c. Students declaring a major in the College of Business • A student may use no more than two courses from any one and Management and the College of Education must ob- area of study (including courses transferred to Northeast- tain approval by the department chairperson and former ern) to meet the distribution requirements in Humanities, Academic/University Advisor, the form is submitted to the Natural Sciences, and Social/Behavioral Sciences. No Office of Enrollment Services for data entry. more than one course from any area of study (including d. Students declaring a major in the College of Arts and transferred courses) may be used to meet the Fine Arts Sciences may submit the form to a representative in the distribution requirements. department office who will assign an academic advisor to • Courses completed elsewhere by students transferring to the student. No other signatures are required. The form Northeastern may be applied to General Education require- is then submitted to the Office of Enrollment Services for ments. Such courses will be evaluated by the Admissions data entry. Office to determine appropriate General Education credit. In most cases students may follow this procedure at any time • Students who have specific questions should contact throughout the school year. Please check with the major either their academic advisor or the Coordinator of the department for specific deadlines. General Education Program. • Freshmen and transfer students who require developmental courses in reading, writing and/or mathematics must take the indicated courses during their first 30 credit hours at NEIU. AREA OF STUDY IN ADDITION TO THE MAJOR Effective Fall 2008 undergraduate students are not required to have a minor except as noted below. A student in the College of Arts and Sciences who majors in Biology, Chemistry, Earth Science, or Physics must com- plete a required set of cognate courses in other sciences and mathematics. A student who completes a major in the College of Business and Management must complete a required set of cognate courses in the Business and Management core in addition to courses for the major.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 39 academic REGULATIONS

misconduct such as plagiarism or cheating is unacceptable ACADEMIC and will be investigated in accordance with University policy REGULATIONS on academic misconduct. UNIT OF CREDIT STUDENT RESPONSIBILITY Credits at Northeastern are measured in semester hours. One Each student is responsible for knowledge of, and adherence semester hour consists of the equivalent of one 50 minute to, all University requirements and regulations. lecture or discussion period, or two laboratory periods per Each student is also responsible for knowing the degree week, for one term. For individual study programs, require- requirements for the major in which he/she is enrolled and ments for a credit unit are arranged on an individual basis. enrolling in courses which meet those degree requirements. COURSE NUMBERS All students are strongly encouraged to seek information A general guideline to the course numbering system is: and assistance from appropriate staff should they have any questions regarding requirements or regulations. 090-level courses are developmental; credit does not apply towards graduation; Effective Fall 2010 grades earned in THE ACADEMIC YEAR developmental courses (090 level) will not be counted in the The academic year consists of a Fall Semester, a Spring hours earned nor in the grade point average. Semester, and a Summer program composed of varying term 100-level courses are usually taken during the freshmen year. lengths. Specific dates for Fall 2012 through Summer 2014 200-level courses are usually taken by sophomores. can be found in the Academic Calendar section of this catalog. 100- and 200-level courses are lower division. PREREQUISITE POLICY 300-level courses are upper division courses which are for The student should note that some course descriptions refer advanced undergraduates and, under some conditions, to a prerequisite course that must be successfully completed graduate students. or the student must be enrolled for the course prior to registra- Students must complete a minimum of 24 semester hours tion. The members of the faculty regard these prerequisites or at the upper division level and 18 semester hours at the their equivalent as a necessary foundation for student learn- 200 or 300 level. ing. Therefore, it is the student’s responsibility to be aware of and follow any course prerequisite(s) prior to registration. 400-level courses are for graduate students ONLY. In such case that a course prerequisite(s) cannot be met, it 500-level courses are for graduate students ONLY. is the responsibility of the student to obtain a waiver of the Policy on Graduate Degree Credits prerequisite prior to registration by following the procedure As of Fall 1997 all graduate credits will be at the 400 level applicable in the college or department which sponsors the or above except for a limited number of 300 level courses course. In order for the student to register for the course, specifically approved for graduate degree credits in a given the college or department must enter an override in Banner. master’s degree program. This policy applies to all students POLICY ON FIRST CLASS SESSION ATTENDANCE entering degree programs beginning with Fall 1997 and with Department instructors may reassign a student’s seat in a students-at-large with degree. Students are strongly advised class if the student does not attend the first class session, and to consult with their program advisor or the Graduate Col- neglects to inform the instructor in advance of the intended lege for details concerning graduate degree credits for 300 absence. The student will be responsible for any financial level courses. consequence if the course is not dropped officially by the STUDENT CLASSIFICATION student before the appropriate refund deadline. Failure to Total Hours Earned: officially withdraw from a class will result in a grade of F. Freshman 00 - 29 hours policy on class attendance Sophomore 30 - 59 hours Students are expected to attend all regularly scheduled Junior 60 - 89 hours classes and examinations. If a student has more than three unexcused absences (or one per class credit hour), the Senior 90 + hours instructor may lower the student’s grade, require additional Graduate Student — admitted to a graduate degree program work, and/or impose other sanctions as appropriate. Addi- Student-at-Large — not admitted to a degree program tional class attendance provisions may be adopted by the Student-at-Large Seeking Certification — admitted to a separate academic departments. certification program. ACADEMIC CONDUCT Second Bachelor’s Degree Candidate — admitted to an Northeastern Illinois University students are expected to undergraduate degree program. exhibit the highest standards of academic integrity. Academic

40 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 academic REGULATIONS

GRADING SYSTEM I Incomplete — Allows for an additional 0 Northeastern is on a 4.0 grading scale, i.e., each credit hour amount of time to complete a course, of “A” equals 4 grade points; an “A” earned in a 3 credit hour given at the discretion of the instructor. course generates 12 grade points. (See Policy on Incompletes, below.) The student’s grade point average (GPA) is calculated by P or Pass — Credit is awarded, but the credit 0 total number of grade points earned divided by total number hours are not used to calculate the grade of credit hours earned. Credit hours for courses in which a point average. Also listed as Pass. “F” is earned are used to calculate the grade point average. V Visitor/Auditor — Enrollment for no 0 Transfer hours and courses in which a “P” grade is earned credit, no grade; not convertible to are not used to calculate the grade point average. letter grade, nor applicable toward A general guide to the grades awarded follows: graduation credits. Grade Points Per W Withdrawal — Student withdraws after 0 Grade Credit Hour the change-of-registration period, through the last day to officially withdraw. A Completion of course requirements 4 in an outstanding manner, reflecting a CREDIT HOUR LOAD degree of accomplishment that is During the Fall and Spring semesters a student may register exceptional. for a maximum of 18 credit hours per semester. During the RA Used for developmental courses only. 0 Summer term a student may register for a maximum of 12 Grade is not counted in hours earned credit hours. nor in grade point average. Overloads require (1) a minimum cumulative GPA of 3.0, B Completion of course requirements 3 (2) a letter of petition explaining the compelling reason the in an entirely acceptable manner, overload is necessary which is to be submitted to the ap- demonstrating an excellent grasp of propriate college dean or department. the subject matter, and the likelihood See the current Schedule of Classes for more information. of successful completion of further NOTE: No student may carry a course overload during their courses in the same area. first term at Northeastern. RB Used for developmental courses only. 0 Grade is not counted in hours earned ENROLLMENT VERIFICATION nor in grade point average. When verifying enrollment for purposes of loan deferment, C Completion of the course requirements 2 Social Security eligibility, etc., the university reports full-time/ in an acceptable manner, reflecting a part-time status in the following manner: basic understanding of the subject matter Enrolled Semester (Fall and Spring of the course and the possibility Hours Semesters) of successful completion of further courses Graduate Undergraduate in the same subject area. 9 or more = full-time 12 or more = full-time RC Used for developmental courses only. 0 6 to 8 = half time 6 to 11 = half time Grade is not counted in hours earned less than 6 = part time less than 6 = part time nor in grade point average. D Fulfillment of the minimum performance 1 Enrolled Semester Hours (Summer Term) requirements prescribed by the instructor, Graduate Undergraduate but not in such a manner that higher level courses in the same area can be 9 or more = full-time 12 or more = full-time

recommended. 5 to 8 = half time 6 to 11 = half time RD Used for developmental courses only. 0 Less than 5 = part time Less than 6 = part time Grade is not counted in hours earned The student’s status is determined by the total number of nor in grade point average. enrolled summer hours. F Failure to demonstrate acceptable 0 Dates of attendance will be reported using the beginning and competence in the subject matter of the ending dates of the specific summer session or sessions the course, and/or failure to fulfill student is taking classes. the requirements of the course. NOTE: Enrollment verification for Second Bachelor De- RF Used for developmental courses only. 0 gree students will be based on undergraduate criteria as Grade is not counted in hours earned stated above. nor in grade point average.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 41 POLICY ON INCOMPLETES

REPEATed COURSES PERMANENT PASS/FAIL OPTION Effective Summer 2008 when a student repeats an under- 1. The pass/fail option is available only to students in graduate course only the last grade earned will be used good standing (can not be on academic probation) to calculate the grade point average. Courses which are at the undergraduate level. repeated will only count once toward fulfilling the minimum 2. The pass/fail option is not allowed for General Edu- 120 hours required for graduation. cation, Honors, tutored study courses, independent Effective Fall 2006, courses taken for graduate credit which are study courses, English 101, College of Business and repeated will have all grades earned for the repeated course Management courses, or a course used to fulfill a major and the corresponding grade points used in the calculation or minor requirement. of the grade point average. If a student in a master’s degree 3. Students are eligible to exercise the pass/fail option program elects to repeat a course, only the course with the only after accumulating fifteen hours in residency highest grade will count toward degree requirements, provided (courses taken through Northeastern). the grade is an ‘A’ or ‘B’. A grade of ‘C’ will count if it is the 4. Eligible students will be permitted only one pass/fail first or second ‘C’ earned by the student in program require- course per term. A maximum of 18 pass/fail hours, ments. In addition, if a student repeats a course for which she/ including transfer courses from other institutions, may he received similar transfer credit, the course taken at NEIU be applied toward graduation but may not be counted will be applied towards graduation. toward a student’s major area of concentration, minor, REPEATable COURSES or General Education Program. The University offers a number of courses that use the same 5. Declaration of the intention to select the pass/fail option course prefix and number but have variable content from semes- must be made no later than the tenth day of the ter to semester. In these courses, new material is taught each term by contacting the Office of Enrollment Ser- semester. Students receive credit for leaning new content, and vices. The decision to select the pass/fail option the grade and semester hours earned each time count toward may not be changed after that date. the student’s grade point average (GPA, and total credits. These 6. A grade of “P” will be used to indicate that the student courses are referred to as “repeatable courses” or “courses has passed the course and a grade of “F” that the that are repeatable for credit.” Examples of repeatable courses student has failed the course. This “F” will be included can include applied music, physical education, independent in the grade point average. study, internship, thesis research, and topics vary courses. 7. Instructors may offer courses restricted to pass/fail Any course that is not designated as “repeatable for credit” registration with approval from the appropriate Col- may be retaken by the student, typically in order to improve lege Educational Policy Committee, and by the Faculty the grade. See “Repeated Courses” for more information. Council on Academic Affairs either at the time of initial course approval or subsequently. Hours of credit carried POLICY ON INCOMPLETES by such a course(s) will be part of the maximum of 18 “I” (incomplete) may be given if a student is absent from hours which have been approved for the general pass/ the final examination or fails to complete a special research fail option. or individual study project because of some unavoidable circumstance such as illness. ENGLISH (WRITING AND READING) AND MATHEMATICS COURSE PLACEMENT POLICY Effective Summer 2008, instructors will assign an “I” grade The English (Writing and Reading) and Mathematics course online. Students will have two semesters (including Summer) placement is designed to determine skill levels in writing, after the incomplete grade has been assigned to remove reading and mathematics and to place students in courses the incomplete. intended to match their skill levels and at the same time Incompletes that have not been removed within two semesters develop college level performance in writing, reading or will be changed to an “F” grade. mathematics. Students must follow and complete all as- This policy does not apply to thesis seminars or master’s signed course work before commencing academic work in project seminars. their major fields. Incompletes assigned prior to the recording of a degree Course placement is determined based on the University’s cannot be removed after the degree has been awarded. Placement Standards, which include the English (Writing and GRADE CHANGE LIMITATION Reading) and Mathematics Placement Tests and other indica- tors. Course work indicated by these placement standards There is a time limit of one calendar year for any changes is required. Details of the University’s Placement Standards in letter grades. Grades assigned prior to the recording of are available through Academic Advisors. An overview of a degree cannot be changed after the degree has been the English and Mathematics Placement Tests is as follows: awarded.

42 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 ENGLISH (WRITING AND READING) AND MATHEMATICS COURSES PLACEMENT POLICY

English Placement (Writing and Reading) Test (EPT) which restore his/her cumulative average to 2.0 or above, All newly admitted freshmen must take the English Placement he/she will be returned to good standing. If, in subsequent Test before the first registration or during the first semester. terms, the student earns at least a 2.0 average for the term, but does not restore his/her cumulative record to 2.0, he/she Writing will be permitted to continue on academic probation. If, in No entering student may register for an English or English any subsequent term, the student on probation fails to earn Language Program course before taking the English Place- a 2.0 average for the term, he/she will be dropped from the ment Test. Transfer students who do not transfer a course university for poor scholarship. equivalent to ENGL-101 must take the English Placement Test. Students who transfer a course equivalent to ENGL-101 with A student who has been dropped for poor scholarship a grade below “C” also must take the English Placement Test. may appeal to the Academic Standards Committee for reinstatement after one term. If the appeal is granted, the Reading reinstated student will be on probation and will be subject No entering student may register for a Reading course before to the standards for a student on probation as detailed in taking the English Placement Test. Students who submit the preceding paragraph. (Should a student be dropped for their ACT Reading scores may be exempt from the reading poor scholarship a second time, he/she will ordinarily be portion of the English Placement Test. ineligible for readmission to the university.) Mathematics Placement Test A written letter of petition, the university admission ap- All newly admitted and readmitted students who do not submit plication, and a $30 non-refundable application fee must their ACT Math scores are required to take the Mathematics be submitted to the University Registrar no later than July Placement Test with the exception of the following: 15 for the Fall semester, November 15 for the Spring 1. Transfer students who have earned a grade of “C” or semester, or March 15 for the Summer semester in order better in a course equivalent to Intermediate Algebra; to be considered for reinstatement. 2. Transfer and readmitted students who have met the The Academic Standards Committee is responsible for all Math/Quantitative Reasoning Requirement; or policies governing the probation, dismissal and reinstatement of undergraduate students, and will recommend action to the 3. Students with a score of three or higher on the Advanced Provost. Decisions of the Provost shall be final in all cases. Placement (AP) Calculus Test. Students who have submitted Math ACT scores have the Students-at-Large option of taking the Math Placement Test to improve course Students-at-large with bachelor’s degrees and undergradu- placement. ate students-at-large will be dropped for poor scholarship if, upon completion of four courses, they have less than a 2.0 VISITOR/AUDITOR (on a 4.0 scale) (C) cumulative grade point average, and have A student who wishes to audit courses must obtain the writ- not maintained a term grade point average of 2.0 or better. ten permission of the instructor (permission of the Depart- A student-at-large who has been dropped for poor scholar- ment Chairperson for College of Business and Management ship may appeal to the Academic Standards Committee for courses), register in the regular manner, and pay all fees reinstatement after one term. charged to students earning credit in the same course. The approved written request to audit the course must be submit- Graduate Students ted to the Enrollment Services Center. Once the student has To remain in good academic standing, graduate students in enrolled as an auditor in a course, he/she may not change a master’s program must make satisfactory progress toward registration to earn credit. Refer to the current Schedule of their degree. Graduate students who have less than a 2.0 (“C” Classes for additional information and deadline dates. average) after completing 4 or more courses at Northeastern and who have not maintained a term GPA of 2.0 or better ACADEMIC STANDARDS, PROBATION will be dropped from the university. See detailed academic AND DISMISSAL regulations in the Graduate College section of this catalog. Undergraduates Special Programs The minimum cumulative grade point average which must Exceptions to the above policy will be made for students in be maintained in order to be classified as an undergraduate the Educational Assistance Program, effective September, student in good standing is 2.0 (on a 4.0 scale) or a “C” aver- 1972. Students in this program will be subject to the above age. Students must have at least a 2.0 cumulative average retention regulations at the end of the fifth term (regardless in order to graduate. The cumulative grade point average of the number of terms actually attended.) Good standing is computed on the basis of credit earned at Northeastern or probationary status is reviewed at the end of the fifth Illinois University only (A=4, B=3, C=2, D=1, F=0.) consecutive term after admission to the program. The term An undergraduate student will be placed on academic proba- and cumulative grade point average at the end of the sixth tion when his/her cumulative grade point average falls below term determines whether the student is eligible to continue 2.0 (C). If, in subsequent terms, the student earns grades or is dropped for poor scholarship.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 43 REgistration and records

University Without Walls (UWW) Records Office or by completing a Transcript Request form. University Without Walls students shall be exempt from It is recommended that the student allow 5-7 working days being placed on academic probation or being dropped for for processing time from the date the transcript request is poor scholarship during the first 12 credit hours of formal received. All transcripts issued directly to the student will course work taken at Northeastern. If a UWW student takes have an “issued to student” stamp affixed to their transcript. more than 12 hours of formal credit, the normal university Students will be assessed a $10.00 transcript fee at the time academic regulations will apply. The above policy has no of their first registration at Northeastern Illinois University. bearing on transfer credits nor on any formal course work This will allow the student to request official transcripts up not completed at Northeastern. to a reasonable limit at no additional cost. Students who have a financial obligation to the university REGISTRATION AND may not receive official or unofficial transcripts until the debt has been cleared. RECORDS VIEWING SEMESTER GRADES REGISTRATION PROCEDURES Semester grades will be available for students to view at Currently enrolled students and students admitted or readmit- http://neiuport.neiu.edu two days after the deadline to ted prior to the beginning of Advanced Registration, may be submit grades. See the Academic Calendar section of this eligible to participate in the Advanced Registration process. catalog for the dates grades are due. Grades are not mailed This allows students to register for the term in advance. to students at the end of the semester. Students register online by going to http://neiuport.neiu.edu. CONFIDENTIALITY OF RECORDS Detailed information regarding online registration procedures The Records Office assumes responsibility for the mainte- and registration dates can be found on the Current Student tab. nance and integrity of student records. As an agent for the Eligible students who do not advance register may register university and official custodian of student academic records, online for classes during the open, late or change of regis- this office will release information only at the student’s request tration periods. Students are responsible for viewing and/or and with his/her approval. printing their student schedule and registration fee assess- See the university policy on Release of Information Pertaining ment (bill) at http://neiuport.neiu.edu to Students as required by the Family Educational Rights and Students who fail to complete all admissions requirements, Privacy Act of 1974, elsewhere in this catalog. have outstanding tuition/fees, loan or other financial obliga- tions, or receive academic or disciplinary notices are subject DROPPING A CLASS/OFFICIAL WITHDRAWAL to cancellation of their current and future registrations. FROM THE UNIVERSITY Consult the Schedule of Classes for refund policies and CONCURRENT REGISTRATION deadline dates. Concurrent registration for undergraduates working toward a degree at Northeastern Illinois University is permissible. Students must take the appropriate action in order to update Prior to enrolling at another college or university, the student their enrollment record. In special circumstances, at the must meet with their academic advisor to determine which discretion of the college dean, students may obtain approval courses are appropriate for the student’s progress toward for late withdrawal from class. graduation. Unofficial withdrawal from the university will result in a grade Please refer to the Concurrent Registration Checklist for of “F” (failure) being assigned. important information regarding the transferability of courses Students who completely withdraw from the university must and the concurrent registration process. The checklist can be return all borrowed books to the library, pay any fines due found at www.neiu.edu (click on Current Students, Records). and clear all outstanding accounts at the university. The final decision regarding the transferability of courses will be determined by the Admissions Office when the official Student Departure for Military Service transcript is received. Students who, during the course of an academic term, enter active military service including National Guard and Reserve Questions regarding concurrent registration can be directed active duty and are not in attendance at the end of the term to the Records Office at 773-442-4039. will receive course credit upon completion of the course or TRANSCRIPTS a refund of tuition and fees. Students should contact the Students who have an active NEIUport account may request Veterans Services Coordinator in the Enrollment Services an official transcript online at http://neiuport.neiu.edu. Stu- Office for more information. dents may also request an official transcript by writing to the

44 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 BACHELOR’S DEGREE REQUIREMENTS

Comp Sci minor Finance minor BACHELOR’S DEGREE Earth Sci major Gen Bus Ad major Physics major Int’l Bus minor REQUIREMENTS Physics minor Marketing major 1. Total Credits: Economics major Marketing minor A minimum of 120 semester hours must be earned by Economics minor Management major every undergraduate student to be eligible to gradu- Mathematics major Management minor ate from Northeastern, 30 of which must be earned at Mathematics minor Northeastern. Students must complete a minimum of Psychology major 24 semester hours at the 300 level and 18 semester hours at the 200 or 300 level. 4. English Composition Requirement: 2. Academic Major and Minor: All students must successfully complete English 101 or its Undergraduate students must complete a major. Some equivalent, with a grade of ”C“ or better. This requirement majors require a minor or set of cognate courses. Stu- should be completed in the freshman year in order to dents should refer to the section of the Catalog which ensure that students have the necessary writing skills details the requirements for each major to determine if to complete their studies. a minor or a set of cognate courses is required. 5. Writing Intensive Requirement: Students must earn a grade of ”C“ or higher in all courses All students must successfully complete a writing intensive counted toward the major, the minor, cognate, and pro- (WIP) course of at least 3 credit hours within their disci- fessional sequences. No ”P“ grades will count toward pline. This requirement cannot be fulfilled with transfer a major, minor, or cognate courses. credit. Students should check with an academic advisor All grade point average requirements must be met for or the Center for Academic Writing to determine which the successful completion of a program of study. WIP course(s) may fulfill this requirement for their major. 3. General Education Program: 6. Academic College: All undergraduate students must complete the General All undergraduates must also satisfy the requirements Education Program requirements (including Math/Quan- of their individual college (College of Arts and Sci- titative Reasoning). ences, College of Business and Management, College See the General Education Program List of Approved of Education). Courses in the Current Schedule of Classes for courses 7. Grade Point Average: that satisfy the Math/Quantitative Reasoning require- To be eligible to graduate, a student must have a ment. Students can also fulfill the requirement in one minimum cumulative 2.0 GPA (overall “C” average). of the following ways: Some academic programs and departments have • Transfer credit with a grade of C or better in any other specific grade requirements. Check with your math course College Algebra level or higher. academic advisor. • A minimum score of 35 on the Northeastern math- 8. Improving Human Relations Requirement: ematics placement test, a score of three or higher House Bill Number 0094 of the 87th General Assembly of on the Advanced Placement (AP) calculus test, or the State of Illinois requires: ”each public institution of a Math ACT score of 25 or higher. higher education to include, in the general education • An AA or AS degree from a community college meet- requirements for obtaining a degree, course work on ing the standards of the 1991 Illinois Community improving human relations to include race, ethnicity, College Board model General Education curriculum gender and other issues related to improving human in Mathematics or completion of the Illinois General relations to address racism and sexual harassment on Education Core curriculum by the end of the first their campuses, through existing courses.“ semester after transferring to Northeastern Illinois The General Education Program includes course work University. on improving race and ethnic relations. The current • Completion of one of the majors or minors listed Schedule of Classes will identify the list from which the below will automatically fulfill the Math/Quantitative students will choose HB0094 courses. Reasoning requirement. Students who complete one of the following programs of College of Arts College of Business study have met the HB0094 requirement. and Sciences and Management Anthropology (major or minor) Biology major Accounting major Bilingual/Bicultural Education (major) Chemistry major Accounting minor Justice Studies (major or minor) Comp Sci major Finance major Geography (major) History (major)

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 45 BACHELOR’S DEGREE REQUIREMENTS

Inner City Studies (major) Students may not be enrolled in two programs simultaneously. Latino and Latin American Studies (major or minor) Applicants for the second bachelor’s degree who were Political Science (major or minor) awarded a degree from an accredited college or university Social Work (major or minor) in the United States have met NEIU’s General Education Sociology (major or minor) program, ENGL-101, Writing Intensive Requirement, and Women’s Studies (major or minor) the 24 hours at the 300 level and 18 hours at the 200 or 300 FILING FOR GRADUATION level requirement. Students must submit an Application for Graduation and Second bachelor’s degree candidates will be required to completed Academic Course Record forms for major and fulfill the Improving Human Relations requirement. minor (if applicable) to the Enrollment Services Center or HONORS RECOGNITION mail to the Graduation Evaluation Office, when the following Baccalaureate degree students who graduate with at least have been completed. a 3.5 cumulative grade point average (on a 4.0 scale) will be 1. A minimum of 85 hours of credit has been earned. awarded Honors recognition. 2. Student has been formally accepted by his/her major All students, including those in the non-traditional degree department and minor department (if applicable). programs, must complete a minimum of 30 credit hours DEADLINES FOR FILING THE APPLICATION FOR at Northeastern Illinois University to be eligible for Honors GRADUATION FORM recognition. Month of Anticipated cum laude (with distinction) 3.5-3.74 GPA Completion magna cum laude (with great distinction) 3.75-3.89 GPA of Degree Requirements Filing Deadline summa cum laude (with highest distinction) 3.9-4.0 GPA May 2013 September 14, 2012 August 2013 January 18, 2013 December 2013 May 17, 2013 Each student anticipating graduation is totally responsible INSTRUCTIONAL for filing the appropriate forms by the above deadlines. A student who files the required forms but fails to complete SUPPORT SERVICES all graduation requirements by the appropriate date will be STUDENT COMPUTING SERVICES dropped from the graduation list and must reapply for a later http://www.neiu edu/~scs graduation date by completing a Change of Graduation Date Student Computing Services provides computing resource form available at the Enrollment Services Center. support for students through public computing labs, Tech- Students who apply for December graduation are eligible nology Enhanced Classrooms, and online training materials. to participate in the December commencement ceremony. Students who apply for May graduation are eligible to par- Student Computer Laboratories ticipate in the May commencement ceremony. At Northeastern Illinois University, Student Computing Services maintains over 625 computer workstations for Students who apply for August graduation are eligible to par- general student use in 18 locations across the main campus, ticipate in the following December commencement ceremony. El Centro and the Jacob Carruther’s Center for Inner City Diplomas and final transcripts are not released to graduates Studies. These microcomputers, both PC and Macintosh, until they have paid the graduation fee and all holds and/or have a number of applications that include word processing, indebtedness to the university have been resolved. spreadsheet, database, presentation and communications. SECOND BACHELOR’S DEGREE All computers are networked and have high-speed access Students who wish to earn a second bachelor’s degree must to the Internet. Nine microcomputer facilities are Technol- submit to the Admissions Office a completed Northeastern ogy Enhanced Classrooms where general curriculum and undergraduate application form, a non-refundable $30.00 classroom instruction is provided throughout the semester. application fee and an official college transcript from a For a complete listing of all available student computer labs, regionally accredited institution which awarded the first visit http://www.neiu.edu/~scs and click on the Student baccalaureate degree. Computing link. Coursework used to fulfill requirements for a previous un- Student and Faculty Service Support dergraduate major, minor or master’s degree may not be Student Computing Services provides online training mate- used to fulfill requirements for the second bachelor’s degree. rials in word processing, spreadsheet, presentation, e-mail A minimum of 30 credit hours must be earned at Northeastern and the World Wide Web for students and interested faculty Illinois University. which is updated regularly each semester. Faculty mem-

46 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 LIBRARY FACILITIES AND SERVICES bers are also provided orientation workshops for use of the patrons may borrow materials from these CARLI libraries Technology Enhanced Classrooms. from I-Share, the consortium’s online catalog, or by visiting Student Computing Services also provides student support these libraries directly. Patrons may also borrow materials in the computer laboratories and Technology Enhanced from other libraries that are not affiliated with CARLI by using Classrooms during open lab hours. Student Computing ILLiad, an online service available on the Library's website. Services employs more than 30 students on a part-time basis Electronic Resources for this purpose. These students are given special training The Library subscribes to 131 databases available from the in technical and service support procedures. Library’s web site at http://library.neiu.edu providing access to Assistive technology the full text of approximately 70,000 journals. Access to them Student Computing Services supports students who have is available to Northeastern students, faculty and staff from disabilities by coordinating with the Accessibility Center. workstations within the Library and remotely from workstations Access to computer equipment in the computer laboratories off campus. Assistance with using these materials is available is provided for the disabled in addition to special software at the Reference Desk. for the blind and visually impaired. Special Collections IRAD and Archives LIBRARY FACILITIES The Library is the Illinois Regional Archives Depository (IRAD) for Chicago and Cook County. It holds and provides access to AND SERVICES part of the city’s archival materials. The Library also maintains The Ronald Williams Library is located on the west side of the the historical documents of Northeastern Illinois University in main campus. It has five floors totaling over 150,000 square the University Archives. Both collections are located on the feet and contains approximately 693,000 volumes, seating lower level of the Library. Assistance is provided by library for more than 600 users and numerous study areas. Special staff and several IRAD interns. features include services for people with disabilities, a Center for Teaching and Learning, the Language Learning Lab, the Periodicals and Government Documents Learning Center, Mathematics Lab, Reading Lab, Center for The periodical and government document collections are Academic Writing and two classrooms for library instruction. located on the second floor. Northeastern’s Library is a In addition, approximately 500,000 other educational sup- depository for both federal and Illinois state documents. port items such as recordings, microfilms, maps, document, Curriculum Materials videotapes and pamphlets are housed in the Library. Further The CMC Collection is located on the third floor and is information and access to electronic resources are available designed to support course work in professional education on the Library’s web site at http://library.neiu.edu. and children’s literature. It includes children’s books, school Reference texts, and curriculum guides. Help in using the Library’s collection and locating information Multimedia Learning Resource Center for study and research is available at the Reference Desk, The MLRC on the third floor houses the Library’s extensive located on the first floor. Library faculty and staff are avail- audio and video collections along with preview facilities for able to present course related library instruction sessions the use of AV formats onsite. The MLRC also provides ac- to students. cess to educational, music and video editing software for Circulation classroom support. Library users may charge out materials at the Circulation Center for Inner City Studies Desk situated to the right of the entrance on the first floor. The Ronald Williams Library provides a branch Library to Reserve support the Inner City Studies program. The collection, Library materials selected by instructors for reading assign- consisting of over 29,000 books, periodicals, microforms, ments in course offerings are kept on Reserve located at the and other research materials, is located at 700 East Oak- Circulation Desk. A listing of items on Reserve is available wood Boulevard. in the NEIU Library online catalog. El Centro Interlibrary Loan The Ronald Williams Library provides a Library Resource Because the Library is a member of the Consortium of Center at the El Centro facility. The LRC is equipped and Academic and Research Libraries in Illinois (CARLI), North- staffed to facilitate access to library resources. eastern’s students, faculty and staff may borrow materials from 76 academic libraries in Illinois. With a valid ID card,

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 47 JACOB H. CARRUTHERS CENTER FOR INNER CITY STUDIES

The CCICS computer lab is equipped with 20 computers with JACOB H. CARRUTHERS online access to the main campus, the Internet and librar- ies around the world. A live, interactive Distance Education CENTER FOR classroom connects CCICS with the main campus of North- eastern. The use of distance education provides students INNER CITY STUDIES on both campuses with many educational opportunities. Conrad W. Worrill, Ph.D., Director, Professor of Inner City The following services and assistance are available to CCICS Studies Education students: academic counseling, financial aid counseling, Lance Williams, Ph.D., Assistant Director, Associate HELP Office services, leadership development modules, Professor of Inner City Studies Education English Competency Exam support, and assistance with Northeastern Illinois University’s Jacob H. Carruthers Center registration. The Summer Transition Program is designed to for Inner City Studies demonstrates the University’s urban enhance the skills of entering freshmen and returning adults. tradition of education, research and service. The program offers six hours of college credit during the summer while focusing intently on students’ study habits, The Carruthers Center for Inner City Studies (CCICS) is writing skills and preparedness for successful completion of located at 700 East Oakwood Boulevard in the heart of their selected degree program. Chicago. CCICS was established by Northeastern Illinois University in 1966 as an outgrowth of its concern for and Seminars are offered to schools, community organizations, commitment to Chicago’s inner city communities. Since its businesses and social services agencies to facilitate and inception, CCICS has focused on the analysis of institutions, improve communications and understanding of the African- systems and people with a direct impact on the quality of life American culture. Seminars are scheduled by request. CCICS in the inner cities of the U.S. and elsewhere in the world by makes available its facilities to not-for-profit organizations creating programmatic and research initiatives. that promote the growth and development of the individual, community and services. CCICS also provides other educa- The curricular thrust of the undergraduate and graduate tional services in cooperation with community institutions and programs of CCICS is to prepare those who work and live organizations. (1) “Teaching About Africa”, is a longstanding in the inner city to understand and act upon the expressed program sponsored by the Kemetic Institute in partnership interests of residents of the inner city and to participate fully with the Chicago Public Schools and Northwestern Univer- in the richness of the African and African-American cultures. sity’s African Studies Program. (2) Great Black Music Project. Since the beginning, the approach has been interdisciplinary (3) The Chicago Defender Charities, (4) The National Black with effective curricula and a philosophy which re-examines Social Workers, Chicago, (5) The Illinois Transatlantic Slave every research issue, problem, assumption and question Trade Commission (ITSTC) project established to research from an African-centered perspective, rather than from the and study the Transatlantic Slave Trade, its past and present traditional, European-centered viewpoint. This discipline efforts on African Americans in the state of Illinois. encompasses a research methodology and world-view which achieve different results when applied to present day inner city populations, and leads to new relationships between human and natural resources in the Chicago metropolitan COLLEGE OF ARTS AND area and world-wide. CCICS offers, at its site, courses from the College of Arts and SCIENCES EDUCATION Sciences that fulfill the General Education Program Require- PROGRAM (CASEP) ments. Additionally, courses in Justices Studies and Social Jim Blair, M.A., Coordinator Work are offered. Also students can pursue a BACHELOR’S OR MASTER’S DEGREE IN INNER CITY STUDIES. For course Lech Walesa Building, 3030 listings and descriptions, please refer to the COLLEGE OF 773-442-5654 EDUCATION under Inner City Studies Education. Graduate The College of Arts and Sciences Education Program (CASEP) course in Educational Leadership / Type 75 Certification and is an educational initiative for full time first year students desir- other graduate courses from the College of Education are ing to pursue a career in Pre K-12 teaching. Acceptance into offered at CCICS on a regular basis. CASEP allows a student to begin teacher training during the The CCICS branch of the Ronald Williams Library houses the first year of college, two years prior to entering Northeastern’s most extensive resource center on African American issues in College of Education. CASEP comprises 9 courses, which the Midwest. In addition, it contains master theses of CCICS help to satisfy General Education requirements and prepare graduates documenting a multitude of African-Centered a student for a career in teaching. As a member of CASEP, research and studies compiled on politics, education, and students will be exposed to arts integration strategies and history of the culture of African-Americans since the late team building, and also have the opportunity in their first 1960s through 1990. year of college to observe and work in elementary and high school classrooms alongside practicing teachers. There

48 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 CENTER FOR ACADEMIC WRITING (CAW) will be opportunities to begin building a teaching portfolio WIP peer tutors are selected by their departments and are by attending professional development conferences and hired and trained by CAW to provide support to students serving as judges in local public school science and history working on writing assignments in WIP courses. Students fairs. In addition, CASEP classes are limited to 25 students. should speak with the instructor of their WIP course and/ During the first two years, students will take most of their or contact the Center for Academic Writing for information classes with other CASEP students who also share the goal about WIP peer tutoring. Information is available by phone of becoming a high quality and well prepared teacher. at 773-442-4492, by email at [email protected], or on the Once accepted to Northeastern, a student is eligible to apply web at www.neiu.edu/~wip. to CASEP through application. If qualified, you will be invited COURSE OFFERINGS to come in for an interview. ANTH-355 WIP: History of Anthropology The following is a list of CASEP courses: (Except for Edu- ART-202 WIP: Methods of Research in Art History cational Foundations 305/306, courses are listed under ART-292 WIP: Professional Practices specific departments in the College of Arts and Sciences.) ART-392A WIP: Professional Practices Freshman Classes: ART-392B WIP: Professional Practices Communication 100 BIO-305 WIP: General Ecology Introduction to Theatre 130 BLBC-302 WIP: Methods of Teaching Language Arts – El- Sociology 100 ementary School Writing 101 CHEM-213 WIP: Quantitative Analysis Cooperative Learning in Adventure Education CMTC-200 WIP: Theories of Communication, Media and Sophomore Classes: Theatre Communication 101 ECED-313 WIP: Language Development and Educational Educational Foundations 305 Implications Educational Foundations 306 ECON-310 WIP: Business and Economic Statistics II Earth Science 121 ECON-320 WIP: Non Profit Management, Administration & Communications ECON-323 WIP: Economic Development CENTER FOR ACADEMIC ELED-302 WIP: Methods of Teaching Language Arts in the Elementary School WRITING (CAW) ENGL-210 WIP: Methods for English Majors Kate Hahn, Ph.D., Director ENGL-310 WIP: Introduction to Composition Studies The Center for Academic Writing (CAW), located in the GES-250 WIP: Writing in GES Ronald Williams Library, is the home of the Writing Intensive HIST-324 WIP: The Civil War and Reconstruction 1860-1877 Program (WIP). CAW offers workshops and consultations to departments, faculty, and instructors who are developing HRD-325 WIP: Communication in Human Resource Devel- and teaching WIP courses. CAW also provides peer tutor- opment ing to students enrolled in WIP courses. More information JUST-202 WIP: Justice and Inequality is available by contacting the Center for Academic Writing LLAS-201 WIP: Culture and History of Latinos by phone at 773-442-4492, by email at [email protected], MATH-251 WIP: Discrete Mathematics or on the web at www.neiu.edu/~wip. MNGT-370 WIP: Managing Global Business Organizations Writing Intensive Program (WIP) MUS-312 WIP: Beethoven The Writing Intensive Program is comprised of undergradu- MUS-321D WIP: Seminary in Music History: Stravinsky ate courses across the curriculum that fulfill the writing intensive graduation requirement. Effective Fall 2008 and MUS-391 WIP: Contemporary Music Education thereafter, all newly admitted undergraduate students must NDP-310 WIP: Diversity in the Workplace successfully complete a writing intensive course within their PHIL-210 WIP: Arguing Philosophically discipline. Students should speak with their advisor to learn PHYS-307 WIP: Modern Physics Laboratory which course(s) will fulfill the writing intensive graduation requirement for their major. PSCI-251 WIP: Comparative Political Systems WIP courses are content courses that are designed to help PSCI-344 WIP: Public Organization Theory students improve their writing skills and learn about writing PSCI-392 WIP: Contemporary Political Philosophy in their chosen discipline. The Center for Academic Writing PSYC-202 WIP: Statistics and Research Methods I provides peer tutoring for students enrolled in WIP courses. SCED-301 WIP: Methods of Teaching on the Secondary Level

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 49 EL CENTRO

SOC-245 WIP: Social Inequalities less internet access and computer laboratories equipped with SPED-371 WIP: Foundations of Special Education, PCs and Macintosh computers. A full load of 12 credit hours is possible during both Fall and Spring semesters with additional SWK-303 WIP: Human Behavior and the Social Environment I courses offered during the Summer sessions. All of the classes SWK-322 WIP: International Social Work are taught in English with the exception of the language courses. WGS-201 WIP: Feminist Ideas In addition to the courses offered for academic credit, non-credit WLC-250 WIP: The French Novel in Translation offerings such as lecture series, seminars, and workshops are Note: Art Studio and K-12 Art Education majors must suc- held throughout the academic year. cessfully complete ART 292, 392A, and 392B in order to fulfill NEIU-El Centro Campus is located in the Avondale neighbor- the Writing Intensive graduation requirement. hood on the northwest side of Chicago, just four miles south of NEIU’s Main Campus. NEIU-El Centro Campus is easily acces- sible to residents of West Town, Hermosa, Humboldt Park and CENTER FOR TEACHING Logan Square. For more information contact NEIU-El Centro Campus at 3119 AND LEARNING (CTL) North Pulaski Road, Chicago Illinois 60641. Telephone: 773-442- Edmund J. Hansen, Ph.D., Director 4080; Fax: 773-442-4085. Web: www.neiu.edu/elcentro. Located in the Ronald Williams Library, the CTL offers support for both full-time and part-time faculty who want to refine their teaching skills, experiment with new instructional formats, FIRST-YEAR and learn about the application of educational technologies EXPERIENCE (FYE) in their classes. The Center provides workshops, educational Barbara A. Sherry, J.D., Director software training, resources, and individual consultations for faculty members requesting our services. Additional Maria T. Frances, Office Manager information can be accessed by phone at (773) 442-4467, Lech Walesa Hall, LWH-3026 e-mail: [email protected], or on the Web at www.neiu.edu/~ctl. (773) 442-4297 The First-Year Experience is a program for new students in EL CENTRO their first year of study. The five facets of the overall program Maria E. Luna-Duarte, M.A., Interim Director are as follows: Northeastern Illinois University-El Centro Campus is the Univer- • Transitions – to assist first-year students in adjusting sity’s academic center for the Latino community. Known as El to the university environment academically, behavior- Centro [the center], this satellite campus provides educational ally, and socially; opportunities to members of the Latino community, though not • Inquiry – to facilitate students’ general academic exclusively, in or near their own neighborhoods. NEIU-El Centro preparation by adding a practical component to Campus assists students and their families with the admissions classroom work through research, civic engagement, and financial aid processes, offers undergraduate and graduate service learning, or some other field component. courses leading to Bachelor’s and Master’s degrees, provides • Readiness – to prepare students for academic comprehensive academic support and co-curricular programs for achievement that spans across the curriculum in students, and serves the Latino community through English as a terms of the development of critical thinking skills, Second Language (ESL) and computer literacy instruction as well as well as improved written and oral expression. as outreach programs in the areas of education, health, housing, • Self-Discovery – to enable first-year students to and technology. El Centro Campus serves the non-traditional, discover their own path toward understanding their part-time, and returning adult students populations as well as place in the university and the wider community; and traditional first-year and transfer students. • Future Planning – to help first-year students under- In keeping with Northeastern Illinois University’s mission, El stand how all their coursework can prepare them for Centro Campus’ mission is to provide accessible, quality, and their future and what kinds of careers can result from affordable education to students who are primarily interested their chosen majors and/or minors. in taking classes during the evening hours or on the weekends. These five facets are addressed through both the curriculum Students and community members at NEIU-El Centro Campus and the co-curriculum under the general theme, “Diversity have access to a higher education environment with modern in Chicago”. facilities which include technology enhanced classrooms, meeting rooms, study rooms, multipurpose activity room, student lounge, The curriculum is comprised of the FYE Colloquium, which is and a Library Resource Center. In addition, NEIU-El Centro a series of courses designed specifically for first-year students Campus has state of the art technical resources including wire- (see listings below). All courses in the FYE Colloquium series:

50 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 FIRST-YEAR EXPERIENCE (FYE)

1. Bear the number “109”; ANTH-109B: FYE: Skeletons in Chicago’s Closets… (NS) 2. Carry credit toward one General Education Program Interested in bones? Biological anthropologists study human requirement in the specified disciplinary area (i.e., fine biological diversity, including variation and changes in skeletal arts, humanities, natural sciences, or social sciences); structure in past and present populations. This provocative course will introduce students to forensic anthropology and 3. Contain a field component (i.e., a graded part of the paleoanthropology, and will also compare skeletons of nonhu- course that connects the city of Chicago with the content, man species. A wealth of information can be extracted from thus making the city a laboratory for students); and bones - everything from an individual’s sex to speciation and 4. Count for 3 credits toward graduation. evolutionary change. Students will engage in hands-on labs, A Freshman Colloquium course must be taken during stu- discussions of readings, guest lectures by area researchers, dents’ first year of study at Northeastern Illinois University. a fascinating behind-the-scenes Field Museum tour, and will Students are encouraged to select the course that interests also explore a variety of other Chicago museums, skeletal them most since they will not be eligible to take more than collections, and exhibits. This course counts for General one FYE Colloquium. Education credit in the Natural Science Area. The co-curriculum is a series of events, activities, and services ART-109: FYE: Art, Architecture, and Urban Design in available to students outside of their classes. Students may Chicago (FA) This field-based course explores art in an be required to participate in some co-curricular events and urban environment, examines the relationships between art activities for credit at various times throughout the academic and urban culture, and considers the role of art in an urban year in partial fulfillment of their assignments for the FYE setting. Students will gain a familiarity with Chicago as a Colloquium. Check with the course instructor for details. cultural home; they will evaluate the role of public art in For other information relevant to the first-year experience, Chicago, examine the design and purpose of open spaces, students are referred to the FYE website at http://www. and gain a familiarity with the Chicago school of architecture. neiu.edu/~fye. BLAW- 109: FYE: Professionalism, Ethics, Law, and Chi- cago Scandals (SB) This course examines the intersection COURSE OFFERINGS between professionalism, ethics and law from a business AFAM-109: FYE: Exploring Africa in Chicago. (SB) The perspective. We will look at these issues through the lens Exploring Africa in Chicago course is designed to provide of major business-related Chicago scandals, predominantly first year students with a brief overview of the African non-political, and we will take multiple trips to visit some continent, and an opportunity to understand the rich and of the actors involved in these scandals, such as judges, varied diversity of Africa and its peoples. Using Chicago as lawyers and businessmen, who will further inform students a lab, students will use standard research methods, library about the importance of professionalism, ethics and compli- databases, websites, readings, speakers, films, and field ance with laws. The topics covered in this course include experiences to discuss the rich heritage of African culture, defining professionalism, comparing professionalism to eth- music and arts, the continent’s geography, pre-colonial and ics, critically evaluating the differences and the importance colonial history, oral and written history, its languages and of both, and discussing the legal process as it applies to ethnicity, the family systems, and political, economic, and white-collar crimes. democratic systems. Students will be encouraged to get out CMTT-109C: FYE: Theater in Chicago: The Audobon/ of the classroom and into various communities and institu- Northeastern/Redmoon Theater Partnership (FA) The tions in the Chicago land area, seek out individuals of African focus of this general education introduction to theater class descent in academia, healthcare, business, industry and will be its partnership with Chicago’s Redmoon Theater. other professions, and use standard interview techniques to Redmoon is an acclaimed community-based theater which critically examine their contributions to the city of Chicago, brings theater to underserved Chicago communities. To to the United States, and to the world. facilitate this partnership, Northeastern students will meet ANTH-109A: FYE: Windy City Anthropology! (SB) Artifacts, one day a week for class at Audobon Elementary School, monkeys, and a diversity of cultures – anthropologists which has been adopted by Redmoon Theater. Northeast- study the cultural and biological aspects of being human in ern students will have opportunities to work with Redmoon the present as well as in the prehistoric past. This exciting Theater artists in Audobon classrooms and participate in course will introduce students to the fundamental concepts Redmoon initiatives and internships. and ethics of anthropology through field trips, readings, off- CS-109: FYE: The Information Age: Its Impact on Chi- campus projects, hands-on lab activities, and discussions. cago's Culture (SB) The 21st century has seen the genesis of Students will take advantage of the incredible resources the information age. Advances in computer technology have Chicago has to offer as we learn and practice the methods made immediate access to information and sophisticated of ethnography, archaeology, and forensic and fossil human processing of information commonplace in business, science, studies. Get ready to eat, study, measure, read, observe, and medicine, education, various professional areas, and many participate as we explore the human experience in Chicago! aspects of personal life. This course focuses on how this has impacted Chicago's culture and its diverse communities.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 51 FIRST-YEAR EXPERIENCE (FYE)

DANC-109: FYE: Stepping Out – Dance in Chicago (FA) cago as a setting for major works and sociological studies A course designed to increase the student’s awareness, un- have attempted to focus on Chicago's neighborhoods and derstanding and enjoyment of a variety of styles of aesthetic/ how they were formed as a result of immigration from other theatrical dance. The Course is a non-movement based ap- countries and migration from the American South. The course proach to learning about dance as an art for, and will focus examines several works from popular perspectives, fiction, on learning about ballet, modern, jazz, and ethnic dance autobiography, journalism, humor, folktales, cultural criticism through lectures, discussions, the attendance of outside and regional studies to reach a better understanding of the city. performances, written assignments and service learning ENGL-109B: FYE: Reading and Writing the Literary and with dance organizations. Political Landscapes of Chicago From the Haymarket EDFN-109: Schooling Chicago: Communities, Public “riot” of 1886 to the Pullman Strike of 1894 to the Black Education and Change (SB) This course analyzes educa- Sox scandal of 1919 to the trial of Abbie Hoffman and the tion in and outside Chicago Public Schools as a key social Chicago Seven in the aftermath of the Democratic Convention institution that both influences and is influenced by the larger of 1968, Chicago has, to say the least, a colorful and, quite society. You will be introduced to a wide array of topics and literally, explosive political history. As with any major urban case studies that elaborate on the embeddedness of class- center in the United States, Chicago bears the historical scars rooms and schools in social environments across Chicago. and contemporary fruits of vibrant and violent class conflict, This course will span a variety of school processes such as labor insurgencies, racial strife, immigrant struggles, and curricular differentiation, social and economic reproduction, activism for social justice. Part and parcel of this historical voluntary associations (extra-curricular clubs, parent orga- legacy is a rich spate of cultural production that attempts nizations), social groupings and peer influence. Particular to comprehend this past in those historical moments and in attention is paid to questions about the relationship between our contemporary era. social stratification and education. For example, how is the ENGL-109C: FYE: Drama and Diversity in Chicago In this structure, content, and funding of schools across Illinois class, we will analyze and experience Chicago theater. By affected by wider social and political conflicts? Does edu- emphasizing theater that challenges social and cultural norms, cational attainment affect an individual’s economic status? we will consider how drama works to create and define diverse Does education promote social equality? This course will urban communities and how it offers alternative visions to introduce students to the use of new information technolo- the status quo. This class will emphasize writing and reading gies in K-12 education. about drama, interviewing theater personnel and taking notes ELAD-109: FYE: School’s Out: Chicago’s Bouquet of on actual theater performances, and relating art to social and Nontraditional Educational Programs (FA) Chicago is political diversity. We will attend 3-4 performances during renowned for its world class museums, music, theaters, the course of the semester. gardens, zoos, and other attractions. From the Museum of ESCI-109: FYE: Chicago Rocks! Geology in the City (NS) Broadcasting to the Art Institute - all of these institutions Chicago has been at the bottom of the sea, buried under have educational programs open to the citizens of Chicago. a mile of ice, and set in a warm, tropical paradise. Such Explore them via internet, interviews, guest presenters, and diverse changes have shaped Chicago and the surrounding field trips. Open your mind to the diversity of learning and region, including the lake, the rivers, the ground we walk on teaching opportunities available outside of school in our city. (and build on), and the decisions we make about land use, This course will enable you to: resources, and waste management. Explore Chicago Rocks • Gain an appreciation of many of these programs – as well as water, weather, and land forms - in the context of • Raise your awareness of the various fields of knowledge current issues related to resource use and the environment. involved Field trips and hands-on experiences highlight the extent to • Use findings to create written, oral, and electronic which geology influences the character of the Chicago area. presentations about these programs • Sharpen your research , writing, and thinking skills ESCI-109W: FYE: Muddy Waters: Chicago’s Environmental • Probe career opportunities Geology (NS) Chicago’s vital bodies of water- Lake Michigan, • Expand your horizons and creativity Chicago River, and others – interact with the urban landscape and the soils and rocks of the grounds beneath us. These ENGL-109: FYE: Literature and Diversity in Chicago (Title interactions influence environmental issues in our everyday varies) (HU) The various topics offered under this title ex- lives, including “What happens when water goes down the plore the rich literary landscape in all its diversity in Chicago. drain?” and “Why do certain areas flood after it rains?” Ex- ENGL-109A: FYE: Chicago's Literary Diversity: Reading plore these questions in the context of Chicago’s geology, the Neighborhoods This course explores how literary Chi- to evaluate the critical interactions affecting soil and water cago enters into discourses on race and ethnicity in twen- contamination, flooding, and our drinking water. Laboratory tieth century literature. Beginning with the Great Migration, analysis of water and soil, collected on local field trips, will students sample literary history produced by people who clear the ‘muddy water’ about how environmental geology settled or passed through Chicago. Writers have used Chi- impacts your neighborhood.

52 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 FIRST-YEAR EXPERIENCE (FYE)

GES-109: FYE: Chicago Geographies (SB) of language and language use. Students will explore the GES-109A: FYE: Global Chicago This is an introductory following questions: course in urban geography that provides a broad overview • What is language? of the Chicago metropolitan area in the global context. We • What makes it universal? will explore the place of Chicago as a hub in the global • What makes it unique? economy, as well as the many different ways that global • How can it be used as a tool? forces have impacted social relations and spatial practices • How does it unite or divide? in the metropolis. • What is language contact and how does it affect you? • What is the relationship between language and identity? GES-109B: FYE: Environmental Chicago Students study • What is language diversity and what brings it about? the relationships between human settlement and the natural • How does an awareness of language make you a environments in the metropolitan area including environmen- stronger, more confident communicator? tal problems, their causes, and possible solutions. Issues such as waste disposal and recycling, brownfields, suburban LLAS-109: FYE: Art, Thought, and Revolution in Chicago sprawl, air and water pollution, water supply, flooding, and (SB) An introduction to the cultural life of Chicago Latino youth drainage, invasive species, and urban parks are investigated, with its regional differences with key themes/symbols and with classroom discussion and field trips. cultural norms created by the historical interaction between Latinos and American society as expressed in literature, art, HIST-109: FYE: History of Chicago (SB) The history of music, and folklore. Attention will also be given to change and Chicago is an interesting and relevant way of introducing continuity in Latino cultural norms on the basis of historical freshmen to a university curriculum. This class will focus on the events. The class explores the history of art and its role in the major themes that have shaped the city’s development. Many civilizations from Modernism, the Mural Renaissance and the people believe Chicago is the most “American” of the major Civil Rights Movement. Using the rich artistic legacy of this cities. In 50 years Chicago evolved from a fur-trading cross- area, the class examines the way art functions across borders roads to a major industrial center. The unprecedented speed and how borders have been constructed, debated, and lived of Chicago’s development made it a city of stark contrasts, through in the art of the past. producing enormous tensions between the entrepreneurial forces that built the city and the countervailing social forces MUS-109: FYE: Chi-Tunes: Music In Chicago (FA) This that strived to humanize it. Because of the magnitude of the course is designed to increase the first year student's aware- challenges Chicagoans faced, they became pioneers of many ness, understanding and enjoyment of a variety of musical of the major economic, social, and political trends that have styles through attending live performances. Students will shaped modern America. The constant stream of immigrants learn the basics of reading and writing music, music history, has played an integral role in this dynamic process, contribut- and music's place in society and culture through pre and ing both to the city’s economic and cultural development. By post concert discussions. exploring the many ways Chicago has been at the forefront PEMT-109: FYE: Chicago Body Works (NS) This course of change, students will gain a valuable perspective on their presents a practical view of the importance of fitness and city within the national and global perspective. nutrition in our daily lives We will investigate the funda- JUST-109: FYE: Justice in Chicago (SB) Justice in Chicago mentals of a “fit-for-life” attitude and learn to participate in provides first year students with an opportunity to critically related exercise. This includes current fitness assessment examine social injustices in institutions and social structures and developing methods to make improvements in the five through a critical lens. Using Chicago as a lab, students ac- components of health-related fitness. We will engage in a tively discover its diversity and complexity through readings, variety of physical activities and place strong emphasis on speakers, films, and field experiences. During the semester, the importance of proper nutrition to fitness. Through out the you will experience justice in many forms. Some of those course, we will pursue the theme of diverse opportunities forms will be familiar to you, such as learning about the court and challenges presented to individuals pursuing wellness system, and some will be new, such as meeting judges and in Chicago. attorneys. In this course, you shall get out of the class- PEMT-109B: FYE: Adventure in Chicago (NS) Through a room and into various communities, such as a courtroom, a context of Adventure, this course provides students with a courthouse jail, and a community organization which deals diverse range of challenging cognitive and physical activi- with issues of poverty and inequality. We will consider the ties, both on campus and off, that highlight and enhance question: Can there be justice if there is inequality? via read- the personal and group skills needed to move through the ings, field trips, speakers and films. adventures that will be presented and the adventures that LING-109: FYE: Language & Diversity in Chicago (HU) are inherent in a college program. Students will have the Hands-on research, using Chicago’s rich diversity of opportunity to participate in teambuilding activities, vertical languages in contact as a laboratory, will enable you to ascents, community service adventures, and other Chicago understand the mechanisms, dynamics, and manipulations area challenges. Some level of active participation will be a requirement to Adventure in Chicago.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 53 FIRST-YEAR EXPERIENCE (FYE)

PSCI-109: FYE: Civic Engagement, Community and Social SOC-109: FYE: Investigating Chicago (Title varies) (SB) Change in Chicago This colloquium is a three-credit course Investigating Chicago provides an opportunity for freshmen that combines the traditional classroom setting and com- to explore Chicago as a living, dynamic entity through the munity service to explore the meaning and interconnection of lens of Sociology. Using the city as a lab, students actively community, citizenship, politics, diversity, civic engagement discover the complexity and diversity of Chicago through and social change. Students enrolled in this course spend readings, films, speakers, and field experiences. time developing their interpersonal and intrapersonal skills SOC-109A: FYE: Immigration and Migration This course (such as, self-awareness, critical thinking and problem-solving provides an introduction to migration theories, methodolo- skills, leadership skills), become skilled at civic engagement gies, and policies. Students will develop an understanding of (action strategies and plan, project management, com- the sociological approach to migration. We will focus on the munication, negotiation and teamwork), as well as reading Chicago area, but also analyze migration at the international academic literature that examines concepts of democracy, and national levels. power, and justice. SPAN-109: FYE: The Hispanic Influence in Chicago (HU) PSYC-109: FYE: Growing Up in Chicago (SB) This is a course According to the American Community Survey of the U.S. that introduces students to the basics of child psychological Census (2003), over one quarter of Chicago’s population is development. What are the steps of development? Which Hispanic. This ever-increasing demographic has a significant developmental steps are unique to every individual? Which cultural, historical, political, social, literary and linguistic developmental steps are universal and which are culturally impact on the city of Chicago. This course seeks to ex- determined? Chicago has many resources, historical, art plore and develop an appreciation for the diversity of these and cultural museums, schools, and its people, that will be Spanish-speaking groups and their invaluable contributions used to explore the answers to these questions. Through a to the surrounding communities and to society in general. combination of hands on activities, verbal and written reflec- tions, students in this class will discover what it means to Note: SPAN 109 is presented in a "bilingual" format (English be a developing human being here in Chicago. & Spanish) PSYC-109B: FYE: Intimate Chicago—Psychology of Ro- SWK-109: FYE: Search for Meaning of Life (SB) The so- mantic Relationships in Chicago Films (SB) This course cial work profession seeks to help people live happily and will use films as a vehicle for identifying, explaining, and productively with joy and purpose and meaning. Social work illustrating basic psychological concepts. In addition to values diversity including what the oldest wisdom traditions learning about the social psychology of romantic and close teach us about the meaning of life. In this course, we will relationships, students will learn about basic psychological visit sacred places in Chicago to experience the teachings principles from learning, personality, and developmental and practices of six wisdom traditions -- Christian, Jewish, theories. Students will complete assigned readings on the Islam, Buddhist, Hindu, and Native American – to learn what appropriate psychological theories, apply them to the films, they can tell us about living joyfully and purposefully. and complete written assignments on them. A group final TESL- 109A: FYE: Teaching English in Chicago (HU) In this project will include producing a film on relationships, using course, the four foundations (Future Planning, Academics, Chicago as a backdrop Self-Discovery and Transitions) of the First-Year Experience PSYC 109C: FYE: The Pursuit of Happiness, Chicago- are interwoven with the field specific concepts and terminol- Style (HU) Happiness is a key concern in everybody’s life. ogy of teaching English as a second language (TESL). This Not everyone knows how to define it and even less how course introduces the structure of the English language and to pursue it. Happiness means different things to different methods of teaching it to speakers of other languages. This people. Such differences exist across cultures, income levels, involves investigation the pronunciation and grammar of professions, and even age brackets. This course explores English as well as looking at ways to teach these subjects what psychologists have to say about the meaning and along with listening, speaking, reading and writing skills to pursuit of happiness across various population groupings in English Language Learners (ELLs). The course will involve the Chicago metropolitan area. It also looks at how students a service learning component in which students will tutor themselves view happiness. Students will get a hands-on- ELLs in various sites throughout Chicagoland. As students experience at doing some research and acquiring the skills study the basics of teaching English as a second language, it takes to be a successful college student. they will develop academic skills that will contribute to their success in college and beyond.

54 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 GLOBAL STUDIES

around and introduce students to the five thematic tracks of GLOBAL STUDIES the program. GS 201 and 202 will be team taught by faculty The Global Studies Program is designed to provide students from departments and programs across the university, each with the critical analytical skills to assess the world around of whom introduces a current issue or debate in the study them and their place within it. A rigorous, multi-track cur- of the global. riculum offers a forum where students can examine the varied GS 399: Capstone Seminar in Global Studies, 3 cr. The processes and products of our increasingly interconnected capstone seminar provides an opportunity for synthesizing world through interdisciplinary study. Program coursework intellectual interests identified across program coursework as analyzes the historical trajectory of globalization, tracing well as identifying emerging interests and future endeavors. debates about its complex origins and considering its con- The centerpiece of the course will be students’ individual temporary manifestations from multiple disciplinary and research projects. This process will involve both intensive interdisciplinary perspectives. individual work and significant engagement with peers’ The program is organized around five thematic tracks, projects—students will act as interlocutors and critics to which are designed to encourage interdisciplinary analysis one another, creating an interdisciplinary learning community and critical debate regarding key issues in the study of the through their interactions and collaborations. “global.” The tracks include: I. Culture, Society, and Identity; II. Language, Knowledge, and Representation; III. Nature, INTERNATIONAL Technology, and the Body; IV. Power, Movements, and Political Economy; V. Violence, Resistance, and Resolution. PROGRAMS These tracks transcend traditional disciplinary, topical, and Lawrence N. Berlin, Ph.D., Director of International theoretical borders, providing instead nodes where novel Programs thinking and scholarship might emerge. Kyu Park, Ph.D., Associate Director of International Students participating in the Global Studies Program will Programs gain knowledge about: the forces, products, and patterns of Wojciech Wloch, Coordinator of International globalization; the challenges posed and insights afforded by Partnerships an interdisciplinary approach; the appropriate use of research Ryan Miller, F-1 Advisor methods from across the liberal arts toward productive re- The Office of International Programs (OIP) was established search design and incisive findings; the analysis of research in 1996 as a reflection of Northeastern Illinois University’s materials through effective application of relevant theory; and commitment to an internationalized curriculum. In 2004 the the presentation of the products of such scholarly activities university was awarded the prestigious Institute of Interna- in well-executed and intellectually significant writing. As a tional Education’s Andrew Heiskell Award for International- result of completing the program, students will have both a izing the Campus. The goal of the OIP is to prepare students breadth of understanding of global patterns and forces as to function effectively in the global society of the Twenty-first well as deep knowledge about particular chosen themes Century. To accomplish this goal, the university has estab- and sites within this domain. Global Studies coursework and lished formal partnerships with universities in eight countries related learning opportunities, including hands-on, research, and the Hispanic Association of Colleges and Universities and internship options, provide skills and experiences that (HACU). Through these partnerships, an extensive calendar of are key qualifications in the current job market. The program campus activities and numerous study abroad opportunities, will engage students with pressing issues of contemporary NEIU has increased the options available for undergradu- relevance and exciting areas of emergent scholarship and ate and graduate students to enhance their understanding prepare them to critically apply this knowledge to both im- of and experience with global and international affairs. The mediate and future scholarly, professional, and personal university continues to facilitate international faculty and engagements with the world around them. student exchanges. The Global Studies program is still in the process of being The OIP staff works closely with our international alliances formally approved by all levels of governance. We hope that as well as other Illinois colleges and universities to promote it will be formally added to the NEIU curriculum in 2011-12. the awareness and importance of international education. COURSE OFFERINGS: Through numerous study abroad opportunities offered at GS 201: Introduction to Global Studies I NEIU, students are able to enhance their understanding of world cultures, sharpen their cultural sensitivity and increase GS 202: Introduction to Global Studies II their intercultural competencies. Students can enroll in NEIU These courses introduce students to multiple topics and courses which include a study tour. Past tours have taken perspectives regarding globalization, providing a compara- students to Belize, Brazil, China, Egypt, Ghana, India, Italy, tive, cross-disciplinary framework for addressing these issues Korea, Mexico, and Poland. Students may also spend a and scholarship about them. The courses are organized semester or academic year abroad at an accredited institu-

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 55 McNair Scholars Program tion of higher education, either by directly enrolling, or by participating in a program designed by an independent study McNair Scholars abroad provider, such as the Institute for the International Education of Students (IES), International Studies Abroad Program (ISA), American Institute for Foreign Study (AIFS), or other Kimberly Sanborn, Ph.D., Director leading companies in the field of study abroad; or may choose Purpose to study at an NEIU partner university. Federal financial aid The goal of the McNair Program is to increase the attainment may be applied to study abroad program costs. NEIU stu- of a Ph.D. by students from underrepresented segments of dents may also qualify to apply for study abroad scholarship society. McNair participants are from disadvantaged back- opportunities, such as the HACU Scholarship Program and grounds and have demonstrated strong academic potential. those administered by the Institute of International Education Program staff and university faculty members work closely (IIE): IIE Midwest, NSEP, Benjamin A. Gilman and Freeman with these participants through completion of undergradu- Asia. Many study abroad providers also offer scholarships to ate requirements, encourage their entrance into graduate qualified participants in their programs. For more information programs, and track their progress to successful completion about study abroad, call 773-442-4796. of advanced degrees. INTERNATIONAL STUDENTS Eligibility NEIU has also expanded international student enrollments. Undergraduate students who intend to pursue a career that International students are required to meet with the interna- requires a Ph.D., and who meet the following criteria, may tional student advisors in the Office of International Programs apply to the program: for orientation and action that could have an impact on their • Completed at least 60 hours international student status. In order to maintain international • US citizenship or residency student status, all international students must be enrolled • A 2.8 or above GPA full-time during the fall and spring terms and may not work • Status as a first-generation college student with off campus without authorization. income eligibility and/or a member of a group under- International students (F-1 visa) coming from outside the represented in graduate education U. S. may arrive up to thirty days before the start of their Program participation academic program. They are encouraged to do so in order McNair Scholars conduct a summer research project under to be authorized to register for classes as soon as possible. the direction of a faculty mentor. Mentors and Scholars attend To be authorized, a student with an initial attendance I-20 professional conferences and work together on the presenta- must report for orientation and submit their documents (F-1 tion of their research. Regular meetings with the program visa, I-94, stamped I-20) to the international advisor so that Academic Specialist and Director guide Scholars through the registration hold can be removed from their record. In- the completion of their undergraduate degree requirements, ternational students transferring from other U. S. colleges or and assist with graduate school application and selection. universities may choose to attend either the early orientation Workshops to support graduate school application include session or the general orientation session, which will normally GRE instruction, library skills, and research presentation. be scheduled during the week before the first day/week of Complete program information is available in the McNair Schol- classes in any academic semester. Students changing status ars Program Office, B-143, by contacting the Program Director to F-1 are required to attend an orientation session preceding at 773/442-4253, or at www.neiu.edu/~mcnairp/index.htm. their term of admission, even if their change of status has not yet been granted. The orientation dates and times will Course offerings be included in a letter from the coordinator of the Office of NEIU-301M Developing a Research Thesis, 1 cr. An in- International Programs/F-1 Advisor, which will be sent out tegrative, collaborative, research-based introduction to the in their admission packets prepared by Enrollment Services process of thesis writing. Each student conducts a focused (undergraduates) or the Graduate College (graduate students). search of the literature and prepares a research proposal in International exchange students (J-1) are required to attend response to a specific, identified issue and is introduced the international exchange student orientation session, which to the elements of scholarly writing. Epistemological and normally takes place during the week before the first day/ ethical issues of inquiry are explored. week of classes in any academic semester. International NEIU-302M College Teaching for T.A.'s, 1 cr. A seminar exchange students are required to contact the Coordinator class to introduce students to college teaching skills and of International Partnerships regarding academic issues, prepare them for teaching assistantships. Class discussion, questions about their status, and traveling outside the U. assignments, and activities focus on the theory and prac- S. during the term of their I-20. All international exchange tice of teaching and learning at the post-secondary level. students must meet program requirements based on the Students draw on their own college learning experiences to agreements between Northeastern Illinois University and evaluate instructional techniques and materials for effective- their home university. ness and meaning.

56 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MIDDLE LEVEL EDUCATION PROGRAM IN MATH AND SCIENCE (MLED)

NEIU-303 Preparing for Graduate Study, 1 cr. A seminar Degree Requirements that supports the planning and implementation of applying to To graduate with the ELED Major and MLED (recognized graduate programs in various disciplines of the humanities, internally at NEIU as an NEIU second major) and to be en- sciences, and social sciences. The course will focus on core titled to Type 03 Illinois State teaching certification, students competencies of creating personal statements, identifying must complete a minimum hours of study which include the graduate schools and programs, and maximizing standard- following requirements: ized test scores. • General Education (university and program limited list that includes all of the 100 and 200 level math and science MIDDLE LEVEL courses in the MSTQE minor, and Sociology 104) EDUCATION PROGRAM • Additional courses as required for state certification • Completion of the MLED professional course sequence IN MATH AND SCIENCE • Documentation of Professional Dispositions (MLED) • Mastery of Program Learning Outcomes and Standards The Middle Level Education Program in Math and Science is • Juried submission of the ELED and MLED portfolios for pre-service teacher candidates studying to teach elemen- tary and middle grades children with a specialization in the Required Professional Education Courses teaching and learning of young adolescents in grades 6-8. EDFN 306 or ELAD EDFN-216) Child & Adolescent Development: The MLED program emphasizes child and adolescent devel- Education and Individual Differences opment, language, culture and issues of power, equity and (With 20 clinical hours.)...... 3 cr. diversity along with the importance of student engagement EDFN 307 or to ignite curiosity and a passion for learning in all areas with ELADEDFN 217 Psychology of Instruction and Learning a special emphasis on the disciplines of math, science, (With 20 clinical hours)...... 3 cr. technology, computational reasoning, content literacy, ap- EDFN 305 Philosophical and Historical Foundations of plications of science and engineering. Public Education or aligned and articulated MLED is a community of learners program in which professors transfer course [introduction to Education of math, science and education, small groups of pre-service with 15-20 early field hours] teacher candidates, peer leaders and experienced middle MLED-301 Curriculum and Instruction of Elementary and school teachers collaborate and work together. Candidates Middle Level (Fulfills ELED 301) Prerequisite in the MLED program are introspective, explore their own life for all methods courses...... 3 cr. experiences and reflect on their activities and relationships ELED-312 Teaching Strategies for English Language to peers and others in their classes, groups and cohort. Learners and Multicultural Groups...... 3 cr. MLED candidates do research and presentations with their ELED-302 Methods of Teaching Language professors, judge at science fairs, conduct their own inquiry Arts Elementary School...... 3 cr. projects, participate in service learning projects in schools ELED-304 Methods of Teaching Social Studies and community organizations, mentor students, engage Elementary School...... 3 cr. parents and community members. MLED-340 Math Methods with Problem Solving for Candidates who complete MLED qualify for a k-9 Type 03 teaching at the Elementary certification, a specialization in middle grades teaching (6- & Middle Level...... 3 cr. 9), and state endorsements in middle school, middle school MLED-328M Math Clinical Experiences math, middle school science and language arts. (60 clinical hours in schools)...... 1 cr. The MLED program is a partnership between Northeastern MLED-335 Science Methods with Problem Solving Illinois University, City Colleges of Chicago and teachers for teaching at The Elementary from Chicago Public Schools. The goal of the partnership & Middle Level...... 3 cr. is to decrease the time to graduation and to increase the MLED-328 S Science Clinical Experiences success of a diverse group of candidates seeking to become (60 clinical hours in schools)...... 1 cr. teachers of young adolescents. TED-316A Content Literacy at the Elementary and Middle Level (60 clinical hours in schools)...... 3 cr The MLED program is aligned with the Illinois Professional ELED-329 MLED section Student Teaching Teaching Standards the Illinois Content Standards for Educa- in Elementary Educations...... 9 cr. tors in Math, Science and Language Arts and the standards of the Association of Middle Level Education, National Sci- Total Professional Education 44 cr. ence Teachers Association, National Council of Teachers of Mathematics, National Academy of Science and the Common Core Standards.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 57 MIDDLE LEVEL EDUCATION PROGRAM IN MATH AND SCIENCE (MLED)

Required Cognate Courses a current TB test and federal fingerprinting and background HPERA PEMT-342T Cooperative Learning check prior to embarking on any field, service learning, ob- in Adventure Education...... 3cr servation, shadowing, clinical experience or other course or SPED 201 Special Needs Students in program activity with children or in schools and community. the Inclusive Classroom...... 3 cr. Block I HLED 199 Health and Wellness of the Complete the following with ‘C’ or better. Participate in Emerging Adolescent ...... 3 cr. mandatory reflective advisory seminars and collegial study Total Cognate Credits 9cr groups. Complete the Science Fair Project. Complete the first disposition round table. Begin program portfolio. Additional Course Requirements in General Education EDFN 305 includes 15 hours of early field experiences or In addition to the successful completion of the MLED program Introduction to Education (articulated agreement) recommend and the MSTQE Math and Science Concepts Minor, students completion as early as possible in the program. must complete the general education requirements of the SOCIOLOGY/EDFN 104 School & Society (W/15 hours of MLED program, the College of Education and the State for early field experience)...... 3 cr Certification. LINGUISTICS 120 Language and Human Behavior...... 3 cr Fine Arts (6 cr.) HPERA PEMT-342T Cooperative Learning in Adventure Humanities (9 hours) that must include an English department Education Recommended in Block course in literature and Linguistics 120 1 but may be taken any time prior to student teaching...... 3 cr. Behavioral and Social Sciences (12 hours): EDFN 216 or U.S. History 214 or 215 EDFN 306 Child and Adolescent Development or Educa- PSCY-AMER 216 tion and Individual Differences (With 20 clini- cal hours)...... 3 cr. Anthropology or Non Western or 3rd World Culture Course EDFN 217 or School and Society –SOC/EDFN 104 EDFN 307 Psychology of Learning Written communication (English 101 and 102 (With 20 clinical hours)...... 3 cr. with a grade of “C” or higher...... 6cr Block II • Complete the following with ‘C’ or better. Oral communication with a “C” or higher...... 3cr • Participate in mandatory reflective advisory seminars. Math Literacy fulfilled by M&S Concepts Minor • Add to program portfolio. Biology and Physical Sciences fulfilled by M&S Minor Courses and Perquisites. (see section in this catalog) SPED 201 Special Needs Child in Inclusive Classroom (includes 20 hour early Total Credits in MLED Program (MSTQE Math and Sci- field experiences)...... 3 cr. ence Minor and General Education Course Sequence HLED 199 Health and Wellness of the inclusive): 134 credit hours Emerging Adolescent...... 3 cr.

Block III DECLARATION OF MAJOR Enroll in this Block by authorization, which includes: Students must complete a Declaration of Major and Minor form, signed by both an ELED advisor and an MLED advi- • Must have a cumulative GPA of 2.5, M&S Concepts sor, indicating the first major of Elementary Education and Minor GPA of 2.5, declared major and COE admission. institution based second major of Middle Level Education. Note: Completion of Level I MLED Program Technology This form along with documentation of having passed the Competency Requirements as part of MLED 301 and Test of Academic Proficiency must be included as parts of a MSTQE Math and Science Concepts Minor completed application packet for admission to the College • The disposition round table with exit ticket and of Education. recommendations Note: Requirements for state endorsement for teaching middle • Satisfactory completion of the early field and service school (grades 6-9) are met by the course requirements for learning experiences, science fair requirements and the Middle Level Education Program inquiry project in Block I and Block 11. ADMISSION TO PROGRAM • Participation in mandatory reflective advisory seminars. MLED candidates participate in school and field experiences • Participation in study groups beginning in Block 1 with Schools and Society Soc 104 and • First program portfolio round table and review with feed EDFN 216 or 306. MLED students are expected to meet back rubric university, school district and state requirements that include

58 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MIDDLE LEVEL EDUCATION PROGRAM IN MATH AND SCIENCE (MLED)

• Recommendation to COE by MSTQE Program Block V MLED 301 Curriculum and Instruction for ELED and Middle Enroll in this Block by authorization, which includes: Level (2/3 time on best practices in curricu- • Active participation in the advisory sessions lum and instruction at the middle level)...3 cr. • Final program portfolio round table review ELED 312 Teaching Strategies for English Language Learners Multicultural Groups...... 3 cr. • Final disposition roundtable ELED 302 Methods of Teaching Language Arts...... 3 cr. • Grade point average of 3 in MLED 328S, MLED 328M ELED 304 Methods of Teaching Social Studies...... 3 cr. and clinical hours of TED 316A (may be taken in this or subsequent blocks prior to admis- ELED 329 Student Teaching & Seminar – sion to ELED 329) MLED section...... 9 cr. At the end of Block III, and prior to authorization for the clinical MLED Program Exit Criteria internship of 150 clinical hours and prior to authorization to • Completion of all NEIU, MLED and COE General Educa- register for TED 316a, MLED 335, 340, MLED 328M and 328S. tion Requirements • Obtain one recommendation from MLED 301 and one from ELED 312 or ELED 302 or ELED 304 • Completion of all MLED Program professional education sequence courses and requirements • 2.75 GPA in professional sequence • B or better on student teaching evaluation submitted by • 2.5 GPA in Math and Science Concepts Minor clinical supervisor and cooperating teacher. • Maintain 2.5 cumulative GPA • Maintain a minimum cumulative GPA of 2.5 Block IV – • Maintain an MSTQE Math and Science Concepts Minor 150 Clinical Hour Coached “Internship” Block minimum cumulative GPA of 2.5 Enroll in this Block by authorization, which includes: • Maintain a professional sequence GPA of 2.75 • Block III Disposition Round Table. • Submit a completed and juried portfolio • Active participation in the program advisory sessions • Submit documentation of positive disposition exit review. • Second program portfolio round table and review • Submit the Individual Plan for Professional Growth • Recommendations as listed above In order for students to receive entitlement for the Type 03 TED 316a Content Literacy: Reading and Writing in the Elementary Education Certification they must have received Content Areas at the Elementary and Middle a “B” or better in student teaching and have passed the School Level (With 50 clinical hours 2/3 at three state ICTS assessments: The Test of Basic Skills, the 6-9 and 1/3 at k-5)...... 3 cr. Content Area Examinations as well as the Assessment of MLED 340 Methods of Teaching Math with Professional Teaching. Problem Solving at the Elementary Notes: Students will be advised to take the ICTS Basic Skills and Middle School Level...... 3 cr. Test no later than the beginning of Block II. Candidates will MLED 328M Clinical Seminar in Teaching Math with 50 be expected to have passed the examination prior to de- hours of Clinical Experiences(2/3. at the 6-9th claring the ELED and MLED majors. Students who do not grade level and 1/3 at the k-5th grade level). pass the ICTS Basic Skills Test will receive advisement with hours...... 1 cr. respect to program and campus resources i.e. tutoring, as MLED 335 Methods of Teaching Science with well as taking appropriate course work or course modules Problem Solving at the Elementary to assist them in acquiring the knowledge and skills needed and Middle Level...... 3 cr. to be successful on the exam. MLED 328S Clinical Seminar in Teaching Science Clinical Prior to Student Teaching all MLED program students must with 50 hours of clinical experiences (2/3 at complete a minimum of 150 clinical hours in schools. [While the 6-9th grade level and 1/3 at the k-5th the State of Illinois requires a minimum of 100 clinical hours grade level)...... 1 cr. MLED provides students with an internship style clinical During Block IV Students’ must do the following before experience of 150 hours]. The state approved clinical experi- proceeding to Student Teaching. ence (completed in conjunction with the MLED 335, MLED • Pass the ICTS Subject Area Examination 340 and TED 316A) requires placement in a public or private • Meet all the Program requirements and maintain a mini- k18 or middle school with a state certified teacher. MLED mum GPA of 2.5 as well as a 2.5 in the math and science also requires that the teacher have training as a teacher concepts minor. mentor and hold a state endorsement in middle school math or middle school science. To request placement for clinical experience, students must file a request with MLED program

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 59 MIDDLE LEVEL EDUCATION PROGRAM IN MATH AND SCIENCE (MLED) director as well as register in the Office of Clinical Experiences curriculum, instruction and assessments, how to collaborate and Student Teaching (Please see catalog section, Clinical with special education teachers, case managers, counselors, Experiences and Student Teaching). social workers, nurses and parents; what are some ways a In order to be considered for the Clinical Experiences Intern- classroom teacher can support and facilitate healthy and ac- ship students must be admitted to the College of Education cepting relationships between general education and special and accepted into the Elementary Education Program as needs students; what is the role of the classroom teacher on well as the MLED Program. In addition students must have RTI, school intervention teams, IEP teams. Developing the completed MLED 301 and ELED 302. empathy and understanding as well as the knowledge and skills to be an effective teacher of special needs children in To qualify for student teaching students must maintain a a general education setting. Creating the classroom culture minimum grade point average of 2.75 in the Professional and environment that supports learning by all children. Sequence and have passed the ICTS Content Area Test. No These as well as other issues will be explored. Students will required professional education course may be taken more be expected to participate in simulations and experiential than twice to achieve an acceptable grade. To be entitled learning assignments and to complete field experiences as for certification by the State of Illinois, a student must earn part of their course work. (May be taken prior to or following a grade of “B” or better in Student Teaching. admission to College of Education. Recommend completion COURSE OFFERINGS of EDFN 216 or 306 prior to taking SPED 201). HPERA PEMT 342T Cooperative Learning in Adventure MLED 301 Curriculum & Instruction for Elementary and Education, 3 cr. This course is designed to provide theory Mid Level 3 cr. The relationship of theory to practice is and application of experiential learning, with application to studied in a variety of middle school curricula. Analyses and the elementary and middle school classroom. The focus is interpretation of teaching-learning process are conducted. on discovering self-knowledge, developing trust and promot- Special attention is directed to: (1) instructional objectives in ing teamwork, establishing effective learning environments, planning, (2) application of theories of adolescent develop- learning principles of conflict resolution, and understanding ment, learning, classroom management, and instructional and managing classroom group dynamics. There will be methodology to multicultural curriculum development, (3) active hands-on participation in a variety of experiential unit and lesson planning, and (4) practice analyzing, ap- activities, including the opportunity to co-facilitate learning plying, modifying and using research and standards based experiences with peers and middle-school students, which curricula (5) active hands on assessment techniques. Other will promote fuller understanding of the power and utility of area explored are the middle school model, best practices experiential learning. Students have opportunities to work in middle school, cultural competency and connecting with with students and teachers in elementary and middle schools. parents and community, and strategies for meeting the needs (May be taken prior to or following admission to College of of students with special needs. Education and the professional sequence) ELED 312 Teaching strategies for ELL and Multicultural HLED 199 Health & Wellness of the Emerging Adoles- groups, 3 cr. This course explores the variety of cultural cent, 3 cr. Concentration of concepts related to the physical, values, languages, and the process of social integration of mental, and social dimensions underlying personal health of American ethnic groups in classrooms as well as the teacher’s educators, children and emerging adolescents. Emphasis is role in enhancing diverse students’ learning experience and on understanding the developmental issues as well as physi- differentiating instruction in the core content area studies. cal, mental and emotional dimensions underlying personal Importance of involving family, non-native speakers of English, health and development and implications of those issues team building, collaboration strategies, and cultural context for students entering the early adolescent period of rapid will be emphasized. Specific emphasis on the effective physical, emotional, mental and cognitive change. Course teaching of students who are English Language Learners, studies how these developmental changes and issues impact students who are generation 1.5, students who are not flu- students’ classroom, social and learning behaviors. (May be ent in academic English, and students who are speakers of taken prior to or following admission to College of Education dialects or non-standard English. Field experiences will be and the professional sequence) done in conjunction with course assignments. Simulations, SPED 201 Students with Special Needs in the Inclu- case studies, classroom action research and field experiences sive Classroom, 3 cr. This course presents the historical, will be conducted in conjunction with course assignments philosophical and legal foundations of special education. An ELED-302 Methods of Teaching Language Arts-Elementa- overview of the characteristics of individuals with disabilities ry School, 3 cr. Materials and techniques for the teaching of is presented within the context of Individual with Disabilities reading, writing, speaking, and listening skills. The function of Act (IDEA) and the services that are provided under this act. language in the life of the child, the relationship of language Also covered is the diversity of exceptional populations in other areas of learning as well as in multicultural settings. with implications for service delivery by classroom teach- Attention given to linguistically and culturally diverse learners ers in general education classrooms. Issues such as: how a and students with special needs in the regular and middle general education classroom teacher can adapt and modify school grades.

60 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MIDDLE LEVEL EDUCATION PROGRAM IN MATH AND SCIENCE (MLED)

ELED-304 Methods of Teaching Social Studies-Elemen- in middle school mathematics. Includes a biweekly seminar tary School, 3 cr. A study of instructional methods and meeting on campus and 50 clock hours of individual sessions materials for teaching social studies to all students, including in a local K-8 or middle school. Course practices middle level exceptional students. Explores approaches to promoting mathematics teaching that effectively integrates science children’s cognitive and affective concept formation, critical and other inquiry based interdisciplinary practices into the thinking, exploration of problems associated with methods curriculum. Opportunities are provided for the student to of research and appreciation of cultural diversity and global analyze and practice using current NSF and other high quality issues. May be accompanied by supervised, sequential research based math and science curriculum materials as clinical or field experiences culminating in teaching student- well as opportunities for the student to create lessons and developed instructional units. Classroom management units, instructional and assessment processes. Concurrent techniques conducive to the implementation of successful courses: (MLED 340, MLED 335 and MLED 328S) and TED individual and group unit projects are investigated. Emphasis 316A. Consent by advisor and coordinator. Must be taken on intermediate and middle school grades. prior to student teaching and completion of the program. TED 316A Content Literacy at the Elementary & Mid Level MLED 335 Methods of Teaching Science with Problem with 50 clinical hrs, 3 cr. This course will explore the theory Solving at the Elementary & Middle Level, 3 cr. A study of and practice involved in teaching reading and writing at the instructional methods and materials for both teaching physi- elementary and middle school level. In addition to general cal and life science to all K-9 students with emphasis on the literacy, this course provides in depth exploration of the early adolescent and middle school. The course focuses on methods of teaching reading and writing within the content the development of lessons and units that promote scientific areas. Practical strategies for research based literacy method- thinking, utilization of basic scientific principles, and inquiry ology will be presented in this course. Students will have the approaches to learning. Strong emphasis on: (1) planning opportunity to explore, analyze, and practice using research and methodology to meet the unique needs of middle school and standards based curriculum and instruction current in science students (2) integrating mathematics throughout the contemporary schools. Will be accompanied by minimum middle school science curriculum (3) analyzing and practice of 50 hours of supervised, sequential clinical experiences using current NSF and other high quality research based math culminating in teaching student-developed instructional units. and science curriculum materials as well as instructional and Must have completed MLED 301 and ELED 302. Should assessment processes. Concurrent courses: MLED 340, be taken concurrently with MLED 335, MLED 328S, MLED MLED 328M, MLED 328S, and TED 316A. 50 clock hours 340, MLED 328M. of supervised clinical experience with MLED 328S faculty MLED 340 Methods of Teaching Math with Problem Solv- member and l K-9 classroom teacher mentor of science who ing at the Elementary and Middle Level, 3 cr. A study of is a highly qualified and state endorsed teacher of middle instructional methods and materials for teaching mathematics school science. Consent of Advisor and faculty. to all K-9 students, focusing on the development of lessons MLED 328 S Science Clinical Experiences, 1 cr. A and units that promote mathematical thinking, utilization of supervised clinical experience that provides opportunities basic mathematical principles, and inquiry and investigation for the candidate to practice the design and teaching of life approaches to learning. Strong emphasis on: (1) planning and physical science under the support and coaching of an and methodology to meet the unique needs of middle school experienced instructional team made up of the MLED 328S mathematics students and (2) integrating science throughout faculty member and a classroom teacher mentor with a state the middle school mathematics curriculum, (3) analyzing and endorsement in middle school science. Instruction includes practice using current NSF and high quality math and science a biweekly seminar meeting on campus and 50 clock hours curriculum materials (4) instructional design in mathematics of individual sessions in a local K-8 or middle school with for middle school as well as instructional and assessment a strong emphasis on middle level science teaching that processes Consent by MLED advisor and faculty. Concur- effectively integrates mathematics and other inquiry based rent courses: MLED 328S, TED 316A, MLED 335 and MLED interdisciplinary practices into the curriculum. Opportunities 328M. facilitates MLED 328M. Includes 50 clock hours of are provided for the student to analyze and practice using supervised clinical experience with MLED 328M faculty current NSF and other high quality research based math and member and K-9 teacher classroom teacher mentor who science curriculum materials as well as opportunities for the is a highly qualified and state endorsed teacher of middle student to create lessons and units, instructional and assess- school mathematics. ment processes. Must be taken with the academic methods MLED 328 M Math Clinical Experiences, 1 cr. A supervised course (MLED 335) and academic and clinical experiences clinical experience that provides opportunities for the can- courses for mathematics (MLED 340 and MLED 328M). didate to practice the design and teaching of mathematics Concurrent courses: MLED 335, MLED 328M and TED 316A under the support and coaching of an experienced instruc- . Consent of Advisor and coordinator. Must be taken prior to tional team made up of the MLED 328M faculty member student teaching and completion of the program. and a classroom teacher mentor with a state endorsement

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 61 MATH AND SCIENCE CONCEPTS MINOR (MSTQE)

ELED 329 MLED section -Student Teaching in Elementary Education majors may use the minor to meet the content School, 9 cr. Sixteen weeks of full-day student teaching course requirements of the Illinois State Board of Education under the tutelage of a certified cooperating teacher with toward state endorsements in the teaching of middle school both middle school and content area endorsements (math math and middle school life and physical science. In addition or science). Students are required to take full responsibility the Math and Science Concepts Minor is accepted by the for a class of students at the 6-9th grade middle grade level. College of Education and the College of Arts and Sciences Weekly three-hour reflective seminars taught by the MLED as a recognized minor and or content concentration. supervisor/coach and the MLED classroom group dynam- Integrated math and science course pairs provide students ics and classroom management coach. Regular visits and with opportunities to interact with professors and classmates conferences with MLED supervisor/coach. Facilitation of a to investigate and co-construct knowledge. The program video taped sample of teaching and digital portfolio. Prereq. emphasizes: observation, mathematical reasoning, scien- Successful completion of all course work and program spe- tific inquiry, individual, collaborative and group exploration, cific requirements in MSTQE Math and Science Concepts connections to real world problems and construction of Minor, MLED Program and ELED certification requirements, investigative design models using concept mapping as well approval of program director and coordinator of student as computer concept and agent modeling. All of the courses teaching, and admission to College of Education; Passing in the Math and Science Concepts Minor Course focus on score on the ICTS Subject Area Examination. conceptual knowledge, content specific knowledge and Math and Science Concepts Minor content specific pedagogical knowledge. All of the courses (see section in this catalog) provide students with the opportunity to think about how the math and science content they are studying at the un- Note that the courses in the minor concurrently fulfill the dergraduate level could be used to make the teaching and course and credit requirements for the minor & also fulfill learning of math and science in an elementary and middle the general education course and credit requirements in school classroom interesting, engaging and effective. math, math literacy and laboratory life and physical science. The Math and Science Concepts Minor Program is a Con- APPROVED MINOR sortium program in which faculty and students from Wright • Concepts in Integrated Math and Science with Pedagogy College, Truman College and Northeastern Illinois University (Math and Science Concepts Minor) with a minimum grade teach and study together. The goal of the Consortium is to point average in the minor of 2.5 create an pipeline to increase the number of individuals, • Additional Content Minors following the interdisciplinary including those from diverse backgrounds who become model will be offered in the future but are not currently effective teachers of math, science and technology at the available. elementary and middle school level. Math and science courses are block scheduled. Math and MATH AND SCIENCE Science faculty members integrate their content and develop joint interdisciplinary assignments and projects. CONCEPTS MINOR Eligibility Requirements • Students may demonstrate that they are eligible for (MSTQE) MSTQE through satisfactory completion of Math 141, [CONCEPTS IN INTEGRATED MATH AND 143 or 113 and in some cases, by demonstrating they SCIENCE WITH PEDAGOGY MINOR] are qualified for college level algebra by an earned “A” Heather Nissenson-Patay, MA, Program Director in Intermediate Algebra, (or the equivalent) or qualifying The Math and Science Concepts Minor is designed for un- on the NEIU math placement exam.. Recommendations dergraduate students interested in developing broad based and referrals from math instructors will also be literacy in math, physical and life sciences and technology. considered. Most students in the program go on to major in education • Students must have placed into English 101 or have and many elect to become teachers of middle school math a recommendation from an English or NEIU ESL and science (See Middle Level Teacher Education section in instructor. this catalog). Other students who take the Math and Science • Students must complete an interview and advisory Concepts Minor pursue careers in elementary education (See program-planning meeting with the program director Elementary Education in the College of Education section of or the M&S Concepts Minor Program Advisory this catalog) as well as careers in environmental education, Committee. in park districts, museums and other venues in informal or • Students must sign a program agreement regarding community education. their understanding of and willingness to meet and participate in the program requirements.

62 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MATH AND SCIENCE CONCEPTS MINOR (MSTQE)

Program Requirements: must be taken sequentially. Requests to take courses in a • Students must register for and participate concurrently different sequence must be approved by the program advisor in both courses in each course pair. and director. The program is standards based. • Students agree to attend workshops and study groups BLOCK I in technology, math and science that are attached to MATH 280 Geometry/Trig Concepts for Middle School course pairs. Teaching (4 cr.) and • Students will participate in the bi-weekly reflection, PHYS 108 Physics Concepts for Middle School Teaching (4 cr.) peer mentoring and advisory sessions held throughout MATH 281 Number Theory Concepts for Middle School their course of study in the Math and Science Teaching (4 cr.) and Concepts Minor. CHEM 108 Chemistry Concepts for Middle School Teach- • Students understand that the courses include ing (4 cr.) assignments and projects that involve a range BLOCK II of experiences including experiences with early adolescents, field and clinical experiences, as well MATH 147 Statistical and Probability Concepts (4 cr.) and as data collection, research and/or other “real world” BIO 104 Changing Natural Environments (Special Section for experiences. the Math/Science Concepts Minor students) (3 cr.) and • Students are expected to mentor middle school BIO 105 Environmental Biology Lab (1 cr.) students in school and area science fairs, judge BLOCK III science fairs and conduct and complete their own MATH 145 Algebra Concepts for Middle School Teaching science or math inquiry project. (4 cr.) and • Students agree that while most classes are held on the NEIU BIO 199 Concepts in Biology for Middle School Teach- main campus of Northeastern Illinois University-some ing (4 cr.) may meet in partner community agencies, schools, or BLOCK IV community colleges. MATH 380 Calculus Concepts for Middle School Teaching (4 • Students understand that the learning experiences in cr.) and the content courses are inquiry, problem and process NEIUBIO 299 Ecology Concepts - (3 cr.) based. Work in the program is also based on an MATH 381 Concepts in Discrete Mathematics for Middle instructional philosophy of interdisciplinary inquiry, School Teaching (3 cr.) hands on reflective learning and the collaborative creation of knowledge. All courses require work BLOCK V that utilizes the following applications and domains: Methods of Teaching Math, Science and Reading (Content Solving Problems, Working in Teams, Written and Literacy) Oral Communication, Real World Connections, Using See Block V in the Middle Level Teacher Education (MLED) Technology, Assessing and Reflecting on Their Own section of the academic catalog. and Their Classmates Learning, Cultural Awareness, *Program requires that students complete a course in Earth Cultural Competency and Issues of Social Justice. Science in addition to the physical and life sciences in the • Students agree that criteria for advancing to the program course pairs. capstone courses includes documentation of requisite COURSE OFFERINGS: dispositions in the disposition roundtables and portfolio documentation of meeting the Illinois Content BLOCK I: Standards for Educators of Mathematics and Science MATH-280 Geometry Concepts for Middle School Teach- as well as selected and developmentally appropriate ing, 4 cr. This course focuses on the terminology, properties National Middle Association Standards for Teachers of of two- and three-dimensional shapes, and the relationships Middle Level Students. among them; Euclidean and non-Euclidean geometry, coordi- • Students are required to create a portfolio documenting nate geometry, graph theory, and transformational geometry their growth and learning during their study and and the relationships among them. Concepts of plane, solid experiences in the Math and Science Concepts Minor geometry and trigonometry are studied. The course will take course pairs. Students must purchase an access code up the process of conjecturing, justifying, and proof as well for the electronic portfolio designated by the program as the properties of geometry and trigonometry as they are at the time they begin Block One. applied to the solving of practical applications. Students will learn about the characteristics of geometric figures Minor Course Requirements including symmetry, congruence, and similarity. Students Including prerequisite and cognate courses. Courses in the will use the properties of geometry to recognize, identify, course pairs must be taken concurrently. Course blocks build, draw, describe, analyze, and categorize two- and three-dimensional figures and tessellation. Students will learn

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 63 MATH AND SCIENCE CONCEPTS MINOR (MSTQE) the processes for identifying, analyzing, categorizing, and primes, composites, factors, multiples, greatest common applying multi-dimensional figures using spatial visualization factor, least common multiple, congruence; knowledge of skills and modeling. Students will learn to identify, analyze, key concepts and properties related to rational numbers mathematical conjectures, provide justification to support or (e.g., terminating and repeating decimals); the ability to solve refute conjectures using manipulatives; constructions; alge- problems by using concepts in number theory; the ability to braic, coordinate, and transformational methods; interactive complete proofs related to basic number theory concepts; technology; and paragraph and two-column proofs as well as knowledge of historical developments related to number and construct inductive, deductive, and indirect argument and mathematical symbolism. The course will give the students explain the difference among them. Other topics include basic a grasp of the depth and breadth of mathematics outside definitions and properties of plane and solid figures, congru- the traditional course structures. Problem solving, estima- ence, similarity, constructions, tessellations measurements, tion, measurements and construction of simple theories of transformations, the number pi, Pythagorean Theorem, right numbers will be treated with and without the use of technol- angle trigonometry and the unit circle. Problem solving with ogy. Extended response problems, writing and codes (RSA and without using a calculator. Computer programs includ- coding techniques) and use of interdisciplinary content will ing Sketchpad, graphing calculator and other technologies supplant the assignments typically found in a mathematics are used throughout. Writing assignments, demonstrations course. Students will be expected to consider how topics in and presentations as appropriate are also part of the course. number theory apply to middle-grade mathematics such as . The course is designed to meet the needs of a middle negative numbers, percents and decimals, prime numbers, school teacher in accordance with the National Council of factorization, common factors, division with remainder, and Teachers of Mathematics Standards and the Illinois Content exponents. This course is linked with CHEM-108. Standards for Teachers of Mathematics. This course is linked CHEM-108 Chemistry Concepts for Middle School Teach- with PHYS-108. ing with Lab, 4cr. This course covers the basic principals PHYS-108 Physics Concepts for Middle School Teaching of chemistry as they apply to the concepts of the nature with Lab, 4 cr. A laboratory oriented course that integrates of matter at the atomic level, the combination of elements concepts from geometry, algebra and trigonometry. Central to form bonds and the geometry and properties of the concepts of physics (the laws of mechanics and electricity, resulting compounds. Content will include the nature and the properties of light, atoms and nuclei) and how they are properties of molecules in the gaseous, liquid, and solid applied in the modern world (rockets, electric motors, opti- states, the interactions of particles in solution and acid- cal instruments, automobiles, fuel cells, alternative fuels, base chemistry. Mechanisms of chemical reactions and stationary i.e. power plant and non-stationary i.e. aircraft, the theory and practical applications of reaction rates are green technology etc.) are investigated. Issues of smart explored. Students will develop an understanding of the laws materials, celestial mining, nanotechnology, quantum com- of thermodynamics and be able to apply them to chemical puting and other contemporary critical technologies may be systems. The course will also explore the major aspects of investigated. Discussion may include topics and concepts organic chemistry. Elementary chemical principals will be related to kinematics and dynamics of particles and rigid used to investigate the behavior of synthetic polymers, toxic bodies and electrostatics, electric fields, electric potentials, substances, food additives, cleaning products and other currents, magnetic fields, wave motion. Basic concepts of chemically manufactured materials. Issues of contemporary geology, meteorology, oceanography and the solar system critical technologies such as biomaterials, natural products, may be threaded throughout. Laboratory skills, safety and alternative fuels, bioremediation, fuel cells, green technology, scientific thinking are emphasized. Students will develop their bio-defense and smart materials may be examined. Course own science lab explorations and investigations. Students will focus on an integrative knowledge set, and developing are expected to participate in middle school science fairs and multiple representations to communicate concepts including service learning experiences in science. Course content is those representations that are potentially applicable to the aligned to the National Science Teachers Association Teaching teaching of science content at the middle school level. The Standards and the Illinois Content Standards for Educators nature of science and scientific inquiry will be emphasized. of Physics and Science. PHYS-108 is linked to MATH-280. Students will design investigations and inquiry labs as well MATH-281 Number Theory Concepts for Middle School as learn laboratory skills and safety. Students are expected Teaching, 4 cr. This course has been designed keeping in to solve simple algebraic operations, uses scientific nota- mind both the Illinois Content Standards for Educators in tion, plot and interpret graphs, uses computer programs to Mathematics and the National Council of Teachers of Math- organize data and indicate relationships and select appro- ematics Standards and the content and pedagogy necessary priate instrumentation and methods of chemical analysis. to expand the students’ understandings of numbers and Case studies and simulations are used alongside field and use of mathematical reasoning and it applications to the laboratory experiences. Learning outcomes include devel- disciplines of mathematics. The course will consider a wide oping students’ ability to apply knowledge of chemistry to range of topics across number theory and measurement a variety of real world problems and settings with particular emphasis on applications to elementary and middle school

64 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MATH AND SCIENCE CONCEPTS MINOR (MSTQE) teaching. CHEM-108 is a lab-oriented course that integrates environmental science; and historical and current human concepts from chemistry, algebra and number theory and is impact on the environment, and the means for mitigating linked to MATH-281. this impact and managing natural resources. Students may BLOCK II consider and explore local and global environmental case studies to construct and develop their understanding of Must be MSTQE or program approval the underlying scientific concepts. Because environmental Prerequisite(s): Math 280 and Physics 108, Chemistry 108 biology is an interdisciplinary science, teachers will explore and Math 281 or Program Approval the interrelationships among life, earth and physical sci- MATH-147 Statistical and Probability Concepts for Middle ences—as well as social sciences—in framing environmental School Teaching, 4 cr. This course has been designed issues. May include experiences related to uses of science keeping in mind the Illinois Content Standards for Educa- in forming effective public policy on such current issues as tors in Mathematics, the National Council on Teachers of exploitation of the natural plant and animal communities Mathematics Teaching Standards and the content within the and the effects of overpopulation, land use and increasing paired interdisciplinary science course. This course begins pollution of environment on the biological world, global with the model that statistical problem solving begins with warming, sustainability and environmental responsibility and the notion that we use data to answer questions and that citizenship, urbanization, local and global impact studies, a statistical investigation includes a set of four interrelated technology and resource development. Contemporary critical components: 1. Formulate a question - identify a specific technologies such as alternative fuels, bioremediation, fuel question or questions to explore and decide what variables cells, green technology, biopolymers, and smart materials to measure in order to address the question(s). 2. Collect may also be explored. Course content is aligned with the suitable data – determine an appropriate data collection Illinois Content Standards for Educators in Science and the design to obtain suitable data as well as actually collect the National Teachers of Science Association Teaching Standards. data. 3. Analyze the data – organize, summarize and describe This course is linked with BIO-105 and MATH-147. the variation present in the data. 4. Interpret the results - use BIO-105 Environmental Biology Lab, 1cr. This lab course the results from the analyses of the data to provide the best provides a field and laboratory experience to accompany the possible answer(s) to the original question. The course will M&S Concepts Minor Section of "Changing Natural Environ- take up how to pose questions, design data collection in- ment". Data collected in the field and laboratory will be used struments (such as surveys) collect organize, and represent for analysis in the paired Math 147 course in statistics and data to answer those questions. Course will promote an probability. Course will also use simulations, case studies and understanding of summary statistics; how to interpret and project learning in collaboration with environmental agencies predict the results of data analysis the concept of reliability or projects. This field and lab course will focus on the process and validity and correlation and regression techniques. Stu- of science-from exploratory and inquiry based laboratory field dents will be expected to determine probabilities involving work to scientific communication and presentation skills. combinations and permutations and generate and interpret Technology will be threaded throughout the course. Topics probability distributions for random variables. Emphasis will include diversity and viability in nature, ecosystem services, be on case studies in which the concepts in the study of and flows of matter and energy. This course is linked to statistics and probability are applied to questions regarding MSTQE and BIO-104 and MATH-147. This course is aligned the environment, data driven decision making in a variety to the Illinois Educators Core Science Content Standards, of contexts including the school context and to other top- Illinois Educators Environmental Science Standards and the ics of interest. Contemporary critical technologies such as NSTA Standards. It will provide students with opportunities data warehousing and mining, and concept modeling may to build multiple representations of content appropriate in be considered. Contemporary critical technologies such as the teaching of middle school science. In is an integrative data warehousing and mining, and concept modeling may be course and uses prior knowledge in physics, chemistry and considered. This course is linked with BIO-104 Environmental mathematics. Taken concurrently with Biology 104 MSTQE Biology, and BIO-105 Environmental Biology Lab. section and Math 147 BIO–104 Changing Natural Environments – [Special sec- BLOCK III tion for Math/Science Concepts Minor students], 3 cr. Must be MSTQE or program approval. Course focuses on the relationship between the natural world and humans through an examination of environmental case Prerequisite(s): Satisfactory Completion of Block I and II studies. Students study the ecological concepts important to MATH-145 Algebra Concepts for Middle School Teach- the understanding of environmental biology, including factors ing, 4 cr. This algebra course applies mathematical thinking controlling population dynamics, natural forces that generate and algebraic concepts to the science and pedagogical and maintain biodiversity, and interactions between biotic disciplines. It covers linear, quadratic, general polynomial, and abiotic components of the environment; the relations exponential and logarithmic functions, systems of equations, between environmental biology and other disciplines within introduction to trigonomic functions, sing applications from

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 65 MATH AND SCIENCE CONCEPTS MINOR (MSTQE) science and mathematics. Arithmetic and geometric se- a variety of real world problems and settings with particular quences are introduced as difference equations to motivate emphasis on applications to elementary and middle school the study of quantities that change over time. Curve fitting teaching. Mathematical applications include statistics and is used to interpret data. Problem solving, development of algebra. This course is linked and integrated with MATH-145. algebraic thinking and modeling simple and complex linear BLOCK IV systems with and without technology will be emphasized. Prerequisite: Satisfactory Completion of Blocks I, II and III The course takes up exponential processes and inverse processes, with an emphasis on problem solving. Topics MATH-380 Calculus Concepts for Middle School Teaching, include the laws of exponents; the transition from simple to 4 cr. Course is designed keeping in mind the Illinois Content compound interest; calculations with compound interest; Standards for Educators in Mathematics, the National Council exponential functions, including domain, range, graph, and of Teachers of Mathematics Teaching Standards and the different bases; logarithm functions; the natural base e; ap- understanding that many of the students are preparing to be plications to growth and decay; applications of logarithms middle school mathematics teachers. Course emphasis is in everyday life and in k-8 curriculum; and the history of on conceptual knowledge, content specific knowledge and exponential functions and logarithms. Written assignments pedagogical knowledge. Course will focus on real applica- and reflections on the learning process will be introduced as tions including applications to study of ecology and change appropriate. Algebra concepts will be taught in the context and on process not procedures. Topics are consistent with a of real world problems and applications. This course has standard calculus course and include: analytical geometry, been designed keeping in mind both the Illinois Content limits and derivatives, differential equations, polynomials, Standards for Educators in Mathematics and the National applications, integration, series, fundamental theorem of Council of Teachers of Mathematics Standards. Course calculus. This course is integrated with NEIUBIO-299. instruction will model the college level teaching of algebraic BIO-299 Ecology Concepts with Lab, 3 cr. This course content knowledge, specific content knowledge in algebra provides a foundation in core ecology concepts as they and the pedagogy appropriate to the teaching of algebra and relate to the practice of middle school teaching. A quantita- algebraic reasoning. Course is linked and integrated with tive perspective will be stressed and topics will be analyzed Biology 199.A graphing calculator is required. using tools from calculus, technology, concept and agent BIO-199 Biology Concepts for Middle School Teaching, modeling whenever possible. Course will focus on scientific 4 cr. This course focuses on the content required to meet inquiry, methodology and process, from exploratory and the NSTA and Illinois Content Standards for Educators in inquiry based case studies, simulations and laboratory and Biology. The course integrates prior knowledge in chemistry field work to scientific communication and presentation skills. physics and mathematics. The core content is cell/molecular Topics include population growth, competition, and flows biology, ecology, evolution, genetics and organismal biology. of matter and energy. This course is linked to MATH-380. This course probes organism biology and diversity, eco- MATH-381 Concepts in Discrete Math for Middle School systems, matter, energy and organization in living systems. Teaching, 3 cr. Designed especially for middle school teach- Laboratory, inquiry laboratory and field experiences include ers, this course provides a foundational experience in discrete basic techniques such as microscopy, biological assays, gel mathematics through an emphasis on topics in graph theory. electrophoresis, dissection, and use of probes. Students will Students will learn about mathematics as an active process of continue to develop scientific thinking and the understanding making conjectures, testing ideas, and proving conclusions. of the process of science, scientific inquiry and investigation Special emphasis is give to mathematical communication, as they apply to the biological sciences. Students will be problem-solving, and applications to the sciences. Topics expected to plan and conduct scientific investigations in include: the Four Color Theorem, trees, digraphs, bipartite classroom investigatory teams using appropriate tools and graphs, planar graphs, Platonic solids, Euler and Hamilton technology as well as mathematical and statistical methods circuits, the P+NP Problem, algorithms, and combinatorial to collect, analyze, and communicate results of investiga- explosion. Students will first learn the mathematics and then tions. Students will be expected to use evidence, logic and explore how it connects to the middle school curriculum. scientific writing in developing proposed explanations that See Middle Level Teacher Education section in the 2010- address scientific questions and hypotheses. Students will 2011 catalog for the course of studies for Math and Sci- be expected to develop multiple representations of content ence Concepts Minor students who seeking middle school including those appropriate to the teaching and learning of specialization program (k-9 certification with endorsements science content in the middle school. Content may include in grades 6-9). See Elementary Education section in the contemporary critical technologies such as biotechnology, 2010-2011 catalog for the course of studies for students recombinant DNA, bioinformatics, gene therapy, genomics, seeking elementary education major (k-12 certification). proteomics and stem cells. Learning outcomes include de- veloping students’ ability to apply knowledge of biology to

66 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 NONTRADITIONAL DEGREE PROGRAMS

University and other universities/colleges, students may use NONTRADITIONAL a combination of transfer credits from regionally accredited institutions and credits earned through standardized college DEGREE PROGRAMS level proficiency examinations. Students also have the option Vicki Román-Lagunas, Ph.D., Vice Provost of applying for academic credit through the assessment of Kimberly Sanborn, Ph.D., Acting Director a prior learning portfolio which describes and documents Nontraditional Degree Programs (NDP) Advisory Council college equivalent learning acquired outside the traditional Hamid Akbari, Ph.D., Associate Professor college classroom. The portfolio assessment fee for all BAIS Michael Armato, Ph.D., Assistant Professor students who submit a portfolio is equivalent to the cost of Shelley Bannister, J.D., Ph.D., Professor tuition for two credit hours. Suzanne Benson, Ph.D., Associate Professor Bachelor of Art in Interdisciplinary Studies’ Ruth Breckinridge Church, Ph.D., Professor Concentrations Eleni Makris, Ph.D., Assistant Professor Students in the Bachelor of Arts in Interdisciplinary Studies Nancy A. Matthews, Ph.D., Associate Professor (BAIS) Program may elect to complete a concentration. The Erica R. Meiners, Ph.D., Associate Professor BAIS Program offers seven concentrations that maintain the Joshua Thusat, M.A., Instructor flexibility of the BAIS degree, while helping students to frame Joaquin Villegas, Ph.D., Associate Professor the choices they have made regarding course of study. The seven areas are: Fine Arts, Humanities, Natural Sciences, Nontraditional Degree Programs provide expanded op- Social Sciences, Leadership, Community Development and portunities for quality education with a special emphasis Multicultural Studies, and Professional Studies. To fulfill a on individual academic advisement in two baccalaureate concentration in any of the first four areas (the traditional degree programs designed especially for adult students. general education areas) students must complete 18 upper These programs utilize University faculty to meet the varying division hours (300-level) from the relevant departments. To needs of their students. complete a concentration in any of the other three areas, BACHELOR OF ARTS IN students must complete 18 upper division (300-level) hours of approved courses from relevant departments and fill out INTERDISCIPLINARY STUDIES a form in consultation with a BAIS Advisor PROGRAM Graduation Requirements The Bachelor of Arts in Interdisciplinary Studies (BAIS) To graduate, students must successfully complete the fol- Program is a degree program specifically designed to meet lowing requirements: the undergraduate needs of experienced adults in a manner 1. 120 total semester hours; compatible with career and family responsibilities. It enables students to complete graduation requirements through an 2. a minimum of 12 semester hours each in the humanities, alternative, self-paced approach to higher education. the social sciences and the natural sciences/mathemat- ics; Application Procedures 3. a minimum of 30 semester hours at the upper division Prospective student meetings are held each semester. At (junior/senior) level; these meetings the program is presented, application ma- 4. a minimum of 24 semester hours of course work at terials are distributed and further application procedures NEIU. described. A schedule of meetings is available in B-147 or by calling (773) 442-6030. In addition, students must pass the English Competency Exam, fulfill the Writing Intensive requirement, the Improv- Admission Requirements ing Human Relations requirement and the Math/Quantitative Applicants must have a high school diploma or the equivalent Reasoning requirement. Further details regarding these or special permission granted by the University Provost. requirements can be found under the heading “Bachelor’s An adult holding a baccalaureate degree from a regionally Degree Requirements” elsewhere in this catalog. Students accredited college or university will not be admitted to the must have an overall cumulative “C” (2.0) grade point average Bachelor of Arts in Interdisciplinary Studies Program. for all work applied toward meeting degree requirements. More information, including the Bachelor of Arts in Inter- Program Options disciplinary Studies Program brochure, can be obtained in The unique structure, flexibility and availability of the Bachelor B-147 or by calling (773) 442-6030. of Arts in Interdisciplinary Studies Program allows students to utilize a variety of options to complete graduation require- ments. In addition to taking courses at Northeastern Illinois

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 67 NONTRADITIONAL DEGREE PROGRAMS

UNIVERSITY WITHOUT WALLS convenes a Graduation Review Board that has the sole au- thority to authorize graduation. In addition, students must PROGRAM also pass the English Competency Exam, fulfill the Writing The University Without Walls (UWW) Program is a compe- Intensive requirement, the Improving Human Relations re- tency-based, self-paced program that leads to a Bachelor quirement and the Math/Quantitative Reasoning requirement. of Arts or Bachelor of Science degree. Requiring strong Further details regarding these graduation requirements can motivation, self-direction, maturity, self-sufficiency and be found under the heading “Bachelor’s Degree Require- clear academic direction on the part of the student, UWW ments” elsewhere in this catalog. is geared to meet the adult student’s learning needs and More information including the University Without Walls long range goals through a course of study that allows for Program brochure can be obtained in B-147 or by calling curricular individuality. (773) 442-6030. Admission COURSE OFFERINGS Prospective student meetings are held each semester to NDP-310 WIP Diversity in the Workplace, 3 cr. Workplace explain the program and answer questions. All prospective diversity is a hallmark of contemporary life. This course ex- students are strongly encouraged to attend a prospective plores multiple dimensions of diversity, including race, class, student meeting prior to submitting an application. A schedule gender, sexual orientation, and disabilities with the goal of of prospective student meetings is available in B-147 or by preparing students to function in varied settings. The course calling (773) 442-6030. is a writing intensive experience, offering the opportunity to UWW applicants design their own applications: addressing develop and hone written communication skills applicable their need for UWW, outlining their prior learning, propos- to the workplace. Students who earn a minimum grade of ing new learning goals and identifying human resources. C in this course will fulfill the Writing Intensive requirement. All previous college work must be verified by submitting Prereq.: ENGL-101 or consent of department. official transcripts and if the applicant has earned less NDP-341 Human Rights: An Introduction, 1 cr. Human than 24 semester hours, an official high school transcript rights principles have been explicitly enshrined in interna- or General Educational Development (G.E.D.) test scores tional documents since the 1948 United Nations Universal must be submitted. Declaration of Human Rights, which American leaders helped formulate in the aftermath of the Holocaust. Human Program Participation rights language is increasingly used in struggles for social Each student, with an academic advisor (a Northeastern justice worldwide. This course introduces students to the faculty member), a community advisor, and a UWW Specialist conceptions and debates about human rights in the U.S. develops a Learning Contract which outlines the student’s and globally, examining examples of the ways these values individualized curriculum: prior learning experiences and have and have not been implemented or secured. new learning goals. The UWW student’s individualized cur- NDP-342 Environmental Justice: An Introduction, 1 cr. This riculum has three program requirements: depth, breadth, and class will give students an overview of issues and concerns effective communication. These three elements provide an related to environmental justice. Understanding environmen- organizational structure for the Learning Contract. tal issues is crucial today in the context of global warming. Students must register as full-time students at NEIU. At the This course introduces new ideas through which to consider end of every semester, students must submit a Semester the environment and our ethical responsibilities living in it. Report that specifies learning activities and accomplishments NDP-351 Time and Project Management Skills, 1 cr. This of the semester. Students who make satisfactory academic course explores the range and types of time and project man- progress in the program receive a designation of complete agement skills used in everyday life, academic and life-long for the semester. This designation is equivalent to a minimum learning, and in work settings. Students will analyze their own of “C” level work. To ensure that UWW students make suf- styles and theories of time management, learn how to set ficient academic progress, UWW students are expected to effective goals and objectives, and learn change management meet with their academic and community advisors minimally techniques that can be applied to new approaches, strategies at the beginning, mid-point, and end of each semester in and techniques of time/project management. which they are registered. . Graduation Requirements The student’s program is monitored closely each semester and upon meeting the Learning Contract terms, the student

68 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 UNIVERSITY HONORS PROGRAM

Honors electives, and Thesis hours make up the Honors UNIVERSITY HONORS Scholars coursework in the second tier. PROGRAM All Honors course numbers are prefixed by an initial “Z”, followed by a three-letter code designating the Honors Vicki Román-Lagunas, Director Program (e.g., “ZHON”) or an academic department (such Kristen Lee Over, Coordinator as “ZART” for an elective Honors Art course). Peggy Shannon, Administrative Assistant Curriculum and Standards Board: More detailed information on the NEIU Honors Program John Casey, Philosophy, Chair is available in the Honors Office, B-141, or by phone at: (773)442-6044. Sangmin Bae, Political Science Lesa C. Davis, Anthropology Honors Student Program Genet Duke, Earth Science Requirements for Admission: Amanda Dykema-Engblade, Psychology Entering Freshmen: ‘High Pass’ on application essay and Rodney Higginbotham, Communication at least one of the following: ranked in top 10% of gradu- Media and Theater ating high school class; minimum high school GPA of 3.5 Christina Madda, Reading Department on a 4.0 scale; minimum ACT score of 25; minimum SAT Mark McKernin, Art score of 1100; portfolio, if appropriate, of significant works Emina A. Stojkovic, Biology demonstrating excellence in creative activities. Exceptional Honors Faculty Across the Disciplines: for a complete list cases will be considered. Interested students with a GED of faculty members participating in the Honors Program from are encouraged to apply. Fall 2009 to Spring 2012, please see the Honors Program Transfer Students: ‘High Pass’ on application essay. Minimum website, http://www.neiu.edu/~hprogram/ cumulative GPA of 3.5 (based on a 4.0 scale) in transferable The University Honors Program is designed for highly moti- courses. vated, academically inquisitive students who are looking for Up to six credits earned in a similar Honors Program may an enriching college experience. Individuals in the Honors be considered for transfer into the NEIU Honors Program. Program are part of an active community of students and Petition for transfer courses will be evaluated by the Honors faculty who share a passion for learning and a commit- Program Coordinator. ment to excellence in scholarship, research, and creative expression. Honors students enjoy priority registration, Enrolled Students: ‘High Pass’ on application essay. Minimum small class size, and a stimulating curriculum that cultivates GPA of 3.5 in courses numbered 100 and above. critical thinking, independent analysis of course material, Retention Requirements for the Honors Student and skill in self-expression, communication, and critical Program: writing. Many Honors courses are interdisciplinary, inviting Only courses passed with grades of ‘A’ or ‘B’ will fulfill students to make connections among ideas, practices, and Honors Program requirements; no Honors course may be approaches within and outside their primary field of interest. taken more than twice. Study Abroad and international field experience can partially fulfill upper-division Honors coursework. Successful comple- Minimum cumulative GPA of 3.5 must be maintained. tion of the Program results in Honors Student and Honors Students who do not meet these requirements will be placed Scholar designations imprinted on diploma and transcript, on Honors Program academic probation for two consecu- and graduation with University distinction. Students admitted tively enrolled terms; failure to reach the criteria after the to the Honors Program in fall 2007 or after are part of the probationary term will result in dismissal from the Honors new Honors Program. Student Program. The Honors Program is open to eligible Undergraduates in Requirements for the Honors Student Program: all fields of study. A limited number of Merit Tuition Scholar- The Honors Student Program requires completion of 15 ships and Travel Fund are awarded to students on the basis credit hours of 100- and 200-level general education Honors of academic merit, honors course completion. courses: each of four Honors Area Courses listed below and The University Honors Program is composed of two indepen- one Honors elective. All Honors courses will be designated dent tiers: The Honors Student Program for freshmen and by an initial Z, followed by a three-letter code designating sophomores, and the Honors Scholar Program for juniors and the Honors Program (ZHON) or an academic department (in seniors. Four unique Area Courses in the first tier introduce the case of electives). Honors Students to the array of studies available at NEIU ZHON 191: Honors Introduction to the Performing and demonstrate the interconnections between academic and Fine Arts...... 3 cr disciplines. A seminar in research and creative practices, ZHON 192: Honors Introduction to the Humanities...... 3 cr

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 69 UNIVERSITY HONORS PROGRAM

ZHON 193: Honors Introduction to the Adapted Courses: Social Sciences...... 3 cr Students at the Honors Scholar level will apply to adapt ZHON 194: Honors Introduction to non-Honors courses for Honors credit. In this way, courses Contemporary Sciences...... 3 cr in the student’s major can fulfill Honors Program require- Z- Honors elective...... 3 cr ments. Student and faculty member must discuss this option Total 15 cr in advance, complete the Honors Program Adapted Course Application, and submit it for approval by the Honors Program Students who successfully complete the Honors Student Coordinator prior to the start of the semester in which the Program will have the designation Honors Student imprinted course will be taken. Additional guidelines regarding this on their diploma upon graduation. process are available from the Honors Program Office, B-141. Honors Scholar Program Honors Thesis/Creative Project Individuals may enter the Honors Scholar program in one All students must complete an Honors Thesis/Creative of two ways: 1) successful completion of Honors Student Project, original work that represents the culmination of the Program and declaration of an academic major; or 2) declara- Honors Scholars curriculum. To be eligible for enrolment in tion of an academic major, Junior standing, cumulative GPA Thesis hours, scholars must have completed ZHON 360 as of 3.5, and a ‘high pass’ on the Scholar’s-level application well as a project proposal that includes abstract, literature essay. Students applying via the second option above will review, and initial write-up of the proposed inquiry/project. be asked to respond to an essay question that will allow They must also have the support of a faculty advisor familiar them to demonstrate their critical thinking and writing skills. with the project proposal. For additional information and Requirements for the Honors Scholar Program: guidelines, Honors Scholars should pick up the Honors The Honors Scholar Program requires completion of 15 credit Thesis/Creative Project Manual and other related documents hours: 12 credit hours of 300-level Honors courses and a from the Honors Program Office, B-141. three credit hour Honors thesis or creative project. Specifi- For general questions regarding the NEIU Honors Program, cally, Scholars are required to complete ZHON 360-Honors contact the Honors Office: (773) 442-6044. Seminar in Research and Creative Processes, 9 credit hours of 300-level electives (such as ZHON 375 and/or major COURSE OFFERINGS courses adapted for Honors credit), and ZHON 395 – Honors ZHON 191 Honors Introduction to the Performing and Thesis/Creative Project. See below for additional information Fine Arts, 3 cr. This course provides a stimulating introduc- on adapting courses for Honors credit and on the Thesis/ tion to the performing and fine arts. The course is structured Creative Project requirement. around four modules covering the performing and fine arts offered at NEIU: visual arts, music, dance, and theater. The ZHON 360-Honors Seminar in modules, while complete in themselves, will draw connections Research and Creative Processes...... 3 cr. between the fine arts and explore the differences that make 3 Honors electives each of the fine arts unique. This course counts for General (ZHON 375 and/or adapted courses)...... 9 cr. Education credit in the Fine Arts area. Prereq.: admission to the ZHON 395-Honors Thesis/Creative Project...... 3 cr. University Honors Program. Total 15 cr ZHON 192 Honors Introduction to the Humanities, 3 cr. Retention Requirements for the Honors Scholar This lively introduction to the humanities at NEIU and to Program: humanistic discourse in general is a discussion-oriented Only courses passed with grades of ‘A’ or ‘B’ will fulfill core course in the Honors Program. It is structured around Honors Program requirements; no Honors course may be a series of thought-provoking questions that will allow for taken more than twice. the investigation of multiple methods of inquiry employed in the humanities. Various topics will be explored from the Minimum cumulative GPA of 3.5 must be maintained. perspectives of English, Foreign Languages and Literatures, Students who do not meet these requirements will be placed Linguistics, Philosophy, Communication, and Women’s on Honors Program academic probation for two consecu- Studies. Students will learn essential academic skills while tively enrolled terms; failure to reach the criteria after the exploring how these disciplines are both distinctive and in probationary term will result in dismissal from the Honors conversation with one another, sharing concerns common Scholar Program. to the humanities in general. This course counts for General Students who successfully complete the Honors Scholar Education credit in the Humanities area.. Prereq.: admission to Program will have the designation Honors Scholar imprinted the University Honors Program. on their diploma upon graduation. ZHON 193 Honors Introduction to the Social Sciences, 3 cr. This spirited introduction to the social sciences at NEIU, and to the behavioral and social sciences in general, is a discussion-oriented core course in the Honors Program. It

70 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 Weekend Institute for Professional Development is structured around a series of thought-provoking readings ZHON 3951-3 - Honors Thesis/Creative Project Hours, 1-3 and inter-related topics that will investigate multiple methods cr. The NEIU Honors Program supports department-specific of inquiry employed in the social sciences. These themes thesis options. Honors Scholars may conduct their Honors and approaches will be explored from the perspectives of thesis/creative project through departmental credit hours or Anthropology, Economics, Geography, History, Justice Stud- by enrolling in ZHON 395. If the departmental thesis/creative ies, Political Science, Psychology, and Sociology. Students project credits add up to less than 3, the student may use will learn essential academic skills while gaining insight into ZHON 3951-3 credits to bring the total number of Honors how these various disciplines connect with one another and thesis/creative project credits up to 3. See thesis advisor to inform various dimensions of interpersonal life. This course determine if department has its own credit hours for senior counts for General Education credit in the Social/Behavioral thesis or creative project. Prereq: Consent of faculty. Sciences area. Prereq.: admission to the University Honors Program. ZHON 194: Honors Introduction to the Sciences, 3 cr. Weekend Institute This course provides a stimulating introduction to a set of topics that are at the forefront of research in the natural sci- for Professional ences. The course is structured around a series of modules, each covering a topic that is among the most significant in Development the fields of Biology, Chemistry, Earth Science, and Phys- The Weekend Institute for Professional Development pro- ics. The modules, while complete in themselves, will draw vides undergraduate students with course offerings on connections between scientific disciplines, and will explore Friday evenings, Saturday mornings and afternoons, and how advances in one field have facilitated breakthroughs Sunday afternoons at three sites: El Centro, the University’s in other fields of science. The integration of computation academic center for the Latino community at 3119 North into the course provides a strong link to the disciplines of Pulaski Road, Chicago, IL 60641; the Jacob H. Carruthers Mathematics and Computer Science as well. This course Center for Inner City Studies, an academic center serving counts for General Education credit in the Natural Sciences the inner city communities at 700 East Oakwood Boulevard area. Prereq.: admission to the University Honors Program. in the heart of Chicago, and on the Northeastern Illinois ZHON 360 - Honors Seminar in Research and Creative University Main Campus. Processes, 3 cr. How do scientists test a hypothesis? What Weekend Institute courses are offered in three tracks, approach directs a jazz pianist’s creative process? What Pre-Education and Professional Studies and other general form does analysis take in English or Educational Leadership courses. Students who complete the 10 courses (30 credit or Archaeology? This practice-oriented seminar explores hours) in the Pre-Education track will satisfy all course work how research is conducted in a variety of academic areas. for admission into the College of Education. Additional Col- Students will examine methodologies and gain experience lege of Education admission requirements may be found on synthesizing literature and analyzing findings as they build the College of Education web site. Students in the Profes- the components of an Honors Thesis/Creative Activities sional track will take 10 courses (30 credit hours) that have Proposal. Faculty guests will offer perspectives on their own been selected to enhance their skills in both business and research/creative processes. Discussions and class assign- organizational life. ments will lead students progressively toward developing a polished proposal in their own major field of study. Course Weekend Institute courses are open to all admitted under- themes will vary. Prereq: Honors Scholar status. graduate Northeastern Illinois University students whether ZHON 375 Honors Colloquium: World Perspectives, 3 cr. they are interested in completing the entire track or are Specialized and intensive investigation of topics in broadly interested in taking a particular course. Prerequisites are defined areas of current interest; reading, discussions, guest required for some courses in both tracks. lectures. Prereq.: Honors Scholar status. Course offerings in the Pre-Education track include: ZHON 395 - Honors Thesis/Creative Project, 3 cr. The 1. ENGL 101: Writing I Honors Thesis or Creative Project represents the culmination 2. ENGL 102: Writing II of your participation in the Honors Program. After complet- 3. EDFN 305: Philosophical and Historical ing an approved proposal, Honors Scholars register for Foundations of Public Education ZHON 395 with their thesis/creative project faculty advisor 4 EDFN 306: Education and Individual and work one-on-one work with him/her to conduct and Differences complete the thesis/creative project. Honors Scholar and 5. HIST 215: United States History, faculty advisor continue to participate in regular meetings 1877-Present with others going through same process. ZHON 395 students 6. Cultural Studies One Course in Non-Western are strongly encouraged to present their work at the NEIU Cultural Studies Student Research and Creative Activities Symposium or 7. MATH 141: College Mathematic I similar venue. Prereq: ZHON 360. 8. MATH 143: College Mathematics II

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9. PSCI 216: American National Government 10. CMTC 101: Foundations of Communication

Course offerings in the Professional Studies track include: 1. ACTG 300: Principles of Accounting 2. CS 100: Introduction to Personal Computing 3. ENGL 335: Written Communication for Business 4. HRD 320: Dynamics of Working with Groups and Individuals 5. Cultural Studies One Course in Non-Western Cultural Studies 6. MATH 112: Statistics in Daily Life 7. PHIL 213: Ethics 8. PSCI 341: Public Administration 9. SOC 316: Race and Ethnic Relations 10. CMTM 370: Public Relations or CMTC 314: Organizational Communication For further information, contact the Coordinator of the Weekend Institute: Suzanne G. Benson, Ph.D. at the Northeastern Illinois University main campus, telephone 773-442-5532, email [email protected].

72 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COLLEGE OF GRADUATE STUDIES AND RESEARCH

COLLEGE OF GRADUATE STUDIES AND RESEARCH

Marcelo Sztainberg, Ph.D., Interim Dean and Graduate advisors are assigned by the disciplines in which Associate Professor of Computer Science the graduate students are enrolled. Northeastern Illinois University, through its Graduate College Mailing Address and Office Hours and the faculty, provides the resources, the facilities and the Student inquiries, applications, transcripts and petitions academic environment to advance learning, to foster cre- should be directed to the Graduate Admissions and Records ativity, and to nurture intellectual independence in graduate Office, D101-D, Northeastern Illinois University, 5500 N. education. Graduate students pursue advanced studies and St. Louis Avenue, Chicago, Illinois, 60625-4099. join the faculty in extending knowledge through research and Application materials may be picked up from Graduate scholarly activities. Admissions and Records or from the college website: The Graduate College offers the majority of its coursework www.neiu.edu/graduatestudies during the late afternoon and evening hours to accommodate The Graduate Admissions and Records Center is open be- individuals who are pursuing a master’s degree on a part-time tween 8:30 a.m. and 7:00 p.m. Monday through Thursday, basis. Students wishing to carry a full academic load should and 8:30 a.m. to 4:30 p.m. on Friday. You may reach the anticipate course scheduling limitations and plan accordingly. Center at (773) 442-6001/773-442-6005. At present, the Graduate College offers master's programs Graduate Advisors / Coordinators in 32 academic concentrations. All students admitted to a Each graduate program has a Graduate Advisor/Coordinator master's program are enrolled in the Graduate College and who serves as an important link with the Graduate College. governed by its policies and procedures. Graduate students, A Graduate Advisor/Coordinator evaluates and processes therefore, have different tuition rates, grievance procedures, applications for admission to a program in the Graduate Col- and registration processing. They are eligible to apply for lege and for graduation from the College, advises on program research assistantships and tuition scholarships available of study, informs students of departmental regulations and through the College and departments. procedures, monitors students’ academic progress, and Applications, both for admission and graduation, are accepted reviews and approves applications for graduation. Students for each academic term as per the schedule provided with are urged to keep in contact with their advisors and to visit the the application materials and published in the Schedule of Graduate College website: www.neiu.edu/graduatestudies Classes. Applicants are advised to check with the Gradu- periodically for important information updates. ate College website for any changes or special situations. GENERAL ADMISSION REQUIREMENTS ORGANIZATION OF THE COLLEGE Applicants for admission to the Graduate College must: The Dean is responsible for implementation of institutional 1. Submit a completed application policies related to the Graduate College. Such policies are established in collaboration with the Graduate College Ad- 2. Provide official transcripts visory Committee, a group elected by and from the faculty 3. Possess a degree from an accredited college or uni- of the university. versity.

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4. Demonstrate a high level of scholastic ability as reflected Provisional Admission to a degree program may, in some by an undergraduate grade point average of 2.75 or bet- cases, be granted upon the approval of program advisor. ter (4-point scale). All course work completed prior to Conditional status may result from: the bachelor’s degree is computed in this average. Any 1. Degree from an institution for which academic credit previous graduate credit is also taken into appropriate equivalency cannot be established or one that issues consideration. transcripts with ungraded academic records. 5. Meet the requirements of the specific program to which 2. Lack of specific program prerequisites. Completion is they are applying. required by such time as deemed appropriate by the 6. A non-refundable $30.00 application fee must accom- dean and by the program advisor. pany the application. Fee can be in the form of a check, 3. An erratic undergraduate academic record. money order or bank draft payable to Northeastern 4. The applicant is an undergraduate senior within 9 se- Illinois University. If paid in cash at the University Ca- mester hours of completing his/her Bachelor’s degree. shier’s Office, the receipt should be attached with the The student must submit an official degree transcript application package. after commencing the program of study. Degree transcripts from foreign schools require special evalu- 5. Students admitted conditionally must achieve a minimum ation (check the section entitled “International Students” in B (3.0) average in the first 12 credits in the program; the instructions included with the application for the address otherwise, the admission will be rescinded. of the agency for the evaluation of foreign credentials). Such students could, however, continue to take courses Before admission to a degree program, and based on the as graduate students-at-large subject to the regulations credential evaluation, applicants may be required to complete appropriate thereto. additional coursework and/or fulfill other requirements as prerequisites for the degree. Contingent Admission may be granted to an undergraduate senior who meets all the requirements for admission to the ADMISSION TO A DEGREE PROGRAM College and the specific program, and is within 9 semester Full admission to a specific master’s degree program hours of completing an undergraduate degree. However, requires: the student must submit the degree transcript within one 1. Fulfillment of the general requirements for admission semester after commencing the graduate program of study o the Graduate College. Consult program descriptions on the date prescribed in the letter of admission for the ad- and/or application instructions for specific departmental mission to be valid. Courses used to fulfill the undergraduate application requirements. degree requirements will not apply to the graduate degree program of study. 2. Submission of a completed Graduate Programs Ad- mission application and required documents by the Notification of Admission: Graduate Admissions will inform application deadline. students in writing of the results of their application. Students 3. Transcripts and examination scores must be official and who are admitted are encouraged to contact their advisor received in an envelope sealed by the sending institu- and participate in available orientation programs. Students tion. Hand carried transcripts will be considered official who have not been admitted to the Graduate College may as long as they are delivered in the sealed envelope. apply as students-at- large in accordance with established deadlines. Transcripts become the property of the University and cannot be released from the Graduate Records file. International Students are required to fulfill all processes 4. Satisfactory completion of the published program pre- and requirements to the Graduate College and specific pro- requisites. grams. Additionally, they must meet requirements for F-1 visa status. Current requirements should be obtained from 5. An average of at least B (3.0) in the undergraduate major the Northeastern Illinois University Office of International Pro- or work that is the foundation for the master’s program. grams website. These requirements can include: completed 6. Some programs require applicants to take the Gradu- evaluation from work done at international universities, recent ate Record Examination (GRE general as well as the TOEFL results, bank statement to support sufficient funds subject test) or the Graduate Management Admission for attending school and for living expenses. Test (GMAT). Students must arrange to send the test Since each graduate degree program has its own specific scores to Graduate Admissions at Northeastern Illinois course requirements, it is imperative that the student assumes University to avoid delay or denial of admission. North- the responsibility for contacting the assigned advisor in the eastern Illinois University code is 1090. program. The letter of admission will identify the advisor. The 7. Departmental or program committee approval. The student should arrange for an appointment with the advisor final admission decision rests with the faculty of the well in advance of any registration period. Detailed program appropriate department. counseling cannot be done, and should not be expected, at registration time. Students are urged to visit the International

74 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COLLEGE OF GRADUATE STUDIES AND RESEARCH office website: www.neiu.edu/~deptip/ and the Graduate if they are registered at Northeastern for that semester for College website: www.neiu.edu/graduatestudies periodically course(s) required for the degree. A non-refundable gradu- for important information updates. ation fee must accompany the application. Upon evaluation of the graduation application, the student will receive a Admission Acceptance / Deferral response indicating outstanding requirements and whether Students may request, in writing, a deferral of their matricu- or not there is a possibility for completion of all requirements lation for up to one year. Requests for deferment should be by a deadline date. submitted to Graduate Admissions. A WORK COMPLETION DATE is established for each REQUIREMENTS FOR DEGREE APPLICANTS semester. It is published in the university Schedule of In addition to the requirements for admission to the Gradu- Classes and on the Graduate College website: www.neiu. ate College and to a specific master’s degree program, the edu/graduatestudies . Students who expect to graduate at student is also responsible for the following: the conclusion of the semester must complete all work by this date and the department/program must provide proof 1. All graduate credits must be at the 400 level, except for a of completion to the College. This includes submission of limited number of 300 level courses specifically approved the defended thesis, projects, removal of “I” grades, and for graduate degree credits in a given master’s degree the receipt of comprehensive examination results, etc. The program. Departments may permit students to apply WORK COMPLETION DATE does not apply to classes cur- up to three of these 300 level courses, to a maximum rently in progress. of ten(10) credit hours, to fulfill program requirements. This policy applies to all students entering graduate TRANSFER OF CREDITS, TIME LIMITATIONS, ETC. degree programs. Consult with your program advi- 1. A maximum of nine credit hours of transfer credit from sor or the Graduate College for details. Workshops, other accredited colleges/universities may be accepted. institutes, or similar courses which are designed to meet Students desiring to transfer credits must first be admit- their own specific needs or purposes are not normally ted to a degree program, have completed at least one acceptable. They must meet the academic rigor and semester at NEIU, and then write a letter of petition to standards expected of a graduate course. the Dean. The course(s) in question should be identified 2. Education courses that prepare students for initial by title, number, and a general description. A transcript teacher certification are not applicable to master’s of the work must be on file along with course descrip- degree programs. tions/syllabus and verification that the courses were 3. All graduate credits within the scope of the specific applicable to a graduate program at the institution where master’s program must average at least B (3.0). No they were taken. Workshops, institutes or other similar more than six hours of C, D, or F credits are accept- courses are generally not eligible for transfer credits. able. Grades below C bear no credit toward the degree. The criteria for acceptance are a) the work must have Upon receiving a third grade of C, or lower, the student been completed at an accredited institution, b) it must will be inactivated and must petition the Dean of the be relatively recent, c) the grade(s) must be at least B, Graduate College in writing, providing full rationale for and d) the course(s) must be applicable to the degree permission to continue in the program. A petition must sequence. be filed within 60 days from the time the status was 2. In the case of graduate credit(s) taken at colleges/ affected. The petition will be reviewed by the Dean and universities outside of the United States, recommenda- the Graduate Advisor and the student will be informed of tion of the appropriate department and approval of the the decision within 30 days after the petition is received. Dean are required. Documentation of work abroad will The student will become ineligible for the degree and be necessary, and consultation with an outside agency will be dropped from the program upon receiving grades may be required. below "B" in three courses. 3. A maximum of six credit hours taken at Northeastern 4. To remain in good standing in a degree program in the Illinois University, prior to the granting of the bachelor’s Graduate College, the student must make satisfactory degree, may be considered for acceptance for a master’s progress on a continuing basis. Lack of progress will program if these credits a) have not been applied to the normally result in the student being dropped from the baccalaureate degree, b) are applicable, and c) were program. completed no more than 12 months prior to the date Application for Graduation. Application for graduation of baccalaureate graduation. The Office of Admissions should be filed according to the instructions and the schedule must be advised, in writing, of a student's intention to provided with the application. Dates are also specified in the petition in order to apply those courses to a Master's Schedule of Classes. Students may file the Application for program. The above applies only to Northeastern Illinois Graduation in the term in which they expect to graduate even University graduates.

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4. Courses used as part of a previous degree cannot be Graduate students conducting thesis research or its applied toward meeting degree requirements. equivalent must register for GRAD 499 in fall and spring 5. The graduate program must be completed within a period terms IF they have not successfully completed their work of six years. Course credit(s) will be withdrawn for any and received a grade of I. The Course Schedule Main- work, including transfer credits, completed more than tenance form for Thesis Seminar registration must be six years prior to the granting of the Master’s degree. submitted to the Graduate College by the end of the first Requests for exceptions should be made in writing to week of classes. Please note: This mandatory registration the Department Advisor, Department Chair, and the during spring and/or fall terms is only for students who Dean of the Graduate College. A rationale for such an have not registered for other credits and have on-going exception is required. thesis or equivalent requirements to fulfill. 6. Students applying for waiver of specific course require- CERTIFICATION OF STATUS ments through demonstration of competence may peti- If a graduate student has completed all academic require- tion to the appropriate department or program committee ments with a current application for graduation on file and or the Graduate College. If a waiver is approved, the he/she is waiting the formal awarding of a degree, the student must complete an equal number of alternate University Registrar, upon the student’s written request, will credits, if applicable. issue a letter certifying the student’s status. Such letters are 7. Courses taken as a student-at-large with a degree at normally accepted by boards of education for salary incre- Northeastern Illinois University by students denied ad- ment purposes and by other universities as certification that missions into a graduate program are not accepted in the degree has been earned. a master’s program. The eligible maximum for students qualified for admission or admitted to a program is nine EXCEPTIONS credits, and such work would have to correspond to Exceptions to the published regulations of the Graduate specific program requirements and satisfy all scholastic College may be made only after approval of the Department requirements of the Graduate College. Advisor, Department Chair, and Dean, following the submis- sion of a written petition. THESIS PROCEDURES The form for the Thesis Seminar may be obtained online on the GRADUATE MERIT TUITION AWARDS/ website www.neiue.edu/graduatestudies under the Student ASSISTANTSHIPS Resources tab. Completed forms must be submitted to the The University provides a limited number of merit tuition College at least one week prior to registration. scholarships to qualified students in good academic stand- ing upon the recommendation of their program faculty. An The “Manual of Thesis Procedures” is available without charge application is available on the Graduate College website at from Graduate Admissions or online at the Graduate Col- www.neiu.edu/graduatestudies. lege website: www.neiu.edu/DOCUMENTS/Graduate_Col- lege_-_Docs/thesis_v2.pdf . Students who write a thesis or Students may also contact the Financial Aid Office for the do a project as part of their graduate degree requirements availability of various fellowships and other forms of finan- are expected to be familiar with and to follow the guidelines cial assistance. Student interested in an appointment as a as indicated in this pamphlet. graduate assistant must fill out the form available on the Graduate College website at www.neiu.edu/graduatestudies. Student skills will be matched against available positions and interviews will be arranged. CHANGES IN POLICY Northeastern Illinois University and the Graduate College reserve the right to make policy changes from time-to-time when necessary. MASTER’S DEGREE PROGRAMS The following Master’s degree programs are presently being offered by the College of Graduate Studies and Research of Northeastern Illinois University. Coursework is offered essentially on an extended day basis for part-time students.

76 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COLLEGE OF GRADUATE STUDIES AND RESEARCH

PROGRAMS IN ARTS AND SCIENCES PROGRAMS IN EDUCATION Master of Science in Biology Master of Arts in Counseling* Master of Science in Chemistry • Community Counseling Master of Arts in Communication, Media & Theatre • School Counseling Master of Science in Computer Science • Rehabilitation Counseling Master of Arts in English Master of Arts in Education Leadership • Literature • School Leadership • Composition/Writing Master of Science in Exercise Science Master of Arts in Geography and Master of Arts in Family Counseling Environmental Studies Master of Arts in Human Resource Development Master of Arts in Gerontology Master of Arts in Inner City Studies Master of Arts in History* Master of Science in Instruction: Bilingual/Bicultural Master of Arts in Latin American Master of Arts in Teaching: Bilingual/Bicultural Literature and Cultures Master of Arts in Reading Master of Arts in Linguistics Master of Arts in Gifted Education Master of Arts in TESL Master of Arts in Special Education Master of Arts in Pedagogical Content Knowledge for • Initial Certification (LBS1) Teaching Elementary and Middle School Mathematics • Early Childhood Special Education* Master of Science in Mathematics Master of Science in Special Education LBS II • Applied Mathematics Master of Arts in Teaching: Language Arts • Secondary Education Mathematics • Elementary Education Master of Arts in Music • Secondary Education Masters of Arts in Political Science Master of Science in Instruction: Language Arts • Elementary Education DUAL PROGRAMS • Secondary Education Master of Science in Biology with Teaching Certificate *Applications accepted for Fall Term only Master of Arts in English with Teaching Certificate Master of Arts in History with Teaching Certificate NON DEGREE CERTIFICATE PROGRAMS Master of Science in Mathematics with Teaching CERTIFICATES IN ARTS AND SCIENCES Certificate Geographic Information Science Master of Arts in Latin American Literature and Culture (Certificate Only Program) with Teaching Certificate Certificate in Gerontology Master of Arts in Music with Teaching Certificate CERTIFICATE IN EDUCATION – NON-DEGREE PROGRAMS PROGRAMS IN BUSINESS AND MANAGEMENT Learning Behavior Specialist I (LBS I)-Focus Program Master of Business Administration Learning Behavior Specialist II (LBS II)-Curriculum Master of Science in Accounting Adaptation Specialist (CAS)-Certificate Only Learning Behavior Specialist II (LBS II)-Behavior Inter- vention Specialist (BIS)-Certificate Only

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 77 COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

Wamucii Njogu, Ph.D., Dean, Biology Associate Professor of Sociology John M. Kasmer, Ph.D., Associate Professor, Chair David H. Rutschman, Ph.D., Associate Dean, Chemistry Professor of Mathematics John Al-Bazi, Ph.D., Professor, Chair David Leaman, Ph.D., Associate Dean, Communicaton, Media and Theatre Associate Professor of Political Science Katrina Bell-Jordan, Ph.D., Professor, Chair The College of Arts and Sciences is the largest of the Uni- Computer Science versity's three colleges. It comprises 18 departments which offer bachelor’s degrees in 25 majors with 36 minors and Marcelo Sztainberg, Ph.D., Associate Professor, Chair master’s degrees in different disciplines. In addition, the Earth Science and Physics College is responsible for the General Education program. Paulo Acioli, Ph.D., Professor of Physics, Chair The College offers most of the General Education courses Economics and Geography & Environmental Studies that serve the University’s undergraduate students. Michael Wenz, Ph.D., Assistant Professor of Economics, It is the goal of the College to help students develop their individual view of the world by acquiring social and cultural Acting Chair awareness as well as a broad knowledge of a number of English disciplines. The fine arts, humanities, natural sciences, social/ Tim Libretti, Ph.D., Professor, Chair behavioral sciences, and professional studies all contribute History to enriching students' intellectual lives and enabling them Michael Tuck, Ph.D., Associate Professor to grow into informed and responsible citizens. It is a further goal of the College to provide undergraduate Justice Studies major programs in a variety of both academic and career- Cris E. Toffolo, Ph.D., Professor, Chair oriented disciplines. Therefore, many departments, in co- Linguistics operation with local business, industry, and social agencies Mathematics and Math Development offer their majors the opportunity for field experience or internships in addition to course work. Paul O'Hara, Ph.D., Professor, Chair Further information about the college can be found at Music www.neiu.edu under Academics. R. Shayne Cofer, Ph.D., Professor, Chair Pre-Health and Pre-Law Advising Political Science Students interested in Law or Health related professions can Jeffrey Hill, Ph.D., Professor, Chair receive guidance on courses, graduate school test prepara- Psychology tion, and the application process from David Nissim-Sabat, Saba Ayman-Nolley, Ph.D., Professor, Chair the Coordinator of Student Services in the College of Arts and Sciences. Social Work Jade Stanley, Ph.D., Professor, Chair DEPARTMENTS Anthropology, English Language Program, Philosophy Sociology, Women’s and Gender Studies, Latino & and Teaching English as a Second Language Latin American Studies and African & African American Studies Jeanine Ntihirageza, Ph.D., Associate Professor of TESL/TEFL, Chair Brett Stockdill, Ph.D., Professor of Sociology, Chair Art World Languages and Cultures Mark McKernin, M.F.A., Professor, Chair Paul Schroeder Rodriguez, Ph.D., Professor, Chair

78 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COLLEGE OF ARTS AND SCIENCES

UNDERGRADUATE MAJORS Dance Baccalaureate degrees are offered in the following disciplines: Earth Science Economics Anthropology English Art Enviromental Studies Biology French Chemistry Geography Child Advocacy Studies Gerontology Communication, Media and Theatre History Computer Science Justice Studies Earth Science Korean Economics Latino and Latin American Studies English Linguistics Environmental Studies Media French Mathematics Geography Music History Philosophy Justice Studies Physics Latino and Latin American Studies Political Science Mathematics Psychology Music Public Administration Philosophy Social Work Physics Sociology Political Science Spanish Psychology TESL/TEFL Social Work Theatre Sociology Women’s and Gender Studies Spanish Women’s and Gender Studies GRADUATE PROGRAMS Certification for teaching in secondary schools is available Departments in the College of Arts and Sciences offer 15 for the following disciplines: master’s degree programs which are listed below. Art General requirements for graduate admission to the University Biology and to specific degree programs can be found in the Graduate English College section and in the appropriate departmental sections History of this catalog. Graduate students who have specific ques- Mathematics tions should contact the appropriate departmental office. Music Master of Science in Biology Spanish Master of Science in Chemistry Students interested in teaching in secondary schools should Master of Arts in Communication, Media and Theatre consult the appropriate department entry and the Secondary Master of Science in Computer Science Education section of this catalog. Master of Arts in English Master of Arts in Geography & Environmental Studies UNDERGRADUATE MINORS Master of Arts in Gerontology African and African American Studies Master of Arts in History Anthropology Master of Arts in Latin American Literatures and Cultures Art Master of Arts in Linguistics Asian Studies Master of Science in Mathematics Biology Master of Arts in Pedagogical Content Knowledge Chemistry for Teaching Elementary and Middle School Mathmatics Communication, Media and Theatre Master of Arts in Music Computer Science Master of Arts in Political Science Criminology Master of Arts in Teaching English as a Second Language

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DECLARATION OF MAJOR We offer one-on-one advising with professional advisors Students who wish to declare a major must complete the CAS who are also scientists to provide support, create a plan Declaration of Major form and submit it to the Department. for gaining professional experience and to take the steps Forms are available in all departmental offices, Enrollment needed to pursue careers and graduate study. We connect Services, Dean’s Office in the College of Arts and Sciences, students with tutoring in all of the above departments, as well Academic Advising, and the College of Arts and Sciences as Peer Led Team Learning to assist students in developing website under student resources. All declared majors should their learning and study skills in math and science courses. request the name of an advisor from their major departments. The SCSE hosts a research program for students and faculty. The SCSE staff work with students to identify and pursue In certain programs special requirements must be fulfilled internships, jobs and graduate study opportunities and also prior to admission to the major program. Students should help with preparing application materials. We host numerous consult the appropriate sections of this catalog for additional events and workshops throughout the year to help students information, and contact the departmental chairperson. network with professionals in the sciences and find ways to GRADUATION REQUIREMENTS apply their studies, find out about careers in the sciences Students in the College of Arts and Sciences must meet all and prepare for life after graduation. We also offer curriculum university requirements as well as the specific requirements development funding for faculty. for graduation within their particular major. The Student Center for Science Engagement is located in To be counted toward the major, courses transferred to the Science Building in BBH-247. The SCSE is a place for the University must be accepted by the student’s major students to meet and study, hang out, attend an SCSE work- department. shop or event, or meet with an advisor. The SCSE staff can be found in BBH-235, and we encourage students to stop Transfer students must complete a minimum of 15 credit by to learn more about our resources, and visit the SCSE hours in courses at the 200 and/or 300-level in their majors website at www.neiu.edu/~scse/index.php. at Northeastern Illinois University. At least 9 credit hours for a minor must be completed at NEIU. Student Center for Science Engagement The Student Center for Science Engagement (SCSE) is a resource to help students succeed at NEIU and in their future careers. Our mission is to increase student interest and achievement in the sciences and to help prepare them for cutting edge, scientifically driven careers. We strive to provide students with the support they need to succeed at NEIU as well as in their careers or advanced studies. We primarily serve the departments of Biology, Chemistry, Computer Science, Earth Science, Math and Physics, and work with students to explore these areas of study and how they lead to careers.

80 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 AFRICAN AND AFRICAN AMERICAN STUDIES

man experience. Additionally, selected teaching and course PROGRAMS materials are designed to provide students with a concise understanding of the specific history, heritage and culture of African Americans. With a strong commitment to teach- AFRICAN AND AFRICAN ing excellence, the primary goals of the African and African American Studies program are to: (1) provide students with AMERICAN STUDIES a comprehensive quality multicultural education and, (2) provide students the opportunity for a creative intellectual Brett Stockdill, Ph.D., Professor, Chair experience based upon the critical and systematic study of Job Ngwe, Ph.D., Associate Professor, the life, thought and practice of African peoples in their cur- Program Coordinator rent and historical development. The AFAM minor is currently Core Faculty housed in the Sociology Department. Russell Benjamin, Associate Professor, Political Science Note: Sociology majors and minors may use as electives Sharon Bethea, Ph.D., Assistant Professor, Counselor any of the courses offered through the African and African Education American Studies Program. Chielozona Eze, Ph.D., Associate Professor, English Required Courses: Alvin David Farmer, Jr., Ph.D., Associate Professor, Psychology AFAM 200 Introduction to African Nicole Holland, Ph.D., Associate Professor, Educational and African American Studies...... 3 cr. Inquiry and Curriculum Studies AFAM 301 Foundations of African Civilizations Tracy Luedke, Ph.D., Associate Professor, Anthropology (Prerequisite: AFAM 200 or Selina Mushi, Ph.D., Associate Professor, Teacher consent of AFAM Coordinator)...... 3 cr. Education AFAM 302 Foundations of Africans in the Wamucii Njogu, Ph.D., Associate Professor, Sociology, Diaspora (Prerequisites: AFAM 200 or Women’s Studies consent of AFAM Coordinator)...... 3 cr. Electives...... 9 cr. Jeanine Ntihirageza, Ph.D., Associate Professor, Teaching English as a Second/Foreign Language Electives must be chosen from the selected interdisciplinary Theophilus Okosun, Ph.D., Assistant Professor, Justice list of courses shown below. Studies In order to ensure that minors obtain a wide range of knowl- Olivia Perlow, Ph.D., Assistant Professor, Sociology edge and analytical ability, students are required to take Marshall Thompson, Ph,D,. Assistant Professor, Political elective courses in, at minimum, two different disciplines. Science Students must consult with a program advisor to plan a Durene Wheeler, Ph.D., Associate Professor, Educational sequence of study through elective courses. Inquiry and Curriculum Studies, Women’s Studies COURSE OFFERINGS Lance Williams, Ph.D., Associate Professor, Carruthers Center for Inner City Studies Education AFAM-200 Introduction to African and African American Studies, 3 cr. Introduction to African and African American Conrad Worrill, Ph.D., Professor, Inner City Studies Studies is an interdisciplinary and foundational course Education that introduces students to the field of African and African Minor in African and African American Studies American Studies through an overview of the socio-economic, (18 cr. Hrs.) historical, psychological, political and cultural experiences of The African and African American Studies Minor (AFAM) African peoples on the continent of Africa and throughout the is the study, research, interpretation and dissemination of Diaspora. Selected teachings are designed to give students knowledge about the African/African Diaspora worlds that a concise understanding of the heritage of African people in are found primarily in Africa, the United States, the Carib- America and a framework to analyze the culture and institu- bean and South America but also among peoples of Asia and tional arrangements which both shaped the African Diaspora Europe. Interdisciplinary in both conception and practice, the and was shaped by people of African descent throughout AFAM program provides a challenging curriculum designed different parts of the world. Emphasizing an African-Centered to critically examine the structure, organization, contribu- philosophy and framework of analysis, the course content tions, and perspectives of Africa and its peoples throughout and emphasis includes a focus on students’ acquisition of the Diaspora. A major paradigm that informs the program’s both an analytic ability and interdisciplinary skills of investi- curriculum is an African-Centered framework that proceeds gation and research and their development of a critical and from a position internal to the cultures of African peoples. comprehensive approach to challenging traditional Western This approach is used concurrently with an awareness of orthodoxy, intellectual hegemony, and misinformation about and openness to the variation and richness of the total hu- Africa and its peoples. Particular emphasis is placed on the

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 81 AFRICAN AND AFRICAN AMERICAN STUDIES role of race, class, and gender in assessing similarities and societies; the history of ancient kingdoms including internal differences in the African experience throughout the Diaspora. growth and external influences; the impact of Islam and the AFAM-224 Contemporary African Culture, 3 cr. This course European contact with Africa. This course is cross-listed in introduces students to the diversity of contemporary African the Anthropology Program (ANTH 319). cultural life as it has been addressed by cultural anthropolo- AFAM-320 Religion and Healing in Africa and the African gists. In Africa one can find unique cultural practices and Diaspora, 3 cr. In numerous contexts throughout Africa and ways of living, as well as evidence that Africa is very much the African Diaspora there are cultural institutions that bring integrated into global economic and cultural flows. In this together healing, religious practices, spirit possession, and course students learn about Africans’ experiences, both the expressive culture (including music, dance, and costume) and patterns and the particularities, and gain a greater apprecia- direct them toward resolving the bodily and social misfortunes tion for the roles that Africans and African culture play in the of participants. This course will investigate variations and world, including in the U.S. This course is cross-listed in the continuities amongst a range of examples of this cultural Anthropology Program (ANTH 224). institution, including African independent Christian churches, AFAM-301 Foundations of African Civilizations, 3 cr. This Candomble, Santeria, Vodou, and the “cults of affliction” or is an interdisciplinary course examining African civilizations “ngoma” of Africa, in order to understand the resilience and from the prehistoric past to contemporary periods utilizing an relevance of an institution by means of which participants both African centered perspective. The course uniquely employs analyze and respond to the world around them. This course a variety of multidisciplinary perspectives and materials is cross-listed in the Anthropology Program (ANTH 320). from history, geography, anthropology, political science, art, Cross-Listed Courses sociology, linguistics and other disciplines. Course content Anthropology and emphasis is placed on correcting misperceptions and ANTH 225 Peoples of Mexico, Central American stereotypes of Africa while exploring the rich and varied and the Caribbean diversity of Africa, its rich history, the fundamental cultural ANTH 365 Anthropology of Islam commonalities shared by African peoples despite the diver- sity, and the significance and place of African civilizations English on the world scene. ENGL 365 West Indian Literature AFAM-302 Foundations of Africans in the Diaspora, 3 cr. ENGL 381 African American Literature Foundations of Africans in the Diaspora is an interdisciplinary Geography & Environmental Studies course that focuses on the history, culture and experiences GES 302C Regional Geography: Africa of African descendents in North America, South America History and the Caribbean utilizing the research and writings from HIST 111E World History: Africa history, sociology, and anthropology conducted on and by HIST 202 History of Afro-Americans to 1877 the descendents of African peoples in these geographic HIST 203 History of Afro-Americans from 1877 areas. The objectives that form the foundation of the con- HIST 329A African American History to 1865 tent for this course represent several topical areas that are HIST 329B African American History from 1865 in keeping with the overall goals of the minor in African and HIST 370 Pre-Colonial Sub-Saharan Africa African American Studies. The topical areas are aligned into HIST 371 19th and 20th Century Africa units of study and include: The African Diaspora, Africans in HIST 372 History of Southern Africa North America, The African American experience, Africans HIST 373 Women and Gender in African History (course in Latin America and the Caribbean, and the Afro-Brazilian, pending see advisor) Mexican, Columbian, Jamaican, French and Cuban experi- Inner City Studies ences. Course objectives will be achieved through individual readings and study, and class activities and lectures. The ICSE 202 Colonial Systems methods used in this course include lectures, open discus- ICSE 204 Introduction to African Civilizations sions, seminar discussions, structured activities, and media ISCE 301 Racism in Theory and Fact and are designed to accommodate diverse learning styles. ISCE 304 Communication in the Inner City AFAM-319 Prehistory of Africa, 3 cr. Africa is the sole Justice Studies source of evidence for the origins of human culture. Many JUST 202 Justice and Inequality significant cultural developments and technological in- JUST 331 Law and Racism in America novations occurred first in Africa. This course surveys the Music archaeological evidence for the origins of human behavioral MUS 342 World Music patterns from the earliest hominids to the eve of European Philosophy colonization of this diverse continent. Principal course themes PHIL 291 Philosophical Foundations of Oppression include: the origins of human culture; the Early, Middle, and PHIL 364 Critical Race Theory Late Stone Ages; the origins of food production and complex

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Political Science If you are a first year student interested in learning more PSCI 330 African American Politics and Social Change about Anthropology, consider taking one of our First Year PSCI 360 Politics of Sub-Saharan Africa Experience courses: ANTH-109b (FYE)Skeletons in Chicago PSCI 361 Political Change in Africa Closets (for natural science General Education credit) or (course pending see advisor) ANTH-109c (FYE)Skin of Chicago (for social/behavioral PSCI 397 African Political Thought General Education credit). Psychology NEIU Anthropology offers a variety of internship and field PSYC 314 Psychology of African American Families opportunities to highly motivated, advanced students, Social Work including internships at the Field Museum (zoological prep SWK 202 Community Analysis and curation; scientific illustration), Lincoln Park Zoo (ethol- SWK 203 Analysis of Cross Culture Interaction ogy), Pan African Association (refugee assistance), and the SWK 250 Issues in Social Service Delivery Mitchell Museum of the American Indian (material culture). SWK 314 Social Work Advocacy NEIU Anthropology maintains an archaeological field school in Belize and participates in a unique, research based study Sociology tour in Ghana in alternating summers (AFAM-303 Global Col- SOC 309 Sociology of Racism laborations: Cross Cultural Research). Contact your advisor SOC 316 Race and Ethnic Relations to discuss these and other field opportunities. SOC 344 African American Women: Feminism, Race and Resistance For more information on the Anthropology Program or to declare a major or minor, please contact the department World Languages and Literatures office at: 773.442.5860 or stop by BBH 134. You can also SWAH 101 Swahili 1 find more information on our website: www.neiu.edu/~anthro SWAH 102 Swahili 2 NOTE: Many Anthropology courses have been renamed and renumbered since 2004. Students who took a course under a previous number/name will not receive credit for taking the same course under the new name/number. See your advisor if you have any questions. ANTHROPOLOGY UNDERGRADUATE PROGRAMS Jeanine Ntihirageza, Ph.D., Associate Professor, Chair Major in Anthropology for the Bachelor of Arts Lesa C. Davis, Ph.D., Associate Professor, Degree (37 cr. hrs) Program Coordinator Siobhan B. Cooke, Ph.D., Assistant Professor Required Courses: Jon B. Hageman, Ph.D., Associate Professor ANTH-212 Introduction to Cultural Anthropology...... 3 cr. ANTH-213 Introduction to Archaeology...... 3 cr. Tracy J. Luedke, Ph.D., Associate Professor ANTH-215 Human Origins: Introduction to Biological Russell Zanca, Ph.D., Professor Anthropology...... 3 cr. The discipline of anthropology uniquely incorporates both Two archeological electives; at least one must be 300 level cultural and biological perspectives in its study of the (archeology courses have an "A" at the end of the diversity of past and present humans, as well as that of coarse description)...... 6 cr. our close primate relatives. With a strong commitment to Two biological anthropology electives; at least one must teaching excellence, the NEIU Department of Anthropology be 300 level (biological anthropolgy courses have an offers courses leading to the degree of Bachelor of Arts. "B" at the end of the coarse description)...... 6 cr. The Department of Anthropology provides a challenging Two cultural anthropology electives; at least one must be curriculum in the sub-disciplines of cultural anthropology, 300 level (cultural anthropolgy courses have an "C" at biological anthropology, and archaeology that encourages the end of the coarse description)...... 6 cr. field-based learning, data-oriented research, and a solid One Additional ANTH elective of the student's choice at the grounding in the theoretical constructs and ethics of the 300 level ...... 3 cr. discipline. Students taking courses in Anthropology develop ANTH-355 History of Anthropology...... 3 cr. a multifaceted understanding of human diversity steeped in time, multicultural ethnographic comparisons, and the One of the following Senior Seminars ...... 4 cr. science of our physical form. This enriching perspective is ANTH-395 Senior Seminar in Cultural Anthropology not only well suited for subsequent graduate studies and ANTH-396 Senior Seminar in Archaeology professional careers in anthropology, but also for fostering ANTH-397 Senior Seminar in Biological Anthropology an acceptance of others and negotiating the many facets of our modern global society.

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Please note that: pological research or field project. These options include: • the writing intensive ANTH 355 carries the following • ANTH-3811-3 Independent Study in Anthropology (1-3 prerequisites: ENGL 101, ENGL 102, ANTH 212, 213, cr.) and 215 • ANTH-3821-4 Fieldwork in Anthropology (1-4 cr.) • you must complete ANTH-355 and at least one 300 • Three internships that match the student with a Mu- level course in each of the three anthropological seum or Zoo researcher: sub-disciplines prior to enrolling in a senior seminar • ANTH-3871-6 Field Museum Internship (1-6 cr.) • only six individualized study or field hours may count • ANTH-3881-3 Mitchell Museum Internship (1-3 cr.) towards the major, and these hours must be spread • ANTH-3891-6 Lincoln Park Zoo Research (1-6 cr.) across two or more subdisciplines • A thesis option in which the student completes an • Individualized study and field hours are discussed anthropology senior thesis: below and include: ANTH-380, 3811-3, 3821-4, • ANTH 390a Senior Thesis Research (2 cr.) 3871-6, 3881-3, and 3891-6 • ANTH 390b Senior Thesis Writing (2 cr.) Each of these individualized learning opportunities are re- TOTAL (minimum): 37 cr. served for high-achieving, self-directed, mature students with a demonstrated commitment to conducting research and/ or fieldwork outside of the traditional classroom structure. Senior Thesis in Anthropology Only those projects that are more intensive or more in-depth High achieving anthropology majors have the option of con- than found in a traditional class will be considered; a project ducting a senior thesis under the direction of an anthropology that could be carried out as part of the requirements for a faculty member. Student works with the faculty member to course is not appropriate for individualized study. Please develop and carry out an original research project. Anthropol- see individual course descriptions for specific information. ogy senior theses are typically a 2-semester project. In the Students wishing to enroll in any of the individualized learn- first semester, student enrolls in ANTH 390a-Senior Thesis ing opportunities listed above must also satisfy the following Research with faculty thesis advisor and together they agree requirements: on the terms and protocol of the research. Both student and • Minimum GPA of 3.0/4.0; mentor complete and sign the Anthropology Senior Thesis Contract. In the 2nd semester, student enrolls in ANTH 390b • Declared major, or in very rare cases, minor, in anthro- Senior Thesis Writing with faculty thesis advisor and works pology; with him/her to complete thesis. Students are strongly urged • Prior completion of a minimum of two ANTH courses in to present their research at the NEIU Student Research and the subdisciplinary area (e.g., archaeology, biological Creative Activities Symposium or a similar professional forum. anthropology, cultural anthropology) of the proposed project; (optional) ANTH-390a Senior Thesis Research...... 2 cr. ANTH-390b Senior Thesis Writing...... 2 cr. • Completion of a written proposal of the project to be submitted to the faculty member in the semester before the project is to take place; Minor in Anthropology (18 cr. hrs) • Completion of the Student Contract with faculty mem- Required Courses: ber willing to oversee the project; (the Student Contract ANTH-212 Introduction to Cultural Anthropology...... 3 cr. specifically outlines the project, expectations, and ANTH-213 Introduction to Archaeology...... 3 cr. timeline); ANTH-215 Human Origins: Introduction • Approval from outside researchers, if necessary (e.g., to Biological Anthropology...... 3 cr. ANTH 3821-4, 3871-6, 3881-3, and 3891-6); Three 300-level anthropology courses of the student's choice. • Each proposed project is also subject to departmental No more than 3 individualized study or field credit hours and college approval. may apply. Individualized study and field credit hours are discussed below and include ANTH 380, 3811-3, 3821-4, A Note For Transfer Students 3871-6, 3881-3, and 3891-6...... 9 cr. Transfer students who wish to major in Anthropology must TOTAL 18 cr. complete at least 16 credit hours at NEIU, following these parameters: A Note on Individualized Study and Field Credit Hours in • At least one 300-level course in each subdiscipline Anthropology (archaeology, biological anthropology, cultural anthro- The Department of Anthropology offers several options for pology) (9 cr.) individualized or field study in which the student works one- on-one with a faculty member to conduct a specific anthro- • A Senior Seminar (ANTH 395, ANTH 396 or ANTH 397) (4 cr.)

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• One additional 200- or 300-level ANTH elective of their ANTH-213 Introduction to Archaeology, 3 cr. Archaeology choice. If they are not transferring History of Anthro- focuses on cultures of the past by uncovering and analyzing pology (ANTH 355), this course will take the place of what they left behind. Students will explore the theories and the elective. (3 cr.) methods archaeologists use to interpret, reconstruct, pre- A syllabus is generally required for all anthropology courses serve, and ultimately learn from the past. This class will also being considered for transfer that are not covered by State highlight the use of archaeology to address important social, articulation agreements. These courses must be reviewed economic, and ideological questions including the origins by the Program Coordinator if they are to be counted toward of food production, of social inequality, and of civilization. the major or minor in Anthropology. ANTH-215 Human Origins: Introduction to Biological Anthropology (SB), 3 cr. This multi-faceted, data-oriented COURSE OFFERINGS course explores the biological diversity of humans and other NOTE: Course descriptions ending in “(A)” indicate Archae- primates in the past and present. Using fossil casts, hands-on ology courses; course descriptions ending in “(B)” indicate activities, and the scientific method, students will analyze the Biological Anthropology courses; and course descriptions evidence for more than six million years of human evolution. ending in “(C)” indicate Cultural Anthropology courses. This course reviews the principles of genetics and inheritance ANTH-109b (FYE) Skeletons in Chicago Closets... (NS), and examines the evolutionary processes that contribute 3 cr. Bones hold an enormous amount of information about to modern human variation. Students will also explore the individuals and populations. This exciting class will actively ecology and behavior of lemurs, monkeys, apes, and other investigate what can be ‘read’ from bone in three areas of primates and their significance for understanding our origins. study: 1) forensic anthropology (reconstructing age, sex, ANTH-221 Peoples of South America, 3 cr. Ethnographic ‘race’, trauma, etc., in modern human remains); 2) bioar- survey of the contemporary peoples and cultures of South chaeology (reconstructing health/disease, diet, demography, America. Selected Indian cultures, peasant communities, etc., of past human populations); and 3) phylogeny (using and urban societies are compared. (C) evidence of evolution in fossil bone to reconstruct lineages ANTH-223 North American Indians, 3 cr. Survey of the and relationships of different species). Class activities include cultures of North American Indian tribes at the time of contact hands-on labs, group discussions, and lectures by area re- with Europeans. The record of Indian- non-Indian relation- searchers, Field Museum tour, and more. First year students ships from colonial times to the present is analyzed in the only. This course counts for General Education credit in the light of its impact on changing Indian culture and society. (C) Natural Sciences Area. ANTH-224 Contemporary African Culture, 3 cr. (REPLACES ANTH-109c (FYE) Skin of Chicago, 3 cr. We wear about ANTH 224-Peoples of Africa) This course introduces students 9 lbs of it everyday, but we take most of its functions, ad- to the diversity of contemporary African cultural life as it aptations, uses, and subtle cultural signals for granted. For has been addressed by cultural anthropologists. In Africa anthropologists, skin is a place where biology, comparative one can find unique cultural practices and ways of living, anatomy, culture, evolution, archeology, ritual, taboo, art, as well as evidence that Africa is very much integrated into diversity, and race all come together. An understanding of global economic and cultural flows. In this course students human skin helps dispel judgments people make about oth- learn about Africans’ experiences, both the patterns and the ers based on skin color. Using Chicago as a field laboratory, particularities, and gain a greater appreciation for the roles we will discover the wonders of skin, ever mindful of how that Africans and African culture play in the world, including we fit inside our own. First year students only; this course in the U.S. This course is cross-listed in the African and counts for General Education credit. African American Studies Program (AFAM 224). (C) ANTH-212 Introduction to Cultural Anthropology, 3 cr. ANTH-225 Peoples of Mexico, Central America, and the Cultural anthropology is the study of contemporary human Caribbean, 3 cr. Ethnographic survey of the contemporary social life. In this course, students learn about the discipline peoples and cultures of Mexico, Central America, and the by reading its recent scholarship and experimenting with its Caribbean Islands. Emphasis is on Spanish and Indian lan- research methods. The course addresses multiple, diverse guage areas. In-depth examination of 4-6 cases. (C) domains of the human experience, including language and ANTH-238 Peoples of Central Asia, 3 cr. Survey of Turkic, art, gender and sexuality, kinship and family, race and ethnic- Mongolian and Iranic peoples, including Siberia, Uzbekistan, ity, economics and politics, religion and health, globalization India and Iran. Students study Silk Roads archaeology and and migration. Students develop an appreciation for cultural history, music, cuisine, religions, and politics of contemporary diversity as they read the results of anthropological research Central Asian societies. Extensive use of artifacts, songs, conducted the world over and hone their analytical skills as maps, photos, and videos from the region illustrate this most they investigate the cultural worlds they engage with right fascinating part of the world. (C) here in Chicago. ANTH-240 Topics in Anthropology, 3 cr. Exploration and analysis of contemporary topics and anthropological films from an anthropological perspective. Consult the Schedule of Classes for specific topics.

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ANTH-250 Latin American Archaeology, 3 cr. Interested ANTH-307 Anthropology of Gender, Sexuality, and the in the roots of Latin American culture? This course provides Body, 3 cr. The course introduces students to approaches an introduction to ancient indigenous civilizations that arose to gender in cultural anthropology, focusing especially on in three different geographic regions of Latin America: The the body as the site where these historically and culturally Maya of Belize, Guatemala, Honduras, El Salvador, and specific notions of difference and identity are realized. Course Mexico; the Mexica or Aztec of the Central Mexican High- materials address a variety of gendered bodily experiences lands; and the Inka of the Andes Mountains of Peru, Bolivia, cross-culturally and investigate the ways they are implicated and Ecuador. The dramatic impact of Spanish contact and in notions of masculinity and femininity. Course topics include conquest on native populations will also be covered. This initiation practices and other means of attributing sex/gender course is broadly comparative and relies heavily on visual identities; reproduction and fertility control; beauty and body media to convey the essence of prehistory and early history image; health and illness; warfare and violence; and sexuality of Latin American civilization. (A) and sexual orientation. (C) Prereq.: ANTH 212. ANTH-252 North American Archaeology, 3 cr. Prehis- ANTH-309 Egyptian Archaeology, 3 cr. The study of ancient tory of Native Americans (American Indians) in the United Egyptian society and culture, traced from the late Predynastic States and Canada, evolution of their cultures from the Ice through the New Kingdom periods with emphasis on the Age to the Seventeenth Century A.D. through examination archaeological evidence: settlement patterns, monuments, and of their artifacts. Extensive use is made of visual materials other artifacts in their spatial and temporal contexts. Slides and to illustrate cultural development. (A) other illustrative materials are used extensively. (A) Prereq.: ANTH 213 ANTH-261 The Biology of Behavior, 3 cr. Why do we act ANTH-310 Middle Eastern Archaeology, 3 cr. Study of the way we do? Are we at the mercy of our genes or does ancient cultures of the Middle East, emphasizing Greater environment shape our behavior? This engaging course Mesopotamia, the region of the Tigris-Euphrates River looks at the nature/nurture debate and will evaluate claims drainage, from prehistoric times to the fifth century B.C.; of the biological basis of behavior. Topics discussed include: artifacts, monuments, and settlement patterns of ancient communication and the origins of language, hormonal and Mesopotamian societies. Slides and other illustrative materi- genetic influences on behavior, sociobiology and the evolu- als are used extensively. (A) Prereq.: ANTH 213 tion of behavior, possible universals of human nature, and ANTH-313 Witchcraft and Sorcery, 3 cr. Study of some of the use and misuse of biology to justify or condemn human the supernatural explanations of evil with major emphasis behavior. Special emphasis on critical review of popular on the description of the various forms of these beliefs and media claims of the biological basis of behavior. (B) the reasons, both conscious and unconscious, for these ANTH-302 Human Osteology, 4 cr. There are 206 bones beliefs. Examples are drawn from the non-Western world, in the adult human skeleton, and many more in that of a medieval through seventeenth century Europe and Old and juvenile. Human skeletal analysis is a core focus of biologi- New England. (C) Prereq.: ANTH 212. cal anthropology with applications in archaeology, anatomy/ ANTH-314 Anthropology of Religion, 3 cr. Study of the medicine, paleontology, and forensics. This course represents ways that religions, both past and present, act to support or an in-depth study of the human skeleton, focusing on bone alter the social systems or sub-systems with which they are growth, variation, and identification. Students will learn to associated. The ways that individuals respond to the value identify and side each bone, its landmarks, and bone frag- systems and world views of various religions are examined, ments in fetal, infant, juvenile and adult skeletons. Class as well as the individual motivations for adherence to the will include a mix of lecture and concentrated work with the various religions. (C) Prereq.: ANTH 212. osteology teaching collection. Students will complete a ANTH-315 Greek Archaeology: Bronze Age, 3 cr. Cultural comprehensive osteological evaluation of a human skeleton. remains of Bronze Age Greece are used to reconstruct society (B) Prereq: ANTH 215. from 3000 B.C. Extensive use is made of color slides of sites ANTH-306 The Rise of Complex Societies: The Archae- and artifacts. (A) Prereq.: ANTH 213 ology of State Formation and Urbanization, 3 cr. This ANTH-316 Greek Archaeology: Classical Age, 3 cr. Cultural course provides an in-depth, comparative exploration of remains of Classical Greece are used to reconstruct society the emergence of social hierarchy and centralized political from 1000 B.C. to 336 B.C. Extensive use is made of color formations in the Old and New Worlds. Students will become slides of sites and artifacts. (A) Prereq.: ANTH 213 familiar with the political institutions, economic structures, ANTH-317 Medical Anthropology, 3 cr. (REPLACES ANTH and religious traditions of the world’s earliest “civilizations” 317 Health, Illness, and Culture) This course presents cultural in the Americas, the Near East, and China while probing anthropological perspectives on the subjects of health, illness, anthropological theories on the rise of cities and states. and healing. Students are introduced to illness categories, Students will develop an understanding of the varied factors healing practices, relationships between patients and healers, which drove parallel or divergent forms of social complexity and notions of the body as they exist cross-culturally. Course and will partake in archaeological problem-solving involving both method and theory. (A) Prereq.: ANTH 213

86 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 ANTHROPOLOGY materials will address health and healing as associated with differing interpretations of the fossil evidence, as well as biomedicine, religion, spirit possession, and a range of other the proposed phylogenetic relationships of hominids. (B) cultural responses to human suffering and its resolution. (C) Prereq.: ANTH 215. Prereq.: ANTH 212. ANTH-349E Environmental Archaeology, 3 cr. This course ANTH-319 Prehistory of Africa, 3 cr. Africa is the sole source will provide an overview of how archaeologists study human- of evidence for the origins of human culture. Many significant environment relationships. It will treat landscapes as dynamic cultural developments and technological innovations oc- products of natural processes, cultural activities, and social curred first in Africa. This course surveys the archaeological practices and expose students to the various techniques evidence for the origins of human behavioral patterns from and methods by which archaeologists reconstruct ancient the earliest hominids to the eve of European colonization human-environment relationships, ranging from geomorpho- of this diverse continent. Principal course themes include: logical to paleoecological methods. In addition to surveying the origins of human culture; the Early, Middle, and Late techniques and methods useful to environmental archaeology, Stone Ages; the origins of food production and complex the course materials will include a series of empirical case societies; the history of ancient kingdoms including internal studies detailing the anthropogenic landscape histories of growth and external influences; the impact of Islam and the several world regions. (A) Prereq.: ANTH 213 with grade of "C" or better. European contact with Africa. This course is cross-listed in ANTH-350 Proseminar in Anthropology, 3 cr. Advanced the African and African American Studies Program (AFAM study and analysis of selected topics in subfields anthropol- 319). (A) Prereq.: ANTH 213 or ANTH 215. ogy, such as: anthropology of food, and art and anthropology. ANTH-320 Religion in Africa, 3 cr. In numerous contexts Consult the Schedule of Classes for specific topics. throughout Africa and the African Diaspora there are cultural ANTH-352 Archaeological Lab Methods, 3 cr. (REPLACES institutions that bring together healing, religious practices, ANTH 352: Archaeological Methods) In this course, students spirit possession, and expressive culture (including music, will be introduced to the laboratory methods that archae- dance, and costume) and direct them toward resolving the ologists use to assess soils, landform data, and artifacts bodily and social misfortunes of participants. This course will uncovered from archaeological sites. Students will gain investigate variations and continuities amongst a range of hands-on experience as they apply important principles and examples of this cultural institution, including African inde- concepts used by archaeologists to clean, conserve, describe, pendent Christian churches, Candomble, Santeria, Vodou, analyze, and curate various types of artifacts, ecofacts, and and the “cults of affliction” or “ngoma” of Africa, in order to other data. In addition, students will understand how field understand the resilience and relevance of an institution by conditions, research interests, conservation concerns, and means of which participants both analyze and respond to budget constraints influence the scope and scale of lab ef- the world around them. This course is cross-listed in the forts in archaeology. (A) Prereq.: ANTH 213. African and African American Studies Program (AFAM 320). (C) ANTH-355 WIP: History of Anthropology, 3 cr. Discussion- ANTH-332 Human Growth and Development in Evolution- driven course focusing on the development of theoretical ary Perspective, 3cr. Anthropologists study the dynamics approaches to the understanding of human culture, behavior, of human growth and development from an evolutionary and practice. Students will also learn how, with the passing perspective. In this course, we will investigate the history of time, successive generations of anthropologists rejected, of the study of human growth and the biological principles built upon, or modified the endeavors of their predecessors. of growth. Students will examine the genetic and hormonal Recent theoretical trends and the nature of anthropological effects on human and other mammal growth patterns, and en- writing will be examined. This course fulfills the Writing- vironmental factors that influence growth including nutrition, Intensive requirement for the Anthropology major. Prereq.: disease, socio-economic status, pollution, etc. Highlighting ANTH-212, ANTH-213, ANTH-215, and ENGL-102 minimum grade of C. unique features of human growth in its various stages, we ANTH-356 Human Variation, 3 cr. People look different from will also examine how anthropologists interpret variation in each other. Can we be classified into races or do we follow growth patterns among human populations and the possible some other pattern of variation? This provocative course will adaptive significance of this variation. (B)Prereq.: ANTH 215. examine the role of heredity and environment in determining ANTH-339 Paleoanthropology: The Fossil Record of Hu- the world distribution of human biological traits. Students will man Evolution, 3 cr. The fossil record of human existence study the adaptive significance of skin/hair/eye color, facial reaches back nearly 7 million years into the past and is the features, blood groups, body proportions, resistance to disease, focus of the discipline of paleoanthropology. This exciting long and short-term climatic adaptations, and other features. course examines the fossil evidence for human evolution This course will also address the history of race biology stud- and the biological processes that have shaped this most ies and the far-reaching social and political motivations and unique radiation. Using fossil casts and other resources, implications of these early works. (B) Prereq: ANTH 215. students will explore the nature of the fossil record and the fundamentals of paleoanthropological research. The course will also detail the nature of controversies and

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ANTH-357 Shells, Pigs, and Gold: Anthropology and ANTH-368 Primate Biology and Adaptation, 3 cr. The Economy, 3 cr. Is greed simply a part of human nature? Do primate lineage is over 50 million years old and exhibits all humans simply have endless wants and desires for mate- some of the most striking anatomical adaptations found rial goods? More than a century ago anthropologists began among mammals. This course will explore adaptations that questioning assumptions of classical Western economics, and distinguish primates from all other mammals and will specifi- began to show that societies have diverse values as people cally focus on how different primate species have adapted pursue wealth and the good life. The course design gives stu- to diverse habitats all over the world, from dense tropical dents insights into the variety of economic systems by tapping jungle to harsh mountainous regions. We will examine the into ethnographic literature that has overturned mainstream current hypotheses of primate origins and explore details of economic wisdom. Take a look at economics from a fresh and diet and foraging, anti-predator strategies, locomotion and intriguing micro-level perspective that incorporates many other posture, reproduction, activity patterns, communication, and aspects of cultural life, including marriage and ecology. (C) sexual selection primate in nonhuman primates. (B) Prereq.: ANTH-359 Museum Studies, 3 cr. This class will take the ANTH 109b or ANTH 215 or ANTH 376 student on a tour of some of the world’s most fascinating ANTH-371 Forensic Anthropology, 3 cr. Forensic anthro- institutions, and teach the history and theory behind their pology is an applied branch of anthropology that uses the development. The course will also focus on many of the methodology of biological anthropology to evaluate human activities that take place in museums that make them such remains in a medico-legal context. Forensic anthropologists a valuable asset to the scientific and educational communi- build biological profiles, determine the identity of the remains, ties. (C) and identify the circumstances surrounding death. Students ANTH-364 Culinary Anthropology, 3 cr. Anthropologists and will learn the latest methods of: 1) estimating age, sex, and historians research behaviors, origins, and traditions of human ancestry; 2) evaluating trauma; 3) taphonomy and analysis association with a variety of foodstuffs and foodways. We do of the postmortem interval; and 4) individuation, including so all in an effort to answer the “when,” “how,” and “why” facial reconstruction, forensic odontology, and fingerprint questions connected to particular foods and the contexts in analysis. The course will also explore ethics and the role of which eating them became appropriate and sought after. In forensic anthropology in mass/natural disasters and inter- this course we explore eating, foodstuffs, and cookery from national human rights violations. ANTH 302 recommended. nutritional, artistic, sensual, political, socio-economic, and (B) Prereq: ANTH 215. popular perspectives, among others. Students also explore ANTH-373 Urban Anthropology, 3 cr. Urban anthropology Chicago’s world cuisines by dining in and out in a variety of is the holistic study of human beings in cities. This course symposia, combining good eating and good thinking. (C) addresses various aspects of the broad sweep of urbaniza- Prereq.: ANTH 212. tion, from the ancient urban revolution of the present shift ANTH-365 Anthropology of Islam, 3 cr. Do all Muslims to a majority of people living in cities, focusing especially on practice their faith in the same way? Is there really only one the urban United States. We will engage with anthropologi- type of Muslim society? Based on consideration of major cal work that balances social theory with rich ethnographic Islamic beliefs, the history of Islamic expansion and civili- portraits, opening debates on the meanings and values of zation, and the cultures of contemporary Muslim societies, urban life. We will examine race, gender, inequality, institu- the thesis of this course is that there are numerous cultural tions, and case studies on immigration, gentrification and approaches to Islam. Students learn by reading within and sustainability, and using Chicago as our laboratory, students outside of anthropology to better inform themselves of will conduct and write ethnographies of their own. (C) contemporary issues and understandings of the dynamism Prereq: ANTH 212 with grade of "C" or better. that characterizes Islamic cultures. (C) ANTH-374 The Maya, 3 cr. This is an exciting and in-depth ANTH - 366 Mesoamerican Continuity and Change, exploration of ancient Maya society from its origins to Span- 3 cr. Mesoamerican peoples of Mexico, Belize, Guatemala, ish contact. The course reviews chronologies, geography, Honduras, and El Salvador can claim a heritage that reaches and time periods used by Mayanists to help understand into antiquity. This course examines the beliefs and practices larger trends in Maya society. You will also evaluate issues of the cultures of Mesoamerica from the Prehispanic past and debates that currently exist within Maya studies. These into the 21st century, including events that have eliminated, include questions of economy, politics, social organization, modified, or introduced new elements to Mesoamerican religion, and ideology. Finally, the decipherment of the Maya cultures and transformed their peoples. An element of this script is examined. You will have the opportunity to criti- course includes how peoples originating from Mesoamerica cally examine a specific topic or problem and demonstrate may or may not maintain continuities after relocating to the your mastery of this topic during the semester. (A) Prereq.: United States. This course serves as an elective for the ANTH-213 or ANTH-250. Mexican/Caribbean Studies minor. (A or C) ANTH–375 Anthropology of Globalization, 3 cr. The course will address social forces, practices, and experiences related to the ever-increasing transnational interconnectedness of societies across the world. Through readings from the an-

88 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 ANTHROPOLOGY thropological literature on globalization and related issues, we ANTH-3821-4 Fieldwork in Anthropology, 1-4 cr. Academic will critically address the ways “globalization” is conceived credit for ethnographic, primatological, archaeological, pale- and theorized by contemporary scholars; its effects on the ontological, forensic, applied, or other relevant and typically construction of identity; the roles of commodities, consumer off-campus anthropological fieldwork opportunities arranged culture, and the media; and the ways in which the processes for by the student. Student enrolls with anthropology fac- referred to as globalization both broaden and expand notions ulty member who guides and oversees work. Fieldwork in of “community” and “culture,” and present new varieties and Anthropology credits are designed to help students improve intensities of difference, disjuncture, and marginalization. research skills, apply principles learned in the classroom, (C) Prereq.: ANTH 212 take advantage of fieldwork opportunities, and explore ca- ANTH-376 Primate Behavior, 3 cr. From grooming behavior reer options. Students must have completed two courses in to prehensile tails, living nonhuman primates exhibit an intrigu- the anthropological subdiscipline of the proposed fieldwork ing array of behavioral and anatomical adaptations. Using prior to enrolling in Fieldwork in Anthropology. Fieldwork in bones, videos, scientific literature, and zoo trips, students Anthropology requires approval of instructor, department will explore the behavioral diversity of nonhuman primates chair and college dean. (A, B, C) Prereq.: consent of instructor. in an ecological context. A comprehensive appreciation ANTH-3871-6 Field Museum Internship, 1-6 cr. Student of our closest relatives will follow from studies of diet and assists Field Museum staff in specimen prep lab and/or with foraging behavior, locomotion, social structure, male and other curation management activities. Work can include female mating strategies, rank and dominance hierarchies, specimen preparation, processing, and labeling, collections communication, intelligence, cognition, and primate survival database management, resolving zoological taxonomic is- and conservation. (B) Prereq: ANTH 215. sues, and more. Students arrange for internship though the ANTH-378 Anthropology of Power, 3 cr. The study of NEIU Anthropology Department. These internship hours politics concerns who gets what, why, and how in societ- require a significant commitment on the part of the student ies. Anthropologists study political systems by examining and are only open to highly motivated, responsible students. the varieties of human practices involving rules and laws, Arrangements are subject to consent of Field Museum staff. persuasion and coercion. This course surveys how politics Approximate credit to field hour ratios from 1 cr., 50 field have been studied by anthropologists for the past 130 years, hours to 6 cr., 300 field hours. (A or B) Prereq.: ANTH 215 or from indigenous North Americans to Trobriand Islanders, and ANTH-212 or ANTH-213. especially how anthropologists increasingly became political ANTH-3881-3 Mitchell Museum Internship, 1-3 cr. themselves as more and more peoples began living under Anthropology major commits to an internship at the Mitchell the authority of modern nation states. (C) Museum of the American Indian in Evanston. Work experi- ANTH - 380 Archaeological Field School, 6 cr. Want to ences can include curation, education, inventory/object work on an archaeological site? In this intensive field course, research, exhibit research and design, and other academic students will explore field, lab, and survey techniques on an activities in support of the daily life of a small museum. actual archaeological dig. Students will learn excavation tech- Student must also complete a research project developed niques and protocol in the treatment and recovery of artifacts, in conjunction with anthropology faculty member. Student ecofacts, features, and structures. Students will also develop must have completed two 300-level courses in cultural an- skills in mapping and the use of various field technologies thropology and/or archaeology prior to enrolling in Mitchell including GPS. Instruction will also include lab methods for Museum Internship. This internship requires the approval of processing, analyzing, and curating material remains. Location the instructor, department chair, college dean, and Museum of Field School may vary year to year (A). Prereq.: ANTH 213. director. Prereq.: consent of instructor. ANTH-3811-3 Independent Study in Anthropology, ANTH-3891-6 Lincoln Park Zoo Research, 1-6 cr. Student 1-3 cr. Academic credit for special research project student works with Lincoln Park Zoo biologists on a zoo-sponsored conducts with individual guidance from a faculty member. research project on primate or other mammal species. Focus Projects that could be completed in an established course can include: development and implementation of research are not appropriate for Independent Study. Student must design, ethological data collection including behavioral submit project proposal to the faculty member in the se- observations, analysis, etc. Student arranges for project mester prior to the one in which project is to be conducted; though NEIU Anthropology Department. These credit hours see “Individualized Study” in anthropology program entry require a significant commitment on the part of the student for more information. Students must have completed two and are only open to highly motivated, responsible students. courses in the anthropological subdiscipline of proposed Arrangements are subject to consent of Lincoln Park Zoo topic prior to enrolling in Independent Study. Independent staff. Approximate credit to field hour ratios from 1 cr., 50 Study requires approval of instructor, department chair and field hours to 6 cr., 300 field hours. (B) Prereq.: ANTH-376. college dean. (A, B, C) Prereq.: consent of instructor.

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ANTH-390a Senior Thesis Research, 2 cr. High achieving tion, primate biology, ecology, and behavior, and the fossil anthropology majors may enrich their academic experience by evidence for human evolution. Biological anthropologists conducting a senior thesis. Student enrolls in Senior Thesis from the Chicago area will visit class to discuss their current Research hours for the first semester and works one-on one research. Students must have completed at least one 300 with faculty thesis advisor to develop project and outline steps level course in each anthropological subdiscipline in addition and a timeline for completion. Grade earned will be based to the listed prerequisite. Prereq.: ANTH 355. on the completed thesis proposal and other requirements . as agreed to by student and thesis advisor. Other require- ments may include obtaining necessary outside permissions, completion of literature review, data collection, etc. See anthropology program entry above for minimum GPA and additional requirements. Prereq.: Consent of faculty member. ANTH-390b Senior Thesis Writing, 2 cr. Continuation of ART ANTH 390a. Student enrolls in Senior Thesis Writing for the Mark McKernin, M.F.A., Professor, Chair 2nd semester of their thesis project in order to complete the- Kim Ambriz, M.F.A., Assistant Professor sis. Student works one-on-one with faculty thesis advisor to Nathan Mathews, M.F.A., Assistant Professor continue work from previous semester and to outline timeline Ana Nieves, Ph.D., Assistant Professor for completion. Grade earned will be based on the completed Vida Sacic, M.F.A., Assistant Professor thesis. Final thesis product must follow departmental thesis William Sieger, Ph.D., Associate Professor format guidelines. Student is strongly encouraged to present Santiago Vaca, M.F.A., Assistant Professor their work at the annual NEIU Student Research/Creative Jane Weintraub, M.F.A., Professor Activities Symposium or similar venue. See “Senior Thesis Shencheng Xu, M.F.A., Associate Professor Option” in anthropology program entry above for additional information. Prereq.: ANTH 390a and consent of faculty member. The fundamental objective of the Art Department programs ANTH-395 Senior Seminar in Cultural Anthropology, is to provide and promote a knowledge and understanding 4 cr. The senior seminar in cultural anthropology is one of of the visual arts. The studio program gives students hands the capstone courses for majors. In this advanced course, on exposure to a variety of skills, both analytic and techni- anthropology students will engage with key topical and cal, in order to help students express concepts visually. theoretical issues in contemporary cultural anthropology, The art history program introduces students to numerous including debates about “globalization” and “modernity”; periods of art, cultural and historical events, visual means of the concept of “culture” and its relationship to history and expression and communication, and research methods. The memory; the relationship between agency and structure; and art education program prepares student to teach the visual the role of the body and embodiment. Students will read arts in a K-12 environment, upholding state and national recent scholarship in the field and produce original research performance standards. All of our programs prepare students papers. Students must have completed at least one 300 level to pursue graduate school, careers in the arts, teaching, and course in each anthropological subdiscipline in addition to life long learning. the listed prerequisite. Prereq.: ANTH 355. The Department offers three sequences leading to a Bach- ANTH-396 Senior Seminar in Archaeology, 4 cr. This elor of Arts degree. Additional offerings include minors for advanced course is one of the capstone courses for majors. Education majors and Liberal Arts students and advanced The archaeology senior seminar engages students in a critical courses for undergraduate students, in-service teachers and examination of the interpretive frameworks of archaeology post-graduate students. Students wishing to declare a major and controversial issues currently facing the discipline. These or minor should contact the Art Department at 1.773.442.4910 may include: the peopling of the New World, the domestica- and schedule an appointment with a departmental advisor. tion of plants and animals, the collapse of complex societies, Transfer students should bring an evaluation of transfer how the past is represented, and the impact of the past on credits to their first advisement session. the present. Students will be immersed in contemporary For the major: transfer students must complete a minimum scholarship. Students must have completed at least one 300 of 15 credit hours of art courses at NEIU and meet all re- level course in each anthropological subdiscipline in addition quirements for the major. For the minor: transfer students to the listed prerequisite. Prereq.: ANTH 355. must complete a minimum of 9 credit hours of art courses ANTH-397 Senior Seminar in Biological Anthropology, 4 cr. at Northeastern and meet all requirements for the minor. This lively, advanced seminar is one of the capstone courses Transfer students are required to consult the departmental for majors. The seminar will engage students in the critical undergraduate advisor regarding an interview and/or portfolio evaluation of current issues, controversies, ethical challenges, review prior to registering for art courses at Northeastern. and new developments in biological anthropology today. The Department utilizes course titles and course descrip- Students will present critical analyses of current scholarship tions taken from the catalog of the transfer school to assist in the areas of evolutionary theory, human biological varia- in making decisions on the appropriateness of transfer credit.

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General Education credit is allowed when courses provide a Major in Art History survey of introductory art material with breadth and appropri- All undergraduate students majoring in art history must ate concepts consistent with NEIU Art General Education complete 39 credit hours consisting of the following: courses. Students should also be aware of the University requirements for the Bachelor's degree. All students must 15-hour core requirements: complete a minimum of 24 semester hours at the 300 level ART-106 Introduction to Art History I ...... 3 cr. and fulfill the university’s general education requirements. ART-107 Introduction to Art History II ...... 3 cr. ART-120 Drawing I ...... 3 cr. The special requirements of studio and lecture courses ART-130 Two-Dimensional Design ………………...... 3 cr. demand regular attendance. The department policy on at- ART-140 Three-Dimensional Design ...... 3 cr. tendance is aligned with the university attendance policy, more than 3 absences may affect your grade. Prerequisites Total 15 cr. are strictly enforced. 3-hours at the 200 level The art department assesses fees to support students in the ART-202 Methods of Research in Art History ...... 3 cr. production of art and to maintain a safe and healthy working 21-hours of 300 level art history courses: environment. Additional information on individual course fees Total 39 cr. may be found at: http://www.neiu.edu/~art/fees In addition, there must be a demonstration of reading com- UNDERGRADUATE PROGRAMS petence in a foreign language approved by the advisor or 6 Bachelor of Arts Degree credit hours of a foreign language. Major in Studio Art Major in K-12 Art Education All undergraduate students majoring in art must complete All undergraduate students majoring in Art Education must 54 credit hours consisting of the following: be admitted to the College of Education. Students must 15-hour core requirements: complete 57 credit hours in art, specific general education ART-106 Introduction to Art History I ...... 3 cr. requirements, and the College of Education professional K-12 ART-107 Introduction to Art History II ...... 3 cr. requirements. ("Refer to the College of Education's section ART-120 Drawing I ...... 3 cr. on Teacher Education for additional details.") ART-130 Two-Dimensional Design ………………...... 3 cr. 15-hour core requirements: ART-140 Three-Dimensional Design ...... 3 cr. ART-106 Introduction to Art History I ...... 3 cr. Total 15 cr. ART-107 Introduction to Art History II ...... 3 cr. ART-120 Drawing I ...... 3 cr. 19-hours at the 200 level ART-130 Two-Dimensional Design ………………...... 3 cr. ART-201 Contemporary Art ...... 3 cr. ART-140 Three-Dimensional Design ...... 3 cr. ART-220 Drawing II ...... 3 cr. ART-234 Color ...... 3 cr. Total 15 cr. ART-292 Professional Practices...... 1 cr. 25-hours at the 200 level Three of the following: ART-201 Contemporary Art ...... 3 cr. ART-230 Introduction to Painting...... 3 cr. ART-220 Drawing II ...... 3 cr. ART-240 Introduction to Sculpture...... 3 cr. ART-234 Color ...... 3 cr. ART-250 Introduction to Printmaking ...... 3 cr. ART-292 Professional Practices...... 1 cr. ART-261 Introduction to Photography...... 3 cr. ART-230 Introduction to Painting ...... 3 cr. ART-270 Introduction to Ceramics...... 3 cr. ART-240 Introduction to Sculpture ...... 3 cr. ART-273 Introduction to Studio in Metals/Jewelry ....3 cr. ART-250 Introduction to Printmaking...... 3 cr. ART-281 Introduction to Graphic Design...... 3 cr. ART-261 Introduction to Photography...... 3 cr. ART-282 Introduction to Computer Graphics...... 3 cr. ART-270 Introduction to Ceramics...... 3 cr. Total 19 cr. Total 25 cr. 20-hours of the following: 17-hours of the following: Three 300 level courses in an area of concentration Three courses in an area of concentration selected in consultation with an advisor ...... 9 cr. selected in consultation with an advisor...... 9 cr. Two 300-level art history courses ...... 6 cr. Two 300-level art history courses...... 6 cr. ART-392A Professional Practices...... 1 cr. ART-392A Professional Practices...... 1 cr. ART-392B Professional Practices...... 1 cr. ART-392B Professional Practices...... 1 cr. One art elective ...... 3 cr. Total 17 cr. Total 54 cr.

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28-hours of the following: Minor in Art History EDFN-305 Philosophical and Historical Foundations Students are required to complete the following courses: of Public Education...... 3 cr. ART-106 Introduction to Art History I...... 3 cr. EDFN-306 Education and Individual Differences...... 3 cr. ART-107 Introduction to Art History II...... 3 cr. This course includes ten clock hours of clini- Four courses at the 300-level in Art History, cal experience in an appropriate school. selected in consultation with an advisor...... 12 cr. EDFN-307 Psychology of Instruction and Learning...... 3 cr. Total 18 cr. This course includes 10 clock hours of clini- cal experience in an appropriate school. COURSE OFFERINGS READ-301 Teaching Reading in Junior ART-101 Art in Society, 3 cr. Study of the function of art and Senior High School...... 3 cr. in a variety of cultures with specific reference to American ELED-311 School Curriculum...... 3 cr. culture. Application of insights gained through inter-cultural SCED-303 Methods of Teaching in the analysis of contemporary issues. Slide lectures, films, gallery, Secondary School...... 3 cr. and museum visits. SCED-304 Clinical Experiences in the ART-106 Introduction to Art History I, 3 cr. A survey of the Secondary School...... 1 cr. visual arts from ancient to medieval times, emphasizing the This course requires 100 clock hours of clini- major styles in their historical contexts. Introduces the basic cal experience with a cooperating teacher qualities of each medium, the descriptive and critical vocabu- in the appropriate subject at a local second- lary of art history, and the concepts of style, subject matter, ary school. (See Clinical Experiences and and content in the visual arts. Topics include the patronage Student Teaching section for application of, and audience for, art; the changing social status of the procedures) artist; and the social, political, and religious functions of art SCED-305 Secondary Student Teaching and architecture. Slide lectures and museum assignments. and Seminar...... 9 cr. ART-107 Introduction to Art History II, 3 cr. A survey of the This course requires full-time experienced visual arts from renaissance to modern times, emphasizing cooperating teacher in the appropriate the major styles in their historical contexts. Introduces the subject at a local secondary school. (See basic qualities of each medium, the descriptive and critical Clinical Experiences and Student Teaching vocabulary of art history, and the concepts of style, subject section for application procedures) matter, and content in the visual arts. Topics include the Total 28 cr. . patronage of, and audience for, art; the changing social status of the artist; and the social, political, and religious Minor in Studio Art functions of art and architecture. Slide lectures and museum Students are required to complete the following courses: assignments. 15-hour core requirements: ART-120 Drawing I, 3 cr. Basic drawing, stressing indi- ART-106 Introduction to Art History I...... 3 cr. vidual perceptual growth and the importance of physical ART-107 Introduction to Art History II...... 3 cr. and psychological factors in structuring visual experiences; ART-120 Drawing I...... 3 cr. emphasis on design and perception; discussion of systems ART-130 Two-Dimensional Design...... 3 cr. of perceptual interpretation and structure, concepts of ab- ART-140 Three-Dimensional Design...... 3 cr. straction, and problems of evaluation. Total 15 cr. ART-130 Two-Dimensional Design, 3 cr. Systematic ex- ploration of order in two-dimensional space and study of 6-studio hours, any two of the following: the interaction of method and technique in organizing form ART-230 Introduction to Painting ...... 3 cr. on a two-dimensional surface. ART-240 Introduction to Sculpture ...... 3 cr. ART-140 Three-Dimensional Design, 3 cr. Studio experi- ART-250 Introduction to Printmaking ...... 3 cr. ence and lecture exploring fundamental 3-D design theory ART-261 Introduction to Photography ...... 3 cr. and concepts through the solution of studio problems utilizing ART-270 Introduction to Ceramics ...... 3 cr. 3-D materials and techniques. ART-273 Introduction to Studio in Metals/Jewelry.....3 cr. ART-170A Studio Experiences: Photography, 3 cr. Prob- ART-282 Computer Graphics ...... 3 cr. lem solving approach in studio experiences with lecture and Total 21 cr. discussion. This course does not count towards major or Students in the Early Childhood Education programs that minor requirements in Art. have selected a studio minor must complete an additional ART-170B Studio Experiences: Painting, 3 cr. Problem 9 hours at the 300-level to meet graduation and certifica- solving approach in studio experiences with lecture and tion requirements. Students in Elementary Education must discussion. This course does not count towards major or complete 9 hours at the 300-level. minor requirements in Art. ART-170C Studio Experiences: Sculpture, 3 cr. Problem

92 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 ART solving approach in studio experiences with lecture and ART-242 Sculpture II: Carving, 3 cr. Studio problems involv- discussion. This course does not count towards major or ing traditional and contemporary carving techniques using minor requirements in Art. wood and stone. Prereq.: ART-240 or consent of instructor. ART-170D Studio Experiences: Metalworking and Jewelry, ART-243 Sculpture III: Wood and Metal Shop, 3 cr. Studio 3 cr. Problem solving approach in studio experiences with problems involving areas of the students’ choice: woodwork- lecture and discussion. This course does not count towards ing; metal welding and brazing; plastic fabrication; using hand major or minor requirements in Art. and power tools. Prereq.: ART-240 or consent of instructor. ART-170E Studio Experiences: Printmaking, 3 cr. Problem ART-250 Introduction to Printmaking, 3 cr. Introduction solving approach in studio experiences with lecture and to major printmaking techniques including studio projects in discussion. This course does not count towards major or intaglio, relief, stencil, and planographic processes. Prereq.: minor requirements in Art. ART-120 or consent of instructor. ART-170F Studio Experiences, Ceramics, 3 cr. Problem ART-261 Introduction to Photography, 3 cr. Lecture and solving approach in studio experiences with lecture and laboratory experiments in basic photographic processes, discussion. This course does not count towards major or camera techniques, and printing with an emphasis on pho- minor requirements in Art. tography as a creative medium. ART-170G Studio Experiences: Drawing, 3 cr. Problem ART-262 Photography II, 3 cr. Continuation and expansion solving approach in studio experiences with lecture and of ART-261. Concentration on visual concepts and techni- discussion. This course does not count towards major or cal competence in black and white photography. Students minor requirements in Art. develop a personal body of photographic prints, professional ART-201 Contemporary Art, 3 cr. Study of painting and in quality and concept. Prereq.: ART-261 or a portfolio of photographic sculpture of the last ten years; gallery and museum visits; work that demonstrates equivalent proficiency. readings in contemporary art publications; slide lectures. ART-270 Introduction to Ceramics, 3 cr. History of ceram- ART-202 WIP: Methods of Research in Art History, 3 cr. ics; sequential studio problems in hand building methods, Introduction to art historical research methodology, includ- surface treatment, and glazing of ceramics. ing the use of library resources, indices, bibliographies, and ART-271 Ceramics II, 3 cr. Introduction to the chemistry of primary source material. Writing skills, style, and methods clay bodies and glazes; sequential studio problems in using of citation will be emphasized. the wheel in building with clay. Prereq.: ART-270. ART-220 Drawing II, 3 cr. Interpretive drawing experiences, ART-273 Introduction to Studio in Metals/Jewelry, 3 cr. concentration on individual growth and perceptual acuity, Introduction to techniques and concepts of graphic design principally studying the human form through live models, other and visual communications. Lectures and studio time will supportive materials and a variety of media. Prereq.: ART-120. be used to analyze and practice applied creative activity of ART-230 Introduction to Painting, 3 cr. Studio examination design, image-making, typography and layout, as well as it’s of the technical development of visual communication by historical and contemporary social aspects. Prereq.: ART-130 means of design, symbol, and image; exploration of painting ART-281 Introduction to Graphic Design, 3 cr. Introduc- media. Prereq.: ART-130 or consent of instructor. tion to techniques and concepts of visual communications/ ART-231 Painting Techniques and Processes I: General commercial art; historical and contemporary social aspects; Aqueous Media, 3 cr. Studio problems emphasizing individual typography, layout, display, image-making; lectures, semi- exploration of aqueous media such as transparent watercolor, nars, and workshop. Prereq.: ART-130 or consent of instructor. gouache, casein, tempera. Prereq.: ART-230 or consent of instructor. ART-282 Introduction to Computer Graphics, 3 cr. Intro- ART-232 Painting Techniques and Processes II: General ductory experience of computer graphic applications and Non-Aqueous Media, 3 cr. Studio problems emphasizing an overview of the field. Computer hardware, software and exploration of non-aqueous media such as oil painting, en- peripheral devices will be utilized in the creation and ma- caustic, lacquers. Prereq.: ART-230 or consent of instructor. nipulation of images and animation Prereq.: ART-130. ART-234 Color, 3 cr. Investigation of color phenomena ART-283 Rendering Techniques in Advertising Art, 3 cr. through lecture and studio problems. Prereq.: ART-130. Techniques and skills needed for the execution of advertising ART-240 Introduction to Sculpture, 3 cr. Traditional and design problems, including an understanding of the materials contemporary sculpture concepts; introductory studio ex- appropriate to those techniques. Discussion of the principles perience in modeling and casting, carving, and construction and terminology used in production. Prereq.: ART-130. techniques. Prereq.: ART-140 or consent of instructor. ART-284 Keyline/Pasteup, 3 cr. Basic course in the tech- ART-241 Sculpture I: Figure Modeling and Casting, 3 cr. niques needed for the production of camera-ready materials Studio problems with a focus on the human figure; explora- ranging from two-dimensional designs to packaging. tion of casting materials and techniques by means of clay and plaster modelling; mold-making; and plastics casting. Prereq.: ART-240 or consent of instructor.

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ART-292 WIP: Professional Practices, 1 cr. This course social and technical aspects, development of style with introduces art students to general business practices required brief attention to the most important examples of sculpture in the fine and applied arts. The course will provide basic and architecture insofar as they aid in an understanding of portfolio development including exhibition design and instal- the development of painting; slide lectures, museum visits. lation skills, marketing strategies, exhibition opportunities, ART-313 Painting of the United States of America, 3 the Chicago job market, and professional arts organizations. cr. Survey of American painting from the Colonial period Art majors must successfully complete ART 292, 392A, through mid-twentieth century; social and technical aspects, and 392B in order to fulfill the Writing Intensive graduation development of various styles; slide lectures, museum visits. requirement.Prereq.: ENGL-101 minimum grade of C, Sophomore standing ART-316 Seventeenth and Eighteenth Century Art, 3 cr. ART 305 Art and Architecture of the Ancient Americas, 3 cr. Painting, sculpture and architecture in Europe in the seven- This course introduces students to the art and architecture teenth and early eighteenth centuries, stressing historical, of Pre-Columbian civilizations of South America and Me- stylistic and iconographic developments in the art of the soamerica, and the native arts of North America. We will period with emphasis on leading Baroque artists in Italy, discuss the art of the the Chavin, Moche, Nasca, and Inka Spain, Flanders, Holland, France and Germany. civilizations of South America, the Olmec, Teotihuacan, Maya, ART-318 Nineteenth Century European Art, 3 cr. Survey of and Aztec of Mesoamerica, and various art forms from the European painting and sculpture from the late 18th century Southwest, East, and Northwest Coast regions of United through the early decades of the 20th century, with emphasis States. The course focuses on the styles and iconography upon major artistic developments in the context of pertinent of these civilizations and takes an interdisciplinary approach historical and social issues and the general cultural milieu. to examine the function and symbolism of the works. ART-319 20th Century European Art, 3cr. European painting ART 306 Andean Art and Architecture, 3 cr. This course and sculpture from post-impressionism at the close of the is an introduction to the art of the ancient civilizations that nineteenth century through the various modernist movements inhabited the Andean region (primarily Peru, Ecuador, and of the twentieth century with emphasis on major theories Bolivia). Since these cultures did not develop a written and developments in art in the context of pertinent histori- language, information about their worldview and religious cal, social and cultural events and concerns of the period. practices comes from their art and the archaeological re- ART-320 Studio in Advanced Drawing, 3 cr. Interpretive cord. The course focuses on the styles and iconography of drawing experiences directed to individual growth and per- these civilizations and takes an interdisciplinary approach to sonal style. Use of live models, other supportive materials, examine the function and symbolism of the works. and a variety of media. Prereq.: ART-220 or consent of instructor. ART 307 Art of Latin America, 3 cr. This course covers the ART-330 Studio in Advanced Painting, 3 cr. Studio problems art of Latin America from the period of Independence to the emphasizing personal development and expression in an present. The focus will be primarily on the arts of Mexico area of the student’s choice. Prereq.: ART-231 or consent of instructor. and South America, although some time will be dedicated ART-340 Studio in Advanced Sculpture, 3 cr. Studio prob- to movements in Cuba and Haiti as well. Topics include: lems emphasizing personal development and expression in an Romanticism in Latin America, Modernismo, Mexican Mu- area of the student’s choice. Prereq.: ART-241 or consent of instructor. ralism, Indigenismo, Constructivism, Surrealism, Concrete ART-350 Studio in Advanced Printmaking, 3 cr. Studio and Neo-Concrete Art, Geometric art, Optical and Kinetic problems in design and expression through one or more of art, Conceptual and Political Art, and contemporary issues. the graphic processes; advanced work in the processes of ART 308 African and Oceanic Art, 3 cr. This course focuses relief stencil, intaglio, and/or planographic printing. Prereq.: on the arts of Africa and Oceania. Lectures discuss rep- ART-250 or consent of instructor. resentative works in painting, sculpture, architecture, body ART-362 Studio in Advanced Photography, 3 cr. Concen- art and rock art from these areas as well as the cultural and tration on experimental and technical problems. Discussion historical context in which they were created. of expressional and functional aspects of photography. ART 309 Asian Art, 3 cr. This course focuses on the arts Altered cameras, film formats, chemicals, and papers. Final of India, China and Japan. Lectures discuss representa- presentation and individual review of a portfolio of works tive works in painting, sculpture, architecture, calligraphy demonstrating aesthetic and technical competence in black and decorative arts from each of these areas as well as the and white photography. Prereq.: ART-262 or a portfolio of works dem- cultural and historical context in which they were created. onstrating comparable proficiency. ART-311 Medieval Arts of the West, 3 cr. A study of art ART-370 Studio in Advanced Ceramics, 3 cr. Investigation from the Merovingian period to the end of high Gothic: Sty- of various advanced ceramic processes, techniques, and listic and iconographic development of architecture, paint- critical analysis of historical and contemporary work. Prereq.: ing, sculpture, manuscript illustration, and minor arts in the ART-271 or consent of instructor. context of political and religious controversies. ART-312 Painting of the Italian Renaissance, 3 cr. Paint- ing in Italy from 1200-1600; iconography and aesthetics,

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ART-373 Studio in Metals, 3 cr. Intermediate and advanced processes used in metalsmithing and jewelry such as casting, ASIAN STUDIES stone setting, forging, forming and finishing. Prereq.: ART-273 Andrew Eisenberg, Ph.D., Professor of History, or consent of instructor. Program Coordinator ART-381 Studio in Graphic Design, 3 cr. Principles in- UNDERGRADUATE PROGRAM volved in the thought process, creation and production of a design project. Lecture and discussion. Suggested readings Minor in Asian Studies (18 cr. hrs.) supplement the class experience. Prereq.: ART-281 and ART-284. 1 Courses selected to complete this minor ART-382 Advanced Computer Graphics, 3 cr. Principles a. must be chosen from two or more academic related to the creation of imagery in various areas of computer disciplines, graphics will be reviewed. Topics of study include advanced b. must include at least 12 hours in 300-level courses, image creation and manipulation, 2-D and 3-D animation, c. must cover material about more than one Asian 3-D modeling and contemporary uses of computer graphics country, in technology. Prereq.: ART-282. and ART-384 Internship in Commercial Art and Design, d. cannot be counted toward meeting requirements 3 cr. On-site experience in an industrial shop or commercial for any other major or minor. agency observing and participating in the everyday activities and projects. Prereq.: ART-281, ART-284 and junior standing. 2. The student must secure the approval of the Program ART 385 Web Design, 3 cr. Studio course emphasizing Coordinator for the list of courses selected to complete the techniques, processes, and tools required to create the minor. This approval should be requested well before interactive web sites using current authoring technologies. the completion of the courses themselves. Students will be introduced to contemporary authoring and management tools. ART 386 Multimedia Design, 3 cr. This is a multi-disciplinary BIOLOGY course that explores the uses of multimedia applications. Stu- John M. Kasmer, Ph.D., Associate Professor, Chair dents will be exposed to conceptual and practical components Aaron Schirmer, Ph.D., Assistant Professor of multimedia authoring and develop interactive materials Mary Kimble, Ph.D., Associate Professor using authoring, image, sound and video editing software. Shubhangee Mungre, Ph.D., Associate Professor ART-387 Special Topics in Graphic Design, 3cr. This course Joel Olfelt, Ph.D., Associate Professor offers an opportunity for the advanced study in the field of Pamela Geddes, Ph.D., Assistant Professor graphic design, focusing on one particular area within the broad spectrum of design practice. The topics examined in Emily Rumschlag-Booms, Ph.D., Assistant Professor the class will rotate to cover a different area of focus each Jennifer Slate, Ph.D., Associate Professor semester. The course is structured as a lecture and studio Emina Stojkovic, Ph.D., Assistant Professor class offering an opportunity for in-depth analysis and John N. Thomas, Ph.D., Associate Professor practice. Some of the topics covered will include editorial Cindy Voisine, Ph.D., Assistant Professor design, branding and identity design, interactive design, art The Department of Biology currently offers courses of study direction for advertising etc. leading to the degrees of Bachelor of Science and Master of ART-390 Independent Study in Visual Art, 3 cr. Individual Science. The broadly-based requirements of the major are investigation into a topic of the student’s choice. Independent designed to prepare students for: (1) advanced studies in Studies require the approval of the instructor, department chair biology, biomedical sciences, environmental biology, ecology and the College Dean. Prereq.: senior standing or consent of advisor. and applied ecology; (2) professional training in medicine, ART-392 A/B WIP: Professional Practices, 1 cr. This course dentistry, optometry, chiropractic, pharmacy, veterinary medi- continues to expose art students to general business practices cine and other health professions; (3) teaching of biology in required in the fine and applied arts. The course will provide secondary schools; or (4) career opportunities in research, online portfolio development, an introduction to critique styles, biomedical sciences, agriculture, industry, government, and and continued exposure to career opportunities. The devel- academic institutions. The graduate program leading to opment of online galleries, presentation styles, and writing the Master of Science degree is also flexible, and can meet exhibition reviews will be covered during the semester. Art the needs of: (1) students seeking additional training and/ majors must successfully complete ART 292, 392A, and 392B or research experience in order to obtain employment that in order to fulfill the Writing Intensive graduation requirement. requires post-baccalaureate training, (2) current high-school Prereq. for 392A: ART-292. Prereq. for 392B: ART-392A. teachers and other professionals who seek advancement in their careers or who want to stay current in the field, and (3) students interested in completing an M.S. before going on to a doctoral program.

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Students interested in completing a major in biology are Students who are seeking to be certified for teaching Biology strongly urged to declare the major early and seek advise- in secondary schools should consult with both an advisor in ment from a departmental advisor. Biology and an advisor in the College of Education. It is particularly important to note that students who com- Students interested in pursuing graduate studies are strongly plete the major in Biology are exempted from having to take encouraged to take one year each of organic chemistry and any courses in the Natural Sciences distribution area of the calculus, and a course in statistics. General Education Program. Students who are planning to pursue professional training In addition, students should be aware that a maximum of 18 in medicine, dentistry, pharmacy and other health profes- credit hours of biology courses can be accepted toward the sions should contact the professional schools to which they Biology Major in transfer credits, and a maximum of 9 credit intend to apply in order to determine their specific program hours of transfer credits can be accepted toward the Biol- requirements. Students should also consult regularly with ogy Minor. In order for introductory biology courses taken an advisor in Biology to ensure that they take an appropriate at another institution to be accepted in place of BIO-201 set of elective courses. Finally, these students can receive or BIO-202, they must be specifically designated as being guidance on recommended courses, graduate-school test courses for Biology majors. Students seeking to transfer preparation and the application process from the Coordinator courses from other institutions should have their coursework of Student Services in the Office of the Dean of the College evaluated by an advisor in Biology at the time they declare of Arts and Sciences as well as the SCSE. the major or minor. Required Biology Courses: NOTE – Beginning in the Fall semester of 2007: The following six core courses are required of all majors. In order to register for BIO-150/BIO-201 (or any other (Note that BIO-150 must be taken concurrently with BIO- course that counts toward the Major or Minor), students 201 or, for transfer students, in their first semester at NEIU.) must have earned the following scores on placement tests, BIO-150 Essential Skills for Biologists...... 2 cr. or have completed equivalent coursework with a grade of BIO-201 General Biology I...... 4 cr. C or better: BIO-202 General Biology II...... 4 cr. • a score of 5 on the Reading Placement Test (or READ- BIO-301 Cell Biology...... 4 cr. 116) or ACT Reading score of 20 or above; BIO-303 General Genetics...... 4 cr. • a score of 7 on the Writing Placement test (or ELP- BIO-305 WIP General Ecology...... 4 cr. 099 or ESL-120); and Five elective courses must also be taken. At least three • a score of 30 on the Math Placement Test (or MATH- course must have a lab component. Four of these must be 092) or ACT Math score of 21 or above. Biology courses, one of which must focus on plants and one Although not required by the Major in Biology, students must focus on animals. The fifth course may be in Biology, are encouraged to take English Composition I (ENGL-101), or can be a course from another department, as long as it English Composition II (ENGL-102) and General Chemistry has been approved by the Biology Department to count as (CHEM-211) as early as possible in their academic careers, an elective. Students should check with the Biology Depart- as successful completion of these courses will help students ment Office or their advisor for a list of approved courses. with the writing components in many of the courses offered 19-20 cr. by the Department of Biology. Likewise, completing Pre- One capstone course must also be taken after a student has calculus Math (MATH-185) early on will help students with made substantial progress toward completing the major require- the quantitative aspects of many Biology courses, as well as ments. The capstone requirement can be satisfied by taking satisfy the pre-requisite requirement for the Physics courses BIO-390 (Biology Senior Seminar) OR BIO-391 (Internship in that are required by the major. Biology) OR BIO-392 and 393 (Independent Research), OR BIO- 394 (Seminar in Teaching of Biology). Students should check UNDERGRADUATE PROGRAM the catalog or their advisor to determine the pre-requisites for Major in Biology for the Bachelor of Science Degree each of these options...... 3-4 cr. (69-71 credit hours total: 44-46 credits in Biology + 25 credits in cognate areas) Required Cognate Courses: CHEM-211 General Chemistry I ...... 5 cr. The major requires a set of six required Biology courses CHEM-212 General Chemistry II……………………….....4 cr. (including a cornerstone course, BIO-150), five elective CHEM-231 Organic Chemistry I…...... 4 cr. courses in Biology, a capstone course in Biology, and a set of MATH-187 Calculus I or cognate courses in Chemistry, Mathematics and Physics. As MATH-275 Statistics ...... 4 cr. such, the curriculum provides broad training in the sciences, and allows for students to take a sequence of courses that fit Two semesters of Physics, either algebra-based (PHYS-201 their particular interests within Biology and allows students and 202) or calculus-based (PHYS-206 and 207), with labs to prepare themselves for specific careers in Biology. (PHYS-203 and 204)...... 8 cr.

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Students are encouraged to begin taking these cognate physiology, and ecology. Students must have at least courses as early as possible. Additional cognate courses one botanical and one zoological course. may be recommended by the student’s advisor in relation 2. Have completed a minimum of 26 credit hours as follows to the student’s goals. a. at least eight credit hours of laboratory chemistry, Requirements for Secondary Education including one course in organic chemistry; Certification: b. at least four credit hours of laboratory physics; In completing the Major in Biology, students seeking cer- c. at least six credit hours of mathematics including pre- tification must earn 8 semester hours in botany including calculus mathematics, college algebra, or statistics. 5 semester hours in laboratory work, 8 semester hours in d. The balance of credits may have been earned in any zoology including 5 semester hours in laboratory work, and combination of chemistry, physics, earth science and 8 semester hours in physiology including 5 semester hours mathematics. in laboratory work. Students who major in Biology and Secondary Education should consult with both an advisor in Requirements for the Degree: Biology and an advisor in the College of Education. For students admitted to Master’s Programs for the Fall 1997 semester and thereafter, all graduate credits must be at the MINOR IN BIOLOGY (21-22 credit hours) 400-level, except for a limited number of 300-level courses Students who are interested in gaining a deeper understanding specifically approved for graduate degree credits. Biology of a few disciplines within Biology are encouraged to minor in graduate students may apply up to three of these 300-level Biology. In addition, students who are interested in pursuing courses, to a maximum of ten credit hours, to fulfill program a career in the health professions, but who do not want to requirements. Consult with Dr. Mary Kimble for a list of ap- major in Biology will benefit by choosing Biology as a minor. plicable 300-level courses. A maximum of 9 cr. toward the Minor in Biology will be ac- Program Options cepted in transfer credits. Note that students in the Early Graduate students in biology may choose from one of three Education and Early Childhood Education programs who options in completing their degree. The option is chosen select this minor must complete a minimum of 9 hours of after the student has applied for and been granted candidacy coursework at the 300-level in order to meet graduation and (after the completion of 12 credits hours in the program). certification requirements. Dr. Joel Olfelt is the advisor for Biology Minors. Option I: subject to the approval of the Department, the student may complete a research thesis. Required courses for the Biology Minor: BIO-150 Essential Skills for Biologists ...... 2 cr. Option II: complete a library thesis, or BIO-201 General Biology I ...... 4 cr. Option III: select the non-thesis program. BIO-202 General Biology II...... 4 cr. Option I is recommended for individuals who desire a Three elective courses in Biology must also be taken, at least research-oriented program. The research experience is par- two of which must have a laboratory component.... 11-12 cr. ticularly suitable for those students who plan to do further GRADUATE PROGRAM graduate study and for those who are working in applied fields in biology. The Library Thesis and Non-Thesis Options are Master of Science in Biology recommended for those students who desire a more flexible The graduate program is designed to serve those interested approach to graduate training in biology. in or needing advanced biological training to fulfill their career goals in applied or basic biological research and/or teaching. Course Work (33-36 credit hours) The program provides a sound basis for further graduate or 1. Students in all options (I, II, III) must complete: professional studies. Laboratory work and introduction to a. BIO 405: Biological Literature, 3 cr. research methodology are integral to the program. Areas b. a minimum of five courses from one of the three con- of study include genetics, molecular biology, morphology/ centrations listed below (additional credits may be taken taxonomy, physiology, and ecology. Dr. Mary Kimble is the in any or all areas): Graduate Student Advisor. Molecular/Cellular Area Requirements for Admission to the Program: Morphological/Physiological Area Students must fulfill the requirements for admission to the Ecological/Environmental Area Graduate College. In addition, they must: 2. Students in Option I must earn a minimum total of 33 1. Meet specific biology area prerequisites: a minimum credit hours, including BIO 499 Research Thesis, 6 cr. of 15 undergraduate credit hours representing upper- and BIO 405 (see above), and present an oral defense level course work (lecture and laboratory/field work) in of their thesis. genetics, molecular biology, morphology/taxonomy,

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3. Students in Options II and III must earn a minimum of organisms. Lecture and laboratory and dissection. Pre- total of 36 credit hours, including BIO 405 (see above), req.: BIO-150, BIO-201 and (MATH-092 or ACT Math Score of 22 or NEIU BIO 491 Seminars in Biology, 1 cr., and in Option II only, MPT score of 30) and (ESL-120 or ELP-099 or NEIU EPT Writing score of 7 or BIO 497 Thesis Seminar, 3 cr. Students must pass a ENGL-101) and (READ-116 or READ-095 or ACT Reading score or 20 or NEIU graduate comprehensive exam to complete the program. EPT Reading score of 5). The graduate program is to be planned with the guidance BIO-301 Cell Biology, 4 cr. Basic molecular and cellular of the graduate advisor in biology. processes. Structures of biomolecules. Energetics: enzymes, photosynthesis, respiration. Genetic control: chromatin, A maximum of nine credit hours of transfer credit may be DNA replication, RNA transcription and regulation, protein accepted with the approval of the Department and the synthesis. Cell functions, including: protein secretion; cell Graduate College. membrane structure; transport and surface interactions; COURSE OFFERINGS cell cycle; cell motility; cell growth; cell origins. Lecture and Note: Courses preceded with an asterisk can be taken by laboratory. Prereq.: BIO-150, BIO-201 and CHEM-211. graduate students for credit toward their degree requirements. BIO-303 General Genetics, 4 cr. This course is designed BIO-100 Introduction to Biology, 3 cr. The problems of to provide students with a comprehensive background in living things with emphasis on human physiology and the genetics including classical/Mendelian genetics, bacterial propagation of life. Covers major biological concepts and and phage/viral genetics, the chromosomal and molecular principles. Lecture and laboratory. (Does not fulfill major basis of heredity, and population genetics. Lecture and or minor requirements in biology.) laboratory. Prereq.: BIO-150, BIO-201, BIO-202. BIO-104 The Changing Natural Environment, 3 cr. At- BIO-305 WIP: General Ecology, 4 cr. An introduction to the titudes toward the natural environment. Exploitation of the basic concepts of ecology. Study of the factors/interactions natural plant and animal communities and the effects of that determine the distribution and abundance of species at overpopulation and increasing pollution of the environment the individual, population, community, and ecosystem levels. on the biological world. Lecture only. (Does not fulfill major You will satisfy the writing intensive requirement by writing or minor requirements in biology.) in a variety of discipline-specific formats. Lecture, labora- BIO-150 Essential Skills for Biologists, 2 cr. A practical tory, and fieldwork, with up to two field trips scheduled on approach to providing students with the basic skills they a Friday, Saturday, or Sunday. Prereq.: BIO-150, BIO-201, BIO-202 will be expected to have in upper-division biology courses, and ENGL-101 minimum grade of C; ENGL-102 recommended. including lab safety; methods and units of scientific measure- BIO-310 Evolution, 3 cr. A reading/lecture/discussion course ment; scientific record-keeping, communication and library on the facts, theories, and principles of organic evolution. research skills; and summarizing and presenting data. Lecture Lecture only. Prereq.: BIO-150, BIO-201, BIO-202. and laboratory, with a significant web-based component. BIO-311 History of Science, 3 cr. Development of the Co-requisite: BIO-201. Prereq.: (MATH-092 or ACT Math Score of 22 or NEIU scientific method and knowledge of the natural sciences MPT score of 30) and (ESL-120 or ELP-099 or NEIU EPT Writing score of 7 or from ancient civilization to the present. Lecture only. Pre- ENGL-101) and (READ-116 or READ-095 or ACT Reading score or 20 or NEIU req.: Minimum 6-8 credits at the 200 level or higher from two of the following EPT Reading score of 5) disciplines: BIO, CHEM, or PHYS. BIO-201 General Biology I, 4 cr. This first course of our BIO-320 Animal Kingdom, 4 cr. Anatomy, physiology, clas- introductory biology series focuses on the cellular aspects sification, and phylogeny of animals. Lecture and laboratory. of biology, including: the basic structure of animal and plant Prereq.: BIO-150, BIO-201, BIO-202. cells; intracellular organelles; metabolic pathways; the cell BIO-322 Invertebrate Zoology, 4 cr. Taxonomy and com- cycle; and basic genetics. Laboratory exercises empha- parative morphology of the major phyla of invertebrates, size scientific method and writing, and include experience organisms that comprise about 95% of animal life. Topics with basic techniques such as microscopy, biological as- include life histories of representative species. Lecture & says, and gel electrophoresis. Lecture and laboratory. laboratory. Prereq.: BIO-150, BIO-201, BIO-202. Co-requisite: BIO-150. Prereq.: (MATH-092 or ACT Math Score of 22 or NEIU BIO-323 Entomology, 4 cr. Insects, their identification, clas- MPT score of 30) and (ESL-120 or ELP-099 or NEIU EPT Writing score of 7 or sification, habits, and ecological relationships, with special ENGL-101) and (READ-116 or READ-095 or ACT Reading score or 20 or NEIU emphasis on those common to the Chicago area. Lecture, EPT Reading score of 5) laboratory, and fieldwork. Prereq.: BIO-202. BIO-202 General Biology II, 4 cr. In this second course of BIO-324 Ornithology, 4 cr. Birds, their identification, clas- our introductory biology series we introduce the diversity of sification, habits, and ecological relationships, with special life in the context of evolutionary theory, studying biological emphasis on those common to the Chicago area. Lecture, processes at levels of organization ranging from populations laboratory, and fieldwork. Prereq.: BIO-150, BIO-201, BIO-202. to ecosystems. Laboratory exercises emphasize scientific BIO-325 Local Fauna, 4 cr. Taxonomy and field identifica- method and writing, and include surveys of major groups tion characteristics of local animal groups with emphasis on collecting organisms in selected ecosystems in the region.

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Both major invertebrate and vertebrate taxa are surveyed; BIO-340 Molecular Biology, 4 cr. This course is designed organisms collected in the field are studied in the laboratory. for upper level undergraduates and builds on Genetics and Student prepare a collection of labeled organisms. Lecture, Cell Biology. Molecular biology is rapidly advancing the laboratory & fieldwork. Prereq.: BIO-150, BIO-201, BIO-202. fields of biomedical sciences and agricultural sciences. BIO-326 Animal Parasitology, 4 cr. Taxonomy, anatomy, Understanding the chemistry of DNA, RNA, and proteins has physiology, and significance of parasitic animals; host- allowed scientists in biomedical and agricultural sciences parasite interactions; distribution of parasites throughout the ability to manipulate these macromolecules to more fully the world; examination of their life cycles, and prophylaxis understand cellular functions, treat human diseases, and and therapy of parasitic infections. Lecture & laboratory. engineer more viable crops and live stock. This course is Prereq.: BIO-150, BIO-201, BIO-202. designed to provide students with a broad understanding of BIO-327 Mammalian Anatomy, 4 cr. Gross architec- molecular biology as well as teach modern molecular biology tural elements of the mammalian body, with emphasis upon techniques routinely used in research labs, forensics labs, correlation of form and function. Lecture and laboratory. and hospital diagnostic labs. Lecture and laboratory. Prereq: Prereq.: BIO-150, BIO-201, BIO-202. BIO-150, BIO-201, BIO-202, BIO-301, BIO-303. BIO-328 Animal Behavior, 3 cr. Comparative ethology BIO-341 General Microbiology, 4 cr. Study of the taxonomy in the animal kingdom and its adaptive significance based and identification, ultrastructure and function, nutrition and upon the evolution of form and function of the nervous growth, physiology, metabolism, molecular genetics, host- system, sense organs and effector organs. Topics include microbial interactions, immunology, epidemiology, ecology instinct, learning, intelligence, social organization, and and biotechnology of microorganisms and viruses. Lecture their physiological integrating mechanisms. Lecture only. and laboratory. Prereq.: BIO-150, BIO-201, BIO-202, BIO-301. Prereq.: BIO-150, BIO-201, BIO-202. BIO-342 Pathogenic Microbiology, 3 cr. Systematic BIO-330 Plant Anatomy & Morphology, 4 cr. Plants are study of the distinctive cellular and molecular properties of a diverse and important group of organisms. In this course pathogenic microorganisms including bacteria, fungi, viruses students compare the morphology and anatomy of vascular and protozoans. Mechanisms of infection, pathogenesis, and nonvascular plants, use scientific method to answer a host defenses, immunology, epidemiology, diagnosis, treat- question about plants using microscopy and other anatomical ment and control of these microorganisms. Lecture only. or morphological techniques, and communicate results of Prereq.: BIO-150, BIO-201, BIO-202, BIO-341 or consent of instructor. their studies to classmates. The course includes instruction BIO-343 Virology, 4 cr. The course is designed to give in plant identification techniques and in taxonomic methods. students a background of animal, plant and bacterial viruses, Lecture and laboratory. Prereq.: BIO-150, BIO-201, BIO-202. with further emphasis on animal viruses. Topics covered BIO-331 Plant Physiology, 4 cr. Physiochemical basis of will include but are not restricted to, replication strategies plant life, emphasizing life processes of major significance and life cycle, molecular mechanisms of infection, virus host to the seed plants. Lecture and laboratory. Prereq.: BIO-301. interactions, viral evasion of body’s immune response and BIO-332 Local Flora, 4 cr. The study of local plant species, various pathological conditions. Laboratory exercises will with emphasis on phylogenetic relationships, systematics, include growth and isolation of virus, plaques assays, cDNA ecological relationships, and economic or ethnobotanic cloning and expression of heterologous gene using a viral uses. Focus will be on species that are flowering during the vector. Upon completion of the course, students will have semester that the course is taught, usually summer or fall. a knowledge base useful towards medical, or other health Lecture, laboratory & field trips. Prereq.: BIO-150, BIO-201, BIO-202. related careers. Lecture and laboratory. Prereq.: BIO-150, BIO- BIO-333 Economic Botany, 3 cr. Plants of particular eco- 201, BIO-202, BIO-341. nomic significance to humans as sources of food, fibers, BIO-344 Vertebrate Histology, 4 cr. This course will focus flavoring agents, drugs, industrial chemicals; horticultural on the basic characteristics and identification of the primary plants; the role of economic plants in past and modern so- vertebrate tissues, as well as their organization into organ ciety. Lecture only. Prereq.: BIO-150, BIO-201, BIO-202. systems. Where appropriate microanatomy will be integrated BIO-334 General Mycology, 4 cr. The study of fungi, a with organ functions. Examination of microscope slides, light distinct kingdom of unicellular and filamentous organisms. micrographs, and electronmicrographs of tissues and organs Fungi have tremendous ecological importance playing will be used in the study of vertebrate histology. Lecture and essential roles as decomposers as well as parasites and laboratory. Prereq.: BIO-150, BIO-201, BIO-202, BIO-301. symbionts. Fungi also have significant economic importance BIO-350 Plant Ecology, 4 cr. An introduction to how the in the food and beverage industries. This course covers all concepts of ecology have been developed for and applied aspects of fungal biology, including laboratory culture, natural to plant systems. This course is an extension of General history, morphogenesis, genetics and physiology. Lecture Ecology, and emphasizes not only the ways in which general and laboratory. Prereq.: BIO-150, BIO-201, BIO-202. principles have been applied to plants, but also concepts and methodology unique to plants. Lecture, laboratory and fieldwork. Prereq.: BIO-150, BIO-201, BIO-202, BIO-305.

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BIO-351 Phycology, 4 cr. By studying the biology of algae, be discussed. The course will give the students theoretical students will increase their understanding of the complex and practical knowledge applicable to medical and other ecological interactions of algae with their environments, the health related fields. Lecture and laboratory. Prereq.: BIO-150, roles that algae have played in the evolution of life, and the BIO-201, BIO-202, BIO-301 increasing uses of algae in biotechnology. There will be several *BIO-364 Endocrinology, 4 cr. The study of hormones and sampling trips to wetlands, lakes, and streams, including a other signaling molecules, and their functions in growth con- Friday or Saturday field trip outside of Cook County. Students trol, maintaining homeostasis, and reproduction. Lecture and will design and conduct original research projects involving laboratory. Prereq.: BIO-150, BIO-201, BIO-202, BIO-360 and CHEM-231. identification and study of algal taxa. Lecture, laboratory *BIO-365 Neurobiology, 4 cr. This course is designed for and fieldwork. Prereq.: BIO-150, BIO-201, BIO-202. upper level undergraduate and graduate students. An in BIO-352 Aquatic Biology, 4 cr. Students will study the depth examination of nervous systems in vertebrates and biological processes that occur in freshwaters, the measure- invertebrates. Topics covered include but are not restricted ment of those processes, and the interaction of biological to: excitable membrane physiology, synaptic mechanisms, processes with water chemistry. Students will learn to collect and neuronal organization with emphasis on the integra- quantitative ecological samples through field work in area tive aspects of neural function. Lecture and laboratory. lakes and rivers and they will analyze the biological organisms Prereq.: BIO-150, BIO-201, BIO-202, BIO-360. and related water chemistry of their samples upon return to *BIO-366 Cancer Biology, 4 cr. This course is designed the lab. Students will design and conduct original research for upper level undergraduate and graduate students and projects. There will be several field trips, including a Friday or emphasizes the molecular and cellular basis of cancer. Saturday field trip outside of Cook County. Lecture, labora- Topics covered include epidemiology of cancer, genetics tory & fieldwork. Prereq.: BIO-150, BIO-201, BIO-202 and CHEM-211. of cancer, molecular mechanisms behind cancer, impact *BIO-358 Biological Geography, 3 cr. Geographic dis- of viruses on human cancer development, and the bio- tribution of living organisms and the biological and geo- chemistry of cancer treatments. Lecture and laboratory. logical principles underlying this distribution. Lecture only. Prereq.: BIO-150, BIO-201, BIO-202, BIO-301 and BIO-303. Prereq.: BIO-150, BIO-201, BIO-202. *BIO-367 Developmental Biology, 4 cr. This course is *BIO-359 Ecological Methods, 4 cr. Field and laboratory designed for upper level undergraduate and graduate stu- methodology for the ecologist. Includes instruction on ex- dents, and will build on concepts covered in introductory perimental design, quantitative sampling, data acquisition and biology using skills and knowledge gained in Cell Biology and interpretation as well as the preparation of project reports. Physiology. We will look at patterns of normal and abnormal Prereq.: BIO-150, BIO-201, BIO-202, BIO-305 and MATH-275. development in the embryo emphasizing developmental *BIO-360 Vertebrate Physiology, 4 cr. Functions and interactions between cells and systems and how these interrelationships of organ systems. Lecture and laboratory. systems are disrupted during development leading to birth Prereq.: BIO-150, BIO-201, BIO-202, BIO-301. defects. The course is designed to give students the basic *BIO-361 Human Genetics, 4 cr. This course is designed knowledge needed to go on into research or professional for upper level undergraduate and graduate students, builds school. Lecture and laboratory. Prereq.: BIO-150, BIO-201, BIO-202 on General Genetics, and emphasizes human medical genet- BIO-303, and [BIO 301 or BIO 327], or permission of the instructor. ics. Topics covered include but are not restricted to: known BIO-368 Genomics and Proteomics, 3 cr. Genomics and human genetic disorders; use of karyotyping, microsatellite Proteomics involves the use of high throughput methods and analysis, and sequencing in the diagnosis of genetic dis- state of the art techniques, databases, and computations orders; use of pedigrees, epidemiological and molecular to generate, organize, explore, and analyze large data sets studies in the identification of genetic contributions to mul- of DNA and/or protein sequence. This course will provide tifactoral conditions and diseases. Lecture and laboratory. an introduction to the fields of genomics and proteomics. Prereq.: BIO-150, BIO-201, BIO-202 BIO-301. Through a combination of lecture, discussion, and hands on *BIO-362 Biochemistry, 4 cr. Chemistry and metabolism of activities this course will focus on the methods and techniques carbohydrates, proteins, nucleic acids, lipids, vitamins, and used in gathering and interpreting genomic and proteomic minerals associated with animal and plant life. Lecture and data to answer questions important to various aspects of laboratory. Prereq.: BIO-150, BIO-201, BIO-202, BIO-301 and CHEM-231. modern day biology. Prereq.: BIO-303 or permission of the instructor. *BIO-363 Immunology, 4 cr. The goals of the course are BIO-372 Biochemistry of Metabolism, 3 cr. Biochemistry to study the role of cells and organs of immune system of Metabolism is lecture-based course that focuses on the in health and disease. Topics covered will include but are processing of carbohydrates, lipids, proteins, and nucleo- not restricted to innate and adaptive immunity, molecular tides. This course will offer a mechanistic view of metabolic mechanisms of antibody diversity, major histocompatibility pathways related to each macromolecule group, including complex, complement system, immunodeficiency, allergies, feedback control. Each section will be linked to clinical situ- immunology of cancer and organ transplantation. Recent ations and will incorporate current primary research literature developments in techniques and immunotherapies will also in the field of metabolism. Quantitative analysis of chemical

100 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 BIOLOGY reactions, bioenergetics, thermodynamics and interpreta- biological sciences. Students will participate in preparation, tion of research articles will be incorporated as part of the presentation and grading of lecture, laboratory and assess- lectures. Prereq.: BIO-362. ment materials. Students are required to identify a faculty BIO-380 Topics in Biology, 3 cr. Selected course offer- mentor to advise and guide the teaching experience no ings in modern biology. Topics studied differ from term to later than the term before he/she registers for the course. term. Consult the Schedule of Classes for specific topics. As part of the course, students will be required to take the Prereq.: BIO-150, BIO-201, BIO-202; some may require additional prerequisites, MFAT. This course fulfills the capstone requirement for contact department. the Biology Major. Prereq.: 16 credits in Biology at 200- or -300 level, BIO-381 Independent Study I, 1 cr. Library study of a and consent of a faculty mentor, the Department Chair and the Dean of the Col- biological topic, including a thorough literature search and lege prior to registration. Biology Majors only. production of a review paper on the chosen topic. Prereq.: 16 BIO-405 Biological Literature, 3 cr. Preparation of a series credits in Biology at 200- or -300 level, and consent of the instructor, Department of scientific papers based on a literature search. Activities Chair, and Dean of the College. Biology majors only. include the researching and synthesizing of literature with BIO-382 Independent Study II, 2 cr. (See BIO-381 for reference to certain topics. Prereq.: Graduate standing. description and prerequisites.) BIO-411 Spreadsheet Modeling in Ecology & Evolution, BIO-383 Independent Study III, 3 cr. (See BIO-381 for 3 cr. Use of basic and advanced spreadsheet applications to description and prerequisites.) model a wide variety of ecological and evolutionary processes BIO-390 Biology Senior Seminar, 3 cr. This course is and systems. Extensive use of graphing capabilities, complex intended for students who are within two semesters of nested functions, and advanced software functions including graduation. The goals of the course are to provide students writing macros, sampling from statistical distributions, us- with the opportunity to explore topics of particular interest ing lookup tables, etc. Students will complete independent to them, in greater depth than is usually possible within the projects in which they generate their own models using data context of topic specific courses, and to assess whether from the literature and present their results both orally and students are able to integrate knowledge gained from different in writing. Extensive work outside of the classroom will be courses and/or disciplines. As part of the course, students required. Prereq.: Graduate standing and BIO 305 or equivalent will be required to take the MFAT. This course fulfills the BIO-412 Chronobiology, 3 cr. Most living organisms display capstone requirement for the Biology Major. Prereq.: BIO- oscillations in many biological, physiological, and behavioral 150, BIO-201, BIO-202, BIO-301, BIO-303, BIO-305, and three Biology elective processes. These oscillations confer adaptive advantages courses. Biology Majors only. for survival on a planet that revolves on its axis once every BIO-391 Internship in Biology, 3 cr. Field or laboratory 24 hours. Chronobiology is the study of these adaptations. experience at an off-campus site guided by a faculty advisor, Through a combination of group activities, discussion, and and a site supervisor. Requirements include; submission lecture this course focuses on the physiologic and genetic of a summary of the planned intern project; production of generation of 24 hour rhythms, as well as the behavioral and a scientific style paper describing the project and results, physiological processes that they control in various species. including a review of the relevant literature; presentation Prereq.: Graduate standing of the project in either podium or poster format. Students BIO-413 Evolutionary Biology, 3 cr. Comprehensive analysis are also required to take the MFAT. This course fulfills of evolutionary patterns in both fossil and contemporary the capstone requirement for the Biology Major. Prereq.: species. Studies include an overview of the history of evo- 16 credits in Biology at 200 or 300-level, a GPA in the sciences of 3.0 or better, lutionary biology, Hardy-Weinberg equilibrium assumptions and consent of instructor. Biology Majors only. about non-evolving systems, Darwinian and non-Darwinian BIO-392 & -393 Independent Research in Biology 2 cr. mechanisms of evolutionary change, the Biological Species per term, 4 cr. total. Field or laboratory study of a biologi- Concept and alternative species definitions, pre-zygotic and cal topic or question, to be carried out over the course of post-zygotic mechanisms of speciation, and current views on 1-2 terms. Requirements include; design and execution of the origin and natural history of life on Earth. Prereq.: Graduate the research project; review of relevant scientific literature; standing and BIO-202 or equivalent production of a scientific style paper describing the project BIO-414 Comparative Biology of Aging, 3 cr. Compara- and results; presentation of the project in either podium or tive analysis of aging, longevity, and mortality patterns in poster format. Students will also be required to take the diverse prokaryotic and eukaryotic species. Studies include MFAT. This course fulfills the capstone requirement for an overview of the history of biological gerontology, life-table the Biology Major. Prereq.: 16 credits in Biology at 200- or -300 level, construction and analysis, populational and physiological GPA in the sciences of 3.0 or better, and consent of a faculty mentor, the Depart- measurements of senescence, theoretical models of aging and ment Chair and Dean of the College prior to registration. Biology Majors only. longevity, use of vital statistics mortality data, biochemistry BIO-394 Seminar in Teaching of Biology, 3 cr. This course of free-radicals and antioxidant molecules, and therapeutic will provide students with the opportunity to gain practical interventions to prolong lifespan in various species. Prereq.: experience with methods of post-secondary teaching in the Graduate standing and BIO-301 or equivalent

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 101 BIOLOGY

BIO-415 Animal Behavior, 3 cr. Advanced study and analy- from plant and animal communities in aquatic and terrestrial sis of selected topics within the field of Animal Behavior systems. Lecture and discussion. Prereq.: Graduate standing, and with emphasis on topics that are currently at the forefront BIO-305 (or equivalent). Courses in plant or animal biology, or biogeography of the discipline. Depending on the term, the course may recommended. emphasize studies of animal behavior within an ecological, BIO-452 Quaternary Ecology, 4 cr. Introduction to the evolutionary and/or neuroethological context. Prereq.: Graduate principles and techniques of paleoecology; emphasis on the standing and BIO 360 or equivalent effects of global and regional climate/environmental change BIO-421 Biochemical Genetics, 3 cr. Explores the bio- on ecosystems, communities, and populations during the chemistry of the genetic material and the cell's ability to Quaternary Period. Lecture and laboratory. Prereq.: Graduate replicate, transcribe, and translate genetic information. standing, and BIO-305 or ESCI-212 (or equivalents). Recent discoveries in gene manipulation are discussed. BIO-453 Conservation Biology, 3 cr. This course will ex- Lecture and laboratory. Prereq.: Graduate standing, and BIO-303 & plore how ecological theory (including mathematical models), BIO-362 (or equivalents). principles, and methodologies are applied to the conserva- BIO-424 Analysis of Development, 3 cr. Analysis of mecha- tion of populations, species, communities, and landscapes. nisms underlying developmental processes in the embryo Covered topics include biodiversity, the demographic and and adult organisms with special emphasis on the role of the genetic structure of populations, population viability analy- genes in development. Lecture only. Prereq.: Graduate standing, sis, the problems that small populations face, extinction and BIO-303 & BIO-367 (or equivalents). as a historical and contemporary process, current tools BIO-427 Current Topics in Genetics, 3 cr. Advanced study applied in conservation (e.g., GIS, molecular tools), and the and analysis of selected topics within the field of Genetics, application of ecological principles nature reserve design with emphasis on topics that are at the forefront of advances and ecosystem management. Students will read extensively in the discipline. Prereq.: Graduate standing and BIO 303 or equivalent from the primary literature, lead class discussions, and solve BIO-428 Current Topics in Human Genetics, 3 cr. Advanced applied and quantitative problems. Prereq.: Graduate standing and study and analysis of selected topics within the field of Hu- BIO 305 or equivalent man Genetics, with emphasis on topics, such as the Human BIO-454 Conservation Genetics, 3 cr. Advanced study of Genome and HapMap projects, epistasis, etc., that are at genetic theory and practice applied to the conservation of the forefront of advances in our understanding of human organisms. Current primary literature will be incorporated into heredity, development and disease. Prereq.: Graduate standing the course through written assignments and discussions. Cur- and BIO 303 or equivalent rent conservation genetic techniques and computer-based BIO-441 Biology of Viruses, 3 cr. The structure and repli- data analysis methods will be practiced in the laboratory. cation of viruses, strategies of host defense and viral eva- Prereq.: Graduate standing, BIO 303 and BIO 305 or equivalents sion, and use of viruses in biotechnology. RNA- as well as BIO-455 Restoration Ecology, 3 cr. Application of ecological DNA-viruses will be included. Current research papers will research and concepts to restoration of disturbed ecosytems. be discussed to make students aware of advances being Current trends and challenges in restoring populations, made in the field.Prereq.: Graduate standing communities and ecosystems. Prereq.: Graduate standing and BIO BIO-447 Current Topics in Cell Biology, 3 cr. Advanced 305 or equivalent study and analysis of selected topics within the field of Cell BIO-456 Bio-Environmental Analysis, 3 cr. Individual Biology, with emphasis on topics, such as inter- and intra- and group field projects providing experience in techniques cellular signaling, intraflagellar transport, mechanisms of appropriate to the analysis of natural communities and motility, post-transcriptional gene regulation, etc., that are their environmental components. Studies include contrasts at the forefront of advances in the discipline. Topics covered between selected natural areas and similar ones altered by varies between semesters. Prereq.: Graduate standing, BIO 301 and humans. A summary interpretive paper, using data acquired, 303 or equivalents is required from each student. Lecture, laboratory, and field- BIO-450 Foundations of Ecology, 3 cr. Readings and work. Prereq.: Graduate standing, and BIO 305 & BIO-350 (or equivalents). discussions of foundational papers in ecology, and classic BIO-462 Enzymology, 3 cr. Enzymes as protein catalysts. case studies of field and laboratory experiments in ecology. The structure of a biological catalyst as discerned by x-ray Overviews of the development of ecology as a science, major diffraction, chemical modification, nuclear magnetic reso- debates in ecology, and the development of both theory and nance, and kinetic studies is analyzed and related to function. methodologies in ecology will be presented. Students will also Lecture, demonstration, discussion, and laboratory. Prereq.: present and discuss contemporary papers in light of these Graduate standing, and BIO-362 (or equivalent). historical contexts. Prereq.: Graduate standing and BIO 305 or equivalent BIO-463 Plant Biochemistry, 3 cr. Metabolic pathways of BIO-451 Historical and Contemporary Patterns in Species particular importance to plants, such as photosynthesis, the Diversity, 3cr. Contemporary, historical and phylogenetic dissemination of starch, nitrogen fixation, and the formation patterns of species diversity; current hypotheses for local, of certain secondary products; metabolic pathways common regional and global diversity trends; diversity case studies to plants and other groups of organisms; phytohormonal control. Lecture only. Prereq.: Graduate standing, and BIO-362.

102 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 CHEMISTRY

BIO-471 Comparative Animal Physiology, 3 cr. Physi- calaureate chemistry programs in colleges and universities. ological and biochemical evolution of animals with emphasis Being included on the Approved List means that the chem- on the range and variety of physiological mechanisms and istry curriculum meets standards established by the ACS processes involved in adaptations to special habits and Committee on Professional Training. Students completing habitats. Lecture and laboratory. Prereq.: Graduate standing, and the ACS track will earn a certificate stating that they have BIO-320 & BIO-362 (or equivalents). met ACS standards for professional training. BIO-475 Advanced Immunology, 3 cr. Contemporary Transfer students majoring in chemistry need to contact a issues in immunochemistry as related to antibody structure program advisor immediately so that transfer credits may and function; lecture and discussion of current papers on be evaluated and an appropriate program of study planned. antibody structure, the inheritance of immune response Chemistry courses are designed to be taken in sequence. capacities, immunological tolerance and transplantation Students will not be permitted to register for courses if they disease. Lecture and discussion. Prereq.: Graduate standing, do not have credit for the required prerequisites. and BIO-363 (or equivalent). Undergraduate students are encouraged to participate BIO-485 Advanced Topics in Biology, 3 cr. Topics studied in research programs with faculty members and may take differ from term to term. Consult the Schedule of Classes CHEM-305, Independent Study in Chemistry, 3 cr. and for specific topics. Prereq.: Graduate standing; some may require con- CHEM-399, Research in Chemistry, 3 cr. for that purpose. sent of the instructor. Internships with local chemical industries and laboratories BIO-491 Seminars in Biology, 1 cr. Students give an are also encouraged through CHEM-365, Internship in Chem- oral presentation on selected topics; two hours per week. istry I, 6 cr. and CHEM-366, Internship in Chemistry II, 6 cr. Course may be repeated up to a maximum of three credits Please consult with the undergraduate advisor concerning by departmental permission. Prereq.: Graduate standing. these courses. BIO-497 Thesis Seminar, 3 cr. Guidance of students writing Students should also be aware of the University requirements a library thesis to fulfill requirements for the Master of Science for the Bachelor's degree. degree in Biology, Option II. Prereq.: Acceptance to Candidacy and consent of the instructor, Department Chair and the appropriate College Deans. UNDERGRADUATE PROGRAMS BIO-499 Research Thesis, 6 cr. Guidance of students Major in Chemistry for the Bachelor of Science conducting research and writing a thesis to fulfill requirements Degree for the Master of Science degree in Biology, Option I. Prereq.: Required Courses: Acceptance to Candidacy, Department approval of research project, and approval of the Department Chair and the appropriate College Deans. *CHEM-211 General Chemistry I...... 5 cr. *CHEM-212 General Chemistry II...... 4 cr. CHEM-213 WIP: Quantitative Analysis...... 5 cr. CHEMISTRY **CHEM-231 Organic Chemistry I...... 4 cr. **CHEM-232 Organic Chemistry II...... 4 cr. Sargon John Al-Bazi, Ph.D., Professor, Chair ****CHEM-311 Physical Chemistry I...... 4 cr. Veronica A. Curtis-Palmer, Ph.D., Associate Professor ****CHEM-312 Physical Chemistry II...... 4 cr. Ana Fraiman, D. Sc., Professor CHEM-330 Instrumental Analysis: Spectroscopy or Kenneth Nicholson, Ph.D., Assistant Professor CHEM-331 Instrumental Analysis: Jing Su, Ph.D., Assistant Professor Quantitative Methods...... 4 cr. Stephan Tsonchev, Ph.D., Assistant Professor CHEM-391 Chemistry Capstone Seminar...... 3 cr. Thomas R. Weaver, Ph.D., Assistant Professor Two electives chosen from the following:...... 6-8 cr. Chemistry is a physical science with far reaching applications CHEM-316 Inorganic Chemistry...... 4 cr. that touch virtually every aspect of our day-to-day existence. CHEM-318 Industrial Chemistry...... 3 cr. Careers in chemistry offer numerous possibilities in a wide CHEM-319 Chemical Aspects range of industries and in education. of Environmental Chemistry...... 3 cr. The Chemistry program offers courses leading to the de- CHEM-320 Industrial Aspects grees of Bachelor of Science and Master of Science. The of Environmental Chemistry...... 3 cr. undergraduate curriculum prepares students for careers in ***CHEM-330 Instrumental Analysis: industry, environmental chemistry positions, and teaching Spectroscopy...... 4 cr. as well as for graduate study. Undergraduate courses also ***CHEM-331 Instrumental Analysis: provide appropriate backgrounds for students planning Quantitative Methods...... 4 cr. careers in medicine, dentistry, nursing and related profes- CHEM-332 Identification of Organic sional health fields. Compounds...... 4 cr. CHEM-347 Advanced Organic Chemistry: In 1985, Northeastern Illinois University was added to the Polyfunctional Compounds...... 3 cr. American Chemical Society’s (ACS) Approved List of bac-

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 103 CHEMISTRY

CHEM-348 Advanced Organic Chemistry: Completion of this program requires a minimum of 50 cr. in Bio-Organic Compounds...... 3 cr. chemistry with a minimum grade point average of 3.0 and no CHEM-349 Organic Synthesis...... 3 cr. chemistry grades below C in any required course. CHEM-357 Chemical Kinetics...... 3 cr. Any other 300-level chemistry course approved Minor in Chemistry (22 cr. hrs.) by the department. CHEM-211 General Chemistry I...... 5 cr. CHEM-212 General Chemistry II...... 4 cr. Total 43-45 cr. CHEM-213 WIP: Quantitative Analysis...... 5 cr. *CHEM-260, General Chemistry I Seminar, and CHEM-261, CHEM-231 Organic Chemistry I...... 4 cr. General Chemistry II Seminar are strongly recommended CHEM-232 Organic Chemistry II...... 4 cr. to be taken concurrently with CHEM-211 and CHEM-212, Total 22 cr. respectively. Substitutions require written approval by the chemistry **CHEM-262, Organic Chemistry I Seminar, and CHEM-263, advisor. Organic Chemistry II Seminar are strongly recommended Transfer students must take a minimum 9 credit hours in to be taken concurrently with CHEM-231 and CHEM-232, chemistry at Northeastern to complete a Chemistry Minor. respectively. These courses must be approved by the chemistry advisor. ***Major elective credit is given only if the course is not used Students in the Elementary Education and Early Childhood to count towards the required courses in the major. Education programs who have selected this minor must **** CHEM-360, Physical Chemistry I Seminar, and CHEM-361, complete a minimum of 9 hours at the 300-level to meet Physical Chemistry II Seminar are strongly recommended graduation and certification requirements. to be taken concurrently with CHEM-311 and CHEM-312 respectively. GRADUATE PROGRAM Master of Science in Chemistry Required Courses in a Related Field: This program provides graduate education for students MATH-187 Calculus I...... 4 cr. planning careers in industry, business, teaching or planning MATH-202 Calculus II...... 4 cr. additional graduate work or professional studies. Two op- PHYS-203 Physics I Laboratory...... 1 cr. tions in the program are available, the Separation Science PHYS-204 Physics II Laboratory...... 1 cr. Emphasis, and the traditional General Program Emphasis. *PHYS-206 Physics with Calculus I or PHYS-201 College Physics I...... 3 cr. The Separation Science Emphasis, the first of its kind in *PHYS-207 Physics with Calculus II or the Chicagoland area, is designed to train chemists for the PHYS-202 College Physics II...... 3 cr. largest subset of industrial analytical chemistry known as Total 16 cr. Separation Science. Highlighted in this emphasis are the studies of and research in gas and liquid chromatography * PHYS-206 and PHYS-207 are strongly recommended for and related technologies. Those planning careers in the all chemistry majors and required for those in the A.C.S. pharmaceutical industry and in the environmental sciences approved program. will be well prepared by completing this emphasis in their Students with foreign credentials are evaluated by the master’s degree program. Office of Admissions as having 90 credit hours must take as The General Program Emphasis is a more broadly based a minimum the following six courses: CHEM-213, CHEM- program of study well suited for teachers, and students 232, CHEM-311, CHEM-312, CHEM-330 or CHEM-331, and intending to enter professional schools and to continue CHEM-391. Additional courses may be required in chemistry, graduate work in chemistry. physics or mathematics. Students should see their advisor. Requirements for Admission to the Program: American Chemical Society approved program in Students must fulfill the requirements for admission to the Chemistry: Graduate College. Graduating majors may receive a certificate stating that they have completed a program which meets the ACS standards for Full admission to the program requires at least a 3.0 (B) av- Professional Training if they fulfill the following requirements: erage in the following prerequisite undergraduate courses: (a) two semesters of general chemistry, two semesters of Take PHYS-206 as prerequisite for CHEM-311. organic chemistry, two semesters of physical chemistry, Take PHYS-207 as prerequisite for CHEM-312. and one semester of analytical chemistry (all of these must Take CHEM-311 and CHEM-312 during the junior year. include laboratory); (b) two semesters (normally eight credit CHEM-316, CHEM-330, CHEM-331, CHEM-347 and hours) of physics including laboratory; and (c) two semesters CHEM-348 are required. CHEM-318 and CHEM-326 do not (normally eight credit hours) of calculus. count as electives. Two additional 300-level electives must then be selected.

104 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 CHEMISTRY

Conditional admission to the program may be granted when a Students writing a thesis take 12 hours from the CORE, the student has a marginal undergraduate record or a deficiency 9 hours of Required Coursework in the Separation Science in prerequisite undergraduate courses. All conditions must Emphasis, and 9 hours of Independent Study and Thesis be fulfilled for candidacy (see below). Seminar in the area of Separation Science. Non-thesis stu- If the admission file/evaluation is not completed by the time dents take 18 hours from the CORE, the 9 hours of Required of registration, the student may choose to register as a gradu- Coursework, and 3 hours of Independent Study in Chemistry ate student-at-large provided the appropriate application in the area of Separation Science. has been filed with the Office of Admission and Records in GENERAL PROGRAM EMPHASIS accordance with their established deadlines. Students in the General Program Emphasis must take 30 Requirements for the Degree: credit hours from the CORE and/or Separation Science 1. Course Work: (30 credit hours) Emphasis and are also encouraged to do research and/or thesis work. Please check point 4 below, Final Examination. A total of 30 credit hours must be earned. The majority of students take approximately ten formal courses. Options 2. Candidacy: Upon completion of 12 credit hours, formal are available to earn credit hours for research, independent application for candidacy must be filed with the Graduate study, and thesis work as outlined below. College. Conditional admissions are reviewed at this time and grade point averages must be at least 3.0 (B). Candidacy For students admitted to Master’s programs for the Fall is required for continued progress in the Master of Science 1997 semester and thereafter, graduate coursework is at program in Chemistry. It is a prerequisite for research and the 400-level. However, two of the following courses may be thesis work. taken as part of the master’s program if they have not been previously taken as part of an undergraduate program. No 3. Research and Thesis Work: Students are encouraged to other 300 level courses can apply. Consult with your program do laboratory or library research and/or more formally, write advisor or the Graduate College for details. a thesis, and may do so under the following conditions: a. acceptance for candidacy; CHEM-316 Inorganic Chemistry ...... 4 cr. and b. acceptance by a research or thesis advisor. CHEM-330 Instrumental Analysis: Spectroscopy ...... 4 cr. Academic credit for research and thesis work is normally earned or through Independent Study (CHEM-408, 3 cr.) and Thesis Semi- CHEM-331 Instrumental Analysis: nar: Chemistry (CHEM-409, 6 cr.). Individual arrangements are Quantitative Methods ...... 4 cr. made between the student and the research advisor. CORE COURSES 4. Final Examination: Students writing master’s theses are All students must take at least one course in each of the four required to make a public oral defense of their work. Non- areas of the Core Courses. thesis students must make a public oral presentation of their Analytical Chemistry research work, or take a comprehensive written departmental CHEM-450 Gas Chromatography ...... 3 cr. examination. Consult the graduate advisor for details. Inorganic Chemistry 5. Students with Foreign Credentials: Students with foreign CHEM-402 Organometallic Chemistry ...... 3 cr. credentials should check with the Graduate College regarding CHEM-406 Coordination Chemistry ...... 3 cr. transcript evaluation and English language testing. Since this CHEM-413 Modern Inorganic Chemistry...... 3 cr. is often a lengthy process, it is advisable for the international Organic Chemistry student with residency status to begin taking graduate courses in chemistry as a student-at-large while waiting for official CHEM-403 Physical Methods of Organic Chemistry .....3 cr. word on admission. Consult the graduate advisor. CHEM-411 Organic Reaction Mechanisms ...... 3 cr. Physical Chemistry 6. Merit Tuition Scholarships and Assistantships: The CHEM-404 Chemical Thermodynamics ...... 3 cr. Chemistry program is regularly allotted Tuition Scholarships CHEM-405 Quantum Chemistry...... 3 cr. to defray the cost of tuition for graduate students. Check CHEM-412 Reaction Kinetics...... 3 cr. with the graduate advisor for eligibility requirements well in advance of registration. SEPARATION SCIENCE EMPHASIS Students wishing to pursue their master of science degree Required Coursework: on a full-time basis may occasionally do so with modest CHEM-451 Liquid Chromatography...... 3 cr. support from the University in the form of an assistantship. CHEM-455 Method Development and To be eligible for an assistantship the student must have Validation in Liquid Chromatography...... 3 cr. completed at least two terms at the University and have a CHEM-456 Advanced Chromatographic Methods ...... 3 cr. grade point average of at least 3.25 (on a 4.0 scale).

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 105 CHEMISTRY

COURSE OFFERINGS from and supplementing General Chemistry I to gain a deeper understanding of concepts and applications. Lecture 2 hours. CHEM-103 Chemistry and Society, 3 cr. Introduction to chemistry based on the study of some of the processes Prereq.: Restricted to students taking CHEM-211 concurrently. and materials which chemistry contributes to our civiliza- CHEM-261 General Chemistry II Seminar, 1 cr. Enrichment tion. Elementary chemical principles are used to explain the seminar accompanying CHEM 212. Students do problem behavior of synthetic polymers, toxic substances, food addi- solving in collaborative groups on material derived from tives, cleaning products, and other chemically manufactured and supplementing General Chemistry II to gain a deeper materials. Knowledge of basic algebra skills is assumed. understanding of concepts and applications. Lecture 2 hours. Prereq.: Restricted to students taking CHEM-212 concurrently. Lecture 3 hours. Prereq.: MATH-091 or Intermediate Algebra Placement. CHEM-110 Chemical Concepts, 3 cr. Lab-oriented survey CHEM-262 Organic Chemistry I Seminar, 1 cr. Enrichment course in chemistry designed for the non-science major Seminar accompanying CHEM 231. Students do problem including such topics as the historical development of solving in collaborative learning groups on material derived chemistry, atomic theory, solution chemistry, organic, and from and supplementing Organic Chemistry I to gain a deeper biochemistry. Knowledge of basic algebra skills is assumed. understanding of concepts and applications. Lecture 2 hours. Prereq.: Restrictcd to sludents taking Organic Chemistry I. Lecture 2 hours, lab 2 hours. Prereq.: MATH-092. CHEM-200 Introduction to General Chemistry, 3 cr. Basic CHEM-263 Organic Chemistry II Seminar, 1 cr. Enrichment principles of chemistry with particular emphasis on solving Seminar accompanying CHEM 232. Students do problem simple numerical problems and writing and balancing chemical solving in collaborative learning groups on material derived equations; especially for students planning to take CHEM-211. from and supplementing Organic Chemistry II to gain a deeper Lecture 3 hours. understanding of concepts and applications. Prereq.: Restricted CHEM-211 General Chemistry I, 5 cr. Introduction to general to students taking Organic Chemistry II. inorganic chemistry, including stoichiometry, concentration units, CHEM-305 Independent Study in Chemistry, 3 cr. An gas laws, atomic structure, bonding, periodic laws, states of matter, introduction to original chemical research under faculty su- solutions, acid-base theories, rate, equilibrium, and oxidation- pervision. Independent Studies require the approval of the reduction theory. Lecture and laboratory. Lecture 4 hours. Lab instructor, department chair and the College Dean. Prereq.: CHEM-213 and CHEM-232 and consent of chairperson. 3 hours. Prereq.: minimum math placement exam recommendation of 3 or 4 or satisfactory completion of MATH-DEV-092. CHEM-306 Selected Topics in Chemistry, 3 cr. Topics CHEM-212 General Chemistry II, 4 cr. Continuation of of current interest for students who have junior standing General Chemistry I with emphasis on reaction rates, equilibria in chemistry. Consult the Schedule of Classes for specific in aqueous solutions, thermochemistry, oxidation-reduction topics. Lecture 3 hours. Prereq.: CHEM-232; junior standing. reactions, and the methods of qualitative analysis. Lecture CHEM-311 Physical Chemistry I, 4 cr. Theoretical and and laboratory. Lecture 3 hours. Lab 3 hours. Prereq.: CHEM- experimental study of the structure and properties of mat- 211 and pre- or co- requisite MATH-185. ter, including the gaseous state, chemical thermodynamics, CHEM-213 WIP: Quantitative Analysis, 5 cr. Sta- chemical equilibrium, liquids and phase equilibria, solutions tistical analysis of data, chemical equilibrium, si- of nonelectrolytes and ionic solutions. Lecture and labora- multaneous equilibria, classical and non-classical tory. Lecture 3 hours. Lab 3 hours. Prereq.: CHEM-213, CHEM-232, gravimetric and volumetric techniques, acid-base and MATH-187, PHYS-203, and PHYS-201 or PHYS-206. It is strongly suggested oxidation reduction reactions, spectrophotometric and that the student have completed a year of physics with laboratory.) potentiometric methods. Lecture 3 hours, lab 6 hours. CHEM-312 Physical Chemistry II, 4 cr. Continuation of Prereq.: CHEM 212 and ENG 101 with grade of "C" or better. CHEM-311, including the kinetic-molecular theory, transport CHEM-231 Organic Chemistry I, 4 cr. Study of the struc- properties, chemical kinetics, statistical mechanics, quan- ture, properties, reaction mechanisms, and nomenclature of tum theory, atoms and diatomic molecules, and spectros- aliphatic and aromatic hydrocarbons and their derivatives. copy. Lecture and laboratory. Lecture 3 hours. Lab 3 hours. Prereq.: CHEM-311, MATH-202, PHYS-204, and PHYS-202 or PHYS-207. Lecture and laboratory. Lecture 3 hours. Lab 3 hours. Pre- req.: CHEM-212. CHEM-316 Inorganic Chemistry, 4 cr. A thorough study CHEM-232 Organic Chemistry II, 4 cr. Continuation of CHEM- of bonding in non-transition and transition elements, periodic 231. A study of the structure, properties, reaction mechanisms, trends and tendencies, structural relationships, and mecha- synthesis, and infrared and nuclear magnetic resonance nisms of inorganic reactions. Lecture and laboratory. Lecture spectroscopy of the alcohols, acids, amines, and other mono- 3 hours. Lab 3 hours. Prereq.: CHEM-232. functional compounds. Lecture and laboratory. Lecture 3 CHEM-318 Industrial Chemistry, 3 cr. A study of the in- hours. Lab 3 hours. Prereq.: CHEM-231. dustrial aspects of chemistry, including economics, design CHEM-260 General Chemistry I Seminar, 1 cr. Enrichment and operation of process equipment, and a study of a variety seminar accompanying CHEM 211. Students do problem of chemical industries. Lecture 3 hours. Prereq.: CHEM-231. solving in collaborative learning groups on material derived

106 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 CHEMISTRY

CHEM-319 Chemical Aspects of Environmental Chem- materials, necessity of protecting groups, and production of istry, 3 cr. A survey of the chemical principles involved isomeric and/or stereoisomeric mixtures will be among the in environmental problems. Topics include atmospheric, points of consideration for each synthesis. Lecture 3 hours. aquatic, and geospheric chemistry, sources of pollutants Prereq.: CHEM-347. and the consequences of pollution. Lecture 3 hours. Prereq.: CHEM-350 Principles of Toxicology, 3 cr. This course of- CHEM 212 and CHEM-232. fers an introduction to the basic principles of the broad field CHEM-320 Industrial Aspects of Environmental Chemistry, of toxicology. The mechanisms involved in what constitutes 3 cr. Industrial aspects of environmental chemistry cover- a toxic response will be explored, including examples of ing specific topics such as energy, water and wastewater toxic chemicals targeting specific biochemical pathways in treatment, treatment and disposal of domestic and industrial the human body. Major groups of toxic chemicals, such as wastes, techniques for detecting and analyzing chemical pesticides, metals, solvents, vapors, radiation and radio- pollutants, environmental modeling and recycling strategies. active materials, and animal venoms and poisons, will be Lecture 3 hours. Prereq.: CHEM-213 and CHEM-232. surveyed. Also addressed are the applied areas of food, CHEM-326 Chemical Literature, 2 cr. Introduction to library forensic/analytical, and occupational toxicology. Prereq.: CHEM- research in chemistry, and preparation of a review paper in 231 with a minimum C grade. some current field of chemistry. Lecture 2 hours. Prereq.: one CHEM-353 Principles Pharmacology, 3 cr. This course 300-level course in chemistry. will focus on the action of drugs on major organ systems, CHEM-330 Instrumental Analysis: Spectroscopy, 4 cr. including the nervous, cardiovascular, gastrointestinal, Intensive laboratory introduction to infrared spectroscopy, respiratory, and reproductive systems, as well as drugs for ultraviolet and visible spectroscopy, mass spectrometry, cancer, infectious, and inflammatory diseases. It also cov- and nuclear magnetic resonance spectroscopy, and the ers pharmacokinetics, drug -receptor interactions, and drug qualitative, quantitative, and research aspects associated metabolism for these categories of therapeutic agents. Prereq.: with them. Lecture and laboratory. Lecture 3 hours. Lab 6 CHEM-231 with a minimum grade of C. hours. Prereq.: CHEM-213, CHEM-232 and consent of instructor. CHEM-357 Chemical Kinetics, 3 cr. The study and evalu- CHEM-331 Instrumental Analysis: Quantitative Methods, ation of various theories of reaction rates and mechanisms 4 cr. Introduction to the theory and practice of instrumental of chemical reactions. Lecture 3 hours. Prereq.: CHEM-311. methods used to determine composition of materials, including CHEM-360 Physical Chemistry I Seminar, 1 cr. Enrichment gas and liquid chromatography, atomic absorption and emission, Seminar accompanying CHEM 311. Students do problem X-ray diffraction and fluorescence, and potentiometry. Lecture solving in collaborative groups on material derived from and laboratory. Lecture 3 hours. Lab 6 hours. Prereq.: CHEM- and supplementing Physical Chemistry I to gain a deeper 213 and CHEM-231. understanding of concepts and applications. Prereq: restricted CHEM-332 Identification of Organic Compounds, 4 cr. to students taking CHEM-311 concurrently. Chemical, physical, and spectroscopic methods and their use CHEM-361 Physical Chemistry II Seminar, 1 cr. Enrichment in the separation, purification, and identification of organic Seminar accompanying CHEM 312. Students do problem compounds. Lecture and laboratory. Lecture 2 hours. Lab solving in collaborative groups on material derived from 6 hours. Prereq.: CHEM-213 and CHEM-232. and supplementing Physical Chemistry II to gain a deeper CHEM-347 Advanced Organic Chemistry: Polyfunctional understanding of concepts and applications. Prereq: restricted Compounds, 3 cr. Chemistry of polyfunctional compounds, to students taking CHEM-312 concurrently. condensed aromatic and heterocyclic systems, electrocyclic CHEM-365 Internship in Chemistry I, 6 cr. Experience in reactions and molecular rearrangements. Lecture 3 hours. chemistry in an off-campus location, e.g. business or govern- Prereq.: CHEM-232. ment. The student registering selects well-defined academic CHEM-348 Advanced Organic Chemistry: Bioorganic goals to be achieved. These goals will be selected in cooperation Compounds, 3 cr. The chemistry of complex molecules with an on-campus advisor. Prereq.: Independent Studies require the such as proteins, nucleic acids, and carbohydrates is studied approval of the instructor, department chair and the College Dean. from the point of view of their physical properties, and their CHEM-366 Internship in Chemistry II, 6 cr. Continuation reaction, synthesis, and structure-function relationships. of CHEM-365. Prereq.: Independent Studies require the approval of the Lecture 3 hours. Prereq.: CHEM-232. instructor, department chair and the College Dean. CHEM-349 Organic Synthesis, 3 cr. A systematic approach CHEM-390 Seminar in Chemistry, 1 cr. Critical review to the synthesis of complex organic compounds will be devel- of research presented by visiting university and indus- oped. The retrosynthetic approach will be taken, with a final trial chemists, and student preparation and presentation of target molecule being the goal of the synthesis. It will be taken original and library chemical research topics. Prereq. or linked apart, step-by-step to arrive at reasonable starting materials course.: CHEM-311. for the synthesis. Availability and expense of potential starting

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CHEM-391Chemistry Capstone Seminar, 3 cr. Critical CHEM-408 Independent Study in Chemistry, 3 cr. Research review of research presented by visiting university and in- in a particular area of chemistry under faculty supervision. dustrial chemists, and student preparation and presentation Prereq.: Independent Studies require the approval of the instructor, department of original and library research topics. The course will also chair and the College Dean. explore issues related to becoming a morally responsible CHEM-409 Thesis Seminar: Chemistry, 6 cr. Guidance of scientist and will include ethical problem solving. Lecture students conducting research and writing a thesis to fulfill the 4 hours. Prereq.: pre- or co- requisite CHEM-311. requirements for the Master of Science degree in Chemistry. CHEM-399 Undergraduate Research, 3 cr. Original labora- Prereq.: acceptance to master’s degree candidacy in chemistry and invitation tory research conducted with a faculty member. The course by the department to prepare a research thesis. will usually require some library research, 10-12 hours per CHEM-411 Organic Reaction Mechanisms, 3 cr. Reaction week laboratory work, and the preparation of a formal, typed pathways in organic chemistry including isotope effects, linear report. The course is useful for those students seeking rec- free energy relationships, stereochemistry, configurational ognition under the guidelines authorized by the American analysis, and pericyclic reactions. Lecture 3 hours. Prereq.: Chemical Society. Prereq.: pre- or co- requisite CHEM-311, and either graduate standing and CHEM-312. CHEM-330 or CHEM-331. CHEM-412 Reaction Kinetics, 3 cr. Methods of studying CHEM-401 Carbohydrates, 3 cr. Structure, stereochem- reaction rates and mechanisms, derivation of mechanisms istry, and reactions of monosaccharides, disaccharides, from rate laws. Theories of unimolecular and bimolecular oligosaccharides, and polysaccharides. Lecture 3 hours. reactions, and chain mechanisms and appropriate mathemati- Prereq.: graduate standing and CHEM-312. cal analysis. Lecture only. Lecture 3 hours. Prereq.: graduate CHEM-402 Organometallic Chemistry, 3 cr. The metal- standing and CHEM-312. carbon bond including organometallic synthesis, structure, CHEM-413 Modern Inorganic Chemistry, 3 cr. In-depth reaction mechanisms, and thermodynamics. Main group survey of modern developments in inorganic chemistry, in- metal- carbon compounds, transition metal-carbon com- cluding noble gas chemistry, multiple bonding in coordination pounds, and such special topics as Grignard compounds, complexes, unusual oxidation states of elements, template ferrocenes, carbonyl complexes, and inorganic multiple reactions, inorganic polymers, and inorganic catalysis. Lec- bonding. Lecture 3 hours. Prereq.: graduate standing, CHEM-312 ture 3 hours. Prereq.: graduate standing and CHEM-316. and CHEM-316. CHEM-414 Advanced Analytical Chemistry, 3 cr. Electronic CHEM-403 Physical Methods of Organic Chemistry, 3 cr. and computer-instrument interface, practical aspects of Various physical techniques of interest to the organic chemist, modern instrumental techniques based on various methods including such spectroscopic methods as proton and Carbon-13 of optical spectroscopy and chromatography. Lecture 3 nuclear magnetic resonance, infared and electronic spectros- hours. Prereq.: graduate standing and CHEM-331 or consent of instructor. copy, and mass spectroscopy, with emphasis on interpreting CHEM-420 Selected Topics in Chemistry, 3 cr. Topics of the combined data. Lecture 3 hours. Prereq.: graduate standing current interest. Consult the Schedule of Classes for specific and CHEM-312. topics. Lecture 3 hours. Prereq.: graduate standing. CHEM-404 Chemical Thermodynamics, 3 cr. Principles CHEM-431 Separation Methods, 3 cr. Review of thermody- of thermodynamics and their application to chemical prob- namic and kinetic parameters as they impact on selectivity and lems with particular emphasis on partial molal qualities, the efficiency of separation process, classification and application chemical potential, and the thermodynamics of chemical of modern chromatographic techniques. Lecture 3 hours. equilibria. Lecture 3 hours. Prereq.: graduate standing and CHEM-312. Prereq.: graduate standing and CHEM-331 or consent of instructor. CHEM-405 Quantum Chemistry, 3 cr. Application of CHEM-450 Gas Chromatography, 3 cr. Principles and quantum mechanics to chemistry. Topics include the Sch- instrumentation, including classification and methods for rodinger equation and simple applications, the postulates selection of stationary phases, optimization of operational and general principles of quantum mechanics, the harmonic parameters, and various detection systems. Separation oscillator, three-dimensional systems, atoms and molecules, techniques prior to analysis, applications, and hyphenated and molecular spectroscopy. Lecture 3 hours. Prereq.: graduate methods will be discussed. Lecture 3 hours. Prereq.: graduate standing and CHEM-312. standing, CHEM 331, or consent of instructor. CHEM-406 Coordination Chemistry, 3 cr. Scope of tran- CHEM-451 Liquid Chromatography, 3 cr. Review of sition metal coordination complexes, coordination number thermodynamic and kinetic parameters as they impact on and structure, ligand types, isomerization, complex stability, selectivity and efficiency of liquid chromatographic separa- bonding, reaction mechanisms, magnetic moments. Lecture tions. Classification of mobile phases, including selection 3 hours. Prereq.: graduate standing, CHEM-316 and CHEM-312. and ways to improve resolution. Principles of conventional CHEM-407 Symmetry in Chemistry, 3 cr. Introduction liquid chromatographic techniques and their applications, to those aspects of group theory and symmetry which are including hyphenated methods. Lecture 3 hours. Prereq.: particularly relevant to chemistry including point groups, graduate standing, CHEM 331, CHEM 450, or consent of instructor. molecular vibrations, hybrid orbitals, and crystal field theory. Lecture 3 hours. Prereq.: graduate standing and CHEM-312 or PHYS-336.

108 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COMMUNICATION, MEDIA and THEATRE

CHEM-455 Method Development and Validation in Liquid Major in Communication, Media and Theatre for Chromatography, 3 cr. Systematic approaches to the suc- the Bachelor of Arts Degree (38 cr. hrs.) cessful development of HPLC-based analytical methods Required Courses: and their optimization. Practical tools based on the use of computer simulation in method development. HPLC-methods Required: (9 cr.) validation presented on the basis of the currently accepted CMTC-101 Foundations of Communication...... 3 cr. United States Pharmacopeia terminology. Prereq.: CHEM-451 CMTC-200 WIP: Theories of Communication, CHEM-456 Advanced Chromatographic Methods, 3 cr. Media and Theatre...... 3 cr. Principles, methods and applications of various advanced CMTC-202 Voice and Diction...... 3 cr. chromatographic techniques of interest to the analytical Required: Communication offering (3 cr.) chemist, including such chromatographic methods as chiral from the following: separations, ligand exchange chromatography, capillary elec- CMTC-213 Interpersonal Communication...... 3 cr. trophoresis, micellar chromatography, micellar electrokinetic CMTC-214 Business and Professional capillary chromatography, and supercritical fluid chromatog- Communication...... 3 cr. raphy. Lecture 3 hours. Prereq.: CHEM 451 or consent of instructor CMTC-215 Small Group Communication...... 3 cr. Required: Media offering (3 cr.) from the following: CMTM-205 Fundamentals of Media Writing...... 3 cr. CMTM-260 Introduction to Video Production...... 3 cr. CMTM-265 Mass Media and Society...... 3 cr. COMMUNICATION, Required: Theatre offering (3 cr.) from the following: CMTT-130 Introduction to Theatre...... 3 cr. MEDIA and THEATRE CMTT-221 Acting 1...... 3 cr. Katrina E. Bell-Jordan, Ph.D., Professor, Chair CMTT-240 Stagecraft...... 3 cr. Tony Adams, Ph.D., Assistant Professor Required: Theatre Practicum (2 cr.) from the following: Wilfredo Alvarez, Ph.D., Assistant Professor CMTT-139 Theatre Practicum 1 Rodney Higginbotham, M.F.A., Professor (1 cr. - may be taken twice)...... 1 cr. Cyndi Moran, M.F.A., Associate Professor CMTT-239 Theatre Practicum 2 Seung-Hwan Mun, Ph.D., Assistant Professor (2 cr. - fulfills requirement)...... 2 cr. Shayne Pepper, Ph.D., Assistant Professor Electives in Communication, Media and Theatre (18 cr.) Nanette Potee, Ph.D., Associate Professor (Including at least 12 credit hours at the 300 level)...... 18 cr. Edie Rubinowitz, M.F.A., Assistant Professor Total 38 cr. Angela Sweigart-Gallagher, Ph.D., Assistant Professor Minor in Communication, Media The Department of Communication, Media and Theatre offers and Theatre (18 cr. hrs.) courses leading to the degrees of Bachelor of Arts and Master Required Courses: of Arts. Communication, Media and Theatre are inextricably CMTC-101 Foundations of Communication...... 3 cr. linked with their foundation in the study of communication in CMTC-202 Voice and Diction...... 3 cr. a variety of contexts. Students majoring in these areas will learn to become more proficient in the theory and practice Two courses selected from the following:...... 6 cr. of communication, media and theatre arts, while developing CMTC-201 Introduction to Semantics..... 3 cr. an appreciation of differing values and perceptions of the CMTC-215 Small Group world in which they live. Communication...... 3 cr. CMTM-260 Introduction to UNDERGRADUATE PROGRAMS Video Production...... 3 cr. The Department of Communication, Media and Theatre CMTT-130 Introduction to Theatre...... 3 cr. offers a major program of study in liberal arts, leading to a CMTT-255 Performance of Bachelor of Arts degree. Students may elect to create an Literature...... 3 cr. informal program track by selecting their elective courses Electives in Communication, Media and Theatre in Communication, Media or Theatre. (including 3 credit hours at the 300 level)...... 6 cr. A major may be declared by obtaining the appropriate form Total 18 cr. in the Department office, FA-240. At the time of declaring a major in Communication, Media and Theatre, the student will *Please contact a CMT Department Advisor for current be assigned an academic advisor from the Department faculty. information on the CMT Minor.

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Minor in Media (18 cr. hrs.) Music 110/111/151/Class Voice/152/153/154 Required Courses: Applied Music ...... (maximum of 3 cr.) Required: (6 cr.) Production-oriented courses (a minimum of 3 cr.) chosen CMTM-160 Art of Film and Video...... 3 cr. from the following: CMTM-265 Mass Media and Society...... 3 cr. CMTT-139 Theatre Practicum 1...... 1 cr. Required: Production/Writing (3 cr.) from the following: CMTT-207 Interpreter’s Laboratory...... 1 cr. CMTM-205 Fundamentals of Media Writing...... 3 cr. CMTT-239 Theatre Practicum 2...... 2 cr. CMTM-260 Introduction to Video Production...... 3 cr. CMTT-240 Stagecraft...... 3 cr. CMTM-360 Advanced Video Production*...... 3 cr. CMTT-241 Advanced Stagecraft...... 3 cr. CMTM-361 Digital Video Editing*...... 4 cr. CMTT-249 Makeup...... 3 cr. CMTM-362 Video Production Workshop*...... 3 cr. CMTT-339 Theatre Practicum 3...... 3 cr. CMTM-364 Writing for Media...... 3 cr. CMTT-340 Scenographic Design...... 3 cr. CMTM-366 Multimedia Storytelling****...... 3 cr. CMTT-341 Lighting Design...... 3 cr. CMTM-367 News Writing**...... 3 cr. CMTT-342 Costume Design...... 3 cr. CMTT-343 Stage Management...... 3 cr. Required: Content/Theory (3 cr.) from the following CMTT-349 Summer Theatre...... 3 cr. CMTM-363 Documentary Film...... 3 cr. CMTM-365 Contemporary Issues in Mass Media***...... 3 cr. History/criticism/literature-oriented courses (a minimum of CMTM-370 Public Relations...... 3 cr. 6 cr.) chosen from the following: CMTM-371 American Cinema I...... 3 cr. CMTT-331 History of Theatre 1...... 3 cr. CMTM-372 American Cinema II...... 3 cr. CMTT-332 History of Theatre 2...... 3 cr. CMTM-373 World Cinema...... 3 cr. CMTT-333 Contemporary Theatre...... 3 cr. CMTM-376 Television History...... 3 cr. CMTT-334 (Title varies) Studies in Drama...... 3 cr. CMTM-377 Gender and Media...... 3 cr. CMTT-335 American Social Problem Plays...... 3 cr. Required: Media Electives (6 cr.) CMTT-336 Naturalism & Realism...... 3 cr. 1 any-level CMTM Media elective...... 3 cr. CMTT-337 Women Playwrights...... 3 cr. 1 300-level CMTM Media elective...... 3 cr. CMTT-346 American Musical Theatre...... 3 cr. Total: 18 cr. Total 18 cr. *CMTM 260 prerequisite Students interested in a CMT major or minor should consult **CMTM 205 prerequisite with the Department chairperson. ***CMTM 265 prerequisite GRADUATE PROGRAM ****CMTM 250 or CMTM 260 prerequisite Master of Arts in Communication, Media and Minor in Theatre (18 cr. hrs.) Theatre (30 cr. hrs.) Required Courses: This graduate program is designed to provide advanced CMTT-130 Introduction to Theatre...... 3 cr. study of communication research and the principles and Performance-oriented courses (a minimum of 6 cr.) chosen practices of communication, media and theatre, for teachers from the following: of communication at the secondary level, elementary school teachers, candidates for teaching positions in higher educa- CMTT-203 Voice for the Stage...... 3 cr. tion, students interested in positions in business and industry, CMTT-220 Improvisation...... 3 cr. and as a preparation for further graduate study. All newly CMTT-221 Acting 1...... 3 cr. admitted students begin coursework in the fall semester. CMTT-255 Performance of Literature...... 3 cr. CMTT-321 Acting 2...... 4 cr. Minimum Requirements for Admission to the Program: CMTT-345 Directing...... 3 cr. Students must fulfill the requirements for admission to the CMTT-347 Playwriting...... 3 cr. Graduate College, before admission into the CTM graduate CMTT-350 Children’s Theatre Workshop: program can be considered. Applicants are required to have Elementary...... 3 cr. completed 15 undergraduate credit hours (a minimum of 9 CMTT-351 Children’s Theatre Workshop: credit hours at the advanced (300 or above) undergraduate Middle & High School...... 3 cr. level in Communication, Media or Theatre at an accredited CMTT-352 Interpretation of Poetry...... 3 cr. institution of higher education with a B average. Applicants CMTT-354 Interpretation of Drama...... 3 cr. will also be asked to submit a writing sample and participate CMTT-357 Oral Interpretation of Shakespeare...... 3 cr. in an interview. Such students must satisfy these requirements CMTT-358 Acting 3...... 4 cr. prior to being admitted into the program. All final admission CMTT-393 Creative Dramatics...... 3 cr. decisions rest with the CMT faculty.

110 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COMMUNICATION, MEDIA and THEATRE

Students at large will only be authorized to enroll in graduate- communicate, the factors that influence the success of our level courses with approval of the graduate advisor. communication interactions, and the areas in which com- munication takes place. Requirements for the Degree: CMTC-101 Foundations of Communication, 3 cr. The All graduate credits will be at the 400-level, except for a development of skills common to all forms of oral com- limited number of 300 level courses specifically approved for munication with emphasis on public speaking. Students graduate degree credits in a given Master’s degree program. will study organization, delivery, sources of materials, and The Department may permit students to apply up to two of language usage. these 300 level courses, to a maximum of six credit hours, to fulfill program requirements. This policy applies to all stu- CMTC-200 WIP: Theories of Communication, Media and dents entering graduate degree programs. Consult with the Theatre, 3 cr. This course is a writing intensive experience, graduate advisor before registering for any 300 level courses. designed to introduce students to the functions and ap- plications of various theories in communication, media and 30 credit hours are required in consultation with the graduate theatre. Students will gain an understanding of the founda- advisor. A maximum of six hours in cognate areas may be tions of these disciplines; recognize the broad categories included in the program with the approval of the graduate of theoretical perspectives, such as humanistic, social faculty committee of the Department of Communication, scientific and critical; and evaluate the contributions of Media and Theatre. various theories in interpersonal, rhetorical, organizational, Required Courses: (30 cr. hrs.) media, dramatic and intercultural contexts. This course Core courses includes formal (graded) and informal writing exercises of CMTC-401 Introduction to Graduate Study...... 3 cr. varying length and complexity, including but not limited to: CMTC-404 Communication Theory...... 3 cr. free-writing, reading responses, and article critiques, as well CMTC-430 Sem. in Comm. Research Methods...... 3 cr. as more advanced analysis and application papers. The WIP course is not transferable and must be taken at NEIU. One course from the following Prereq.: ENGL-101 minimum grade of C. CMTC-414 Organizational Communication Theory...... 3 cr. CMTC-201 Introduction to Semantics, 3 cr. The study of CMTT-430 Dramatic Theory...... 3 cr. words and symbols and the way people respond to them. CMTM-465 Mass Communication Theory...... 3 cr. A pragmatic examination of the way in which language, Electives selected from 400-level courses in Communica- thought, and behavior interrelate. tion, Media and Theatre or 300-level courses CMTC-202 Voice and Diction, 3 cr. Emphasis on improv- approved for graduate credit...... 18 cr. ing voice quality, volume, projection, rate, articulation, and Total 30 cr. pronunciation. Students choose either the thesis option, upon approval, or CMTC-210 Public Speaking, 3 cr. Concentrated study of the non-thesis option. Students who choose the non-thesis public speaking and research for public speech, with atten- option must pass a comprehensive written examination. tion to speech criticism and providing experience in various Theses must have the approval of the appropriate graduate types of public speaking. Students will videotape selected committee. Students should enroll in CMTC-499, Thesis talks for critique. Seminar (6 cr.) The course counts towards the requirement CMTC-211 Argument Theory and Practice, 3 cr. Study of the of 400-level electives. Students may enroll one time only. structure of argument, facilities of reasoning, and evidence. Students who complete a thesis must pass an oral examina- Practice in argumentation in small group, interpersonal, and tion on topics included in the thesis. public settings. Prereq.: CMTC-101 or CMTC-215. Further information will be provided upon acceptance into CMTC-213 Interpersonal Communication, 3 cr. Study of the program. Please contact the CMT Graduate Advisor for how humans interact through the use of verbal and nonverbal current information about CMT Graduate Course offerings. symbols. Through participation and involvement, students explore communication as a process and examine messages, COURSE OFFERINGS meanings, feedback, nonverbal elements, listening, barriers CMTC-499 Thesis Seminar, 6 cr. Guidance of student work and breakdowns as they affect communication. toward the completion of a thesis to fulfill the requirements CMTC-214 Business and Professional Communication, for the Master of Arts degree in Communication, Media and 3 cr. Development of oral communication skills necessary Theatre. This course requires approval of the instructor, for students entering organizations and businesses. Small Department Chair, and the appropriate College Dean(s). group problem-solving and information-sharing discussion Prereq.: acceptance to Master’s degree candidacy in Communication, Media techniques; listening; superior-subordinate communica- and Theatre and approval of the graduate advisor. tion; interview skills; informative briefing skills; persuasive Communication proposal skills. CMTC-100 Introduction to Communication, 3 cr. The CMTC-215 Small Group Communication, 3 cr. In-depth study of human communication with emphasis on how we study of discussion as a tool of group problem solving. Extensive participation in small-group experience.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 111 COMMUNICATION, MEDIA and THEATRE

CMTC-301 Nonverbal Communication, 3 cr. Experiencing, CMTC-322 Rhetorical Theory and Criticism, 3 cr. Rhetorical analyzing, and evaluating non-verbal messages in experi- theories from the modern era with attention to principal figures mental communication situations. May be taken for graduate credit. and critical methods. Prereq.: junior standing or consent of instructor. CMTC-306 (Title Varies) Studies in Communication, 3 cr. CMTC-324 Rhetoric of Protest and Reform, 3 cr. Study of the Group study of a selected topic in the field of communication speakers who through public communication had an impact under the guidance of a staff member who specializes in the on the course of American history from the colonial period topic. Consult the Schedule of Classes for specific topics. to the present, such as Jonathan Edwards, Patrick Henry, CMTC-308 Independent Study in Communication, 3 cr. Wendell Phillips, Robert Ingersoll, Angelina Grimke, William Individual investigation into a topic of the student’s choice. Lloyd Harrison, Carry Nation, Eugene V. Debs, Harry Truman, Prereq.: This course requires approval of the instructor, Department Chair, and and Martin Luther King. Prereq.: junior standing or consent of instructor. the appropriate College Dean(s). CMTC-328 Rhetoric – Selected Studies, 1 cr. CMTC-310 Persuasion, 3 cr. Contemporary theories and In-depth study of a particular rhetorical figure, tradition, or practices of persuasion; practice in preparing and judging period. Emphasis placed on the impact of rhetorical com- persuasive messages. Analysis and evaluation of persuasive munication in a specific social, cultural or historical context. messages in society from the used car lot to the presidential Prereq.: junior standing or consent of instructor. campaign. CMTC-329 Health Communication, 3 cr. This course CMTC-313 Communication, Gender and Identity, 3 cr. is designed to provide an introduction to communication Investigation of the effects of gender roles on communication processes in various health care contexts. The course will behaviors, such as naming behavior, language acquisition, integrate interpersonal, small group, organizational, and mass professional orientation, conflict management, self-image, communication theory and research into a survey of areas dress and social roles. such as communication between patients and caregivers, CMTC-314 Organizational Communication, 3 cr. Evalu- the role of culture in health practices, images of health in the ation of organizational communication climate and informa- mass media, and new directions in health communication tion flow-network analysis. Implementation of field research technologies. May be taken for graduate credit. methodology to assess the communication practices of an CMTC-330 Communication Research Methods, organization. 3 cr. An introduction to the principles and methods of CMTC-315 Group Leadership, 3 cr. Theory and practice of social scientific research as they relate to the antecedents, the social-emotional and task-related aspects of small group processes and outcomes of communication behaviors. This leadership. Reading of standard works from the field of group course is intended to cultivate skills necessary for interpreting dynamics. Prereq.: CMTC-215 or consent of instructor. and critically evaluating research results and for designing CMTC-316 Family Communication, 3 cr. Study of the family research projects. Topics include forming research questions as a system with an examination of the role played by com- and hypotheses, reviewing and critiquing literature, applying munication; the function of family roles, rules and power and quantitative and qualitative research techniques, coding and how they operate to increase or decrease communication analyzing observations, and writing research reports. May be effectiveness in this system. taken for graduate credit. Prereq.: a minimum of nine(9) 300-level credit hours CMTC-317 Intercultural Communication, 3 cr. An intro- completed in Communication, Media and Theatre or a related social science duction to different philosophies for understanding intercul- discipline, graduate standing, or consent of instructor. tural communication. This course will examine intercultural CMTC-383 Professional Internship 1, 3 cr. Professional communication theories and concepts. Students will look activities in a selected field of communication, media or theatre, at their own culture and that of several different countries performed and supervised at public or private facilities, cor- around the world. They will analyze environmental, religious, porate communication sites, businesses, agencies, theatres, philosophical, social and political structures and how these etc. Prereq.: Application must be made to the internship department in advance. reflect and/or affect both verbal and nonverbal communica- CMTC-384 Professional Internship 2, 6 cr. (See CMTC-383 tion. May be taken for graduate credit. for description.) CMTC-318 Communication and Consulting, 3 cr. Exami- CMTC-385 Professional Internship 3, 9 cr. (See CMTC-383 nation of requirements, procedures, communication topic for description.) areas and levels of expertise needed for communication CMTC-386 Professional Experience Seminar, 3cr. The consulting with businesses, professional associations and course will provide students with an opportunity to work governmental agencies. Prereq.: CMTC-214 or consent of instructor. in a professional communication, media or theatre position CMTC-319 Communication and Conflict, 3 cr. Examination while examining the experience with a faculty member and of the communication involved in managing interpersonal their peers. For many students, a professional placement and organizational conflict, with attention to the theories is a new, unfamiliar experience with a set of demands that and research related to conflict management.May be taken for are distinct from the academic world. This course will allow graduate credit. students to earn credit for an internship in their desired field, while enhancing their professionalism through discussion and reflection. Consent of the instructor is required.

112 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 CHEMISTRY COMMUNICATION, MEDIA and THEATRE

CMTC-401 Introduction to Graduate Study, 3 cr. Problems, Education methods and resources involved in graduate study and CMTE-490 Specialized Problems in Speaking and Listen- research in all areas of communication, media and theatre. ing, 3 cr. Selected topics in methods and materials related Prereq.: graduate standing and nine upper division credit hours in Communica- to speaking and listening; instructional problems relative to tion, Media and Theatre, or consent of graduate advisor. type of programs, trends in instruction, sources, resources CMTC-404 Communication Theory, 3 cr. An analysis of and research. Individual projects will adapt resources and communication theories, including the nature of theories, methodology to a particular type of school and classroom, message design and reception. Course covers a broad range such as the inner city. Prereq.: graduate standing and nine upper division of theories in the communication discipline, including both credit hours in Communication, Media and Theatre, or consent of graduate advisor. humanistic and social scientific approaches. Nonetheless, CMTE-492 Teaching College Speech, 3 cr. Study of the particular theories analyzed each semester will vary, depend- tasks of the college speech teacher; philosophy, objectives, ing on the instructor. Prereq.: graduate standing, nine upper division credit materials and methods of instruction, speech curricula and hours in Communication, Media and Theatre, or consent of graduate advisor. departmental operations; professional interrelationships in CMTC-414 Organizational Communication Theory, 3 cr. the community. Prereq.: graduate standing and nine upper division credit This course will provide an advanced look at the major ele- hours in Communication, Media and Theatre, or consent of graduate advisor. ments of organizational theory that apply to organizational Media communication. This field, in a modern sense, began in the CMTM-105 Introduction to Journalism, 3 cr. This survey 1950’s and since then has grown to be one of the biggest course introduces students to the field of journalism, its forces in communication today. We will examine the theories basic concepts, processes and practices. It is intended as that direct the reality of organizations and how much of that a guide to the workings of the journalism industry, including reality is managed for the purposes of controlling individuals, its various branches, the basis of news judgment, and the whether overtly or symbolically. Prereq.: graduate standing and nine nature of journalism in the era of new media. Its hands-on upper division credit hours in Communication, Media and Theatre or consent approach is designed to provide a theoretical as well as “real of graduate advisor. world” understanding of the news and application of principles CMTC-416 Relational Communication, 3 cr. This is a related to the production and dissemination of the news. seminar exploring the basic themes, concepts and debates CMTM-160 The Art of Film and Video, 3 cr. Introduction to in research on personal relationships. Students will learn to the creative foundations of film and video art by analyzing the critically analyze theory and research about relationships. way sight, sound, and motion are used to communicate ideas The course requires a major paper on one particular facet and emotions; lecture, demonstration, screening, discussion. of communication in personal relationships. Prereq.: graduate CMTM-165 Broadcasting and New Media, 3 cr. Introduc- standing and nine upper division credit hours in Communication, Media and tion to the business and creative processes, structure and Theatre, or consent of graduate advisor. function of American television and radio, emphasizing the CMTC-418 Seminar—Research Problems in Group Com- production, distribution and reception of news and informa- munication, 3 cr. Review of research scholarship in group tion programming. communication; completion of an original research study. CMTM-205 Fundamentals of Media Writing, 3 cr. This Prereq.: graduate standing and nine upper division credit hours in Communica- course helps students solidify grammar and writing skills so tion, Media and Theatre, or consent of graduate advisor. they can enter the competitive field of media. It focuses on CMTC-430 Seminar in Communication Research Meth- punctuation and spelling issues and introduces the “Bible” ods, 3 cr. An introduction to the principles and methods of of the print media, The Associated Press Stylebook. Funda- Communication, Media and Theatre research. This course is mentals of Media Writing picks up where the Introduction to intended to cultivate skills necessary for interpreting and criti- Journalism, CMTM-105, leaves off, by moving students from cally evaluating research results and for designing research talking about and analyzing journalistic writing, to learning critiquing literature, applying quantitative and qualitative the basic tools to begin practicing the profession. The course research techniques, coding and analyzing observations, serves as a skill-building foundation and prerequisite for the and writing research reports. Prereq: graduate standing and nine News Writing class, CMTM-367. upper division credit hours in Communication, Media and Theatre, or consent CMTM-208 Media Laboratory, 1 cr. Participation in various of graduate advisor. phases of production and management for either on campus CMTC-434 Independent Study in Communication, or off-campus radio, television, or film activities. Commu- 3 cr. Individual investigation into selected topics in the theory nication, Media and Theatre majors may repeat this course and practice of communication. This course requires approval once for laboratory credit towards graduation requirements of the instructor, Department Chair, and the appropriate Col- only. Prereq.: consent of instructor. lege Dean(s). Prereq.: graduate standing and nine upper division credit hours CMTM-250 Introduction to Audio Production, 3 cr. This in Communication, Media and Theatre, or consent of graduate advisor. course introduces students to the process of audio produc- tion. The course also explores sound as an industry and an art form, as well as a tool of self expression and of storytelling.

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Through a series of production exercises, working individu- 2-4 episodes of the magazine-style, half-hour show Eye on ally and in groups, the student becomes familiar with the Northeastern. We will work in small production teams, and process of audio production from concept to field recordings, students will write, direct, shoot and edit their segments, to scripting and editing, to producing and mixing and then rotating responsibilities. As a group we will screen and to sharing the finished work with others. critique pieces produced in this class and others, create the CMTM-260 Introduction to Video Production, 3 cr. This finished shows from them, and organize and promote the class will introduce students to the principles and practices of screenings. Prereq.: CMT-MDIA-260. digital video production, with an emphasis on single camera CMTM-363 Documentary Film, 3 cr. Historical survey of the field production and digital, non-linear editing. Aesthetics and international non-fiction film, including creative films, anthropo- conventions of television programs, independent/art videos, logical films, and television journalistic documentaries.Prereq.: and documentaries will also be examined. CMTM-160 recommended. CMTM-265 Mass Media and Society, 3 cr. Development CMTM-364 Writing for Media, 3 cr. This revolving topics and problems of the media; the history, regulation, and social course provides exposure to a variety of writing topics and and economic implications of the media; American media writing formats that will give students studying media the systems and their relation to the media’s cultural content opportunity to develop in-depth written works in a workshop and function. environment, with an emphasis on constructive criticism and CMTM-310 Independent Study in Mass Media, 3 cr. revision. Consult the Schedule of Classes for specific topics. Individual investigation into a topic of the student’s choice. CMTM-365 Contemporary Issues in Mass Media, Prereq.: This course requires approval of the instructor, Department Chair, and 3 cr. Advanced study of the socio-psychological impact of the appropriate College Dean(s). the media upon contemporary society. Prereq.: CMTM-265. May CMTM-3111-6 Fieldwork in Video Production, be taken for graduate credit. 1-6 cr. Academic credit (1-6 cr.) for guided video production CMTM-366 Multimedia Storytelling, 3 cr. This course will fieldwork. Reserved for students who have been invited to involve writing for various media platforms with practice in the participate in documentary, narrative, experimental, com- multi-media creation of original works; experience in writing mercial, or other relevant and typically off-campus field forms and content typical of various media and criteria for production opportunities. Student enrolls with media faculty evaluating written work; discussion of career opportunities. who directs project and oversees student performance. Prereq.: CMTM-250 or CMTM-260. Students will utilize research skills, apply principles learned CMTM-367 News Writing, 3 cr. This course will take stu- in classroom, contribute meaningfully to a long-strand pro- dents through the basics of news writing and reporting. The duction, earn credit in a broadcast or higher-profile produc- course will demand in-class writing assignments that will help tion, and explore career options. May be taken more than students prioritize information and write with accuracy under once, for a maximum of six credit hours. Prereq.: CMTM-260 deadline. Students will discuss and be tested on current af- and consent of instructor. fairs and evaluate a variety of news sources. Students will CMTM-360 Advanced Video Production, 3 cr. This hands-on cover local events and generate story ideas. Prereq: CMTM-205. class will expand students’ understanding and application of CMTM-368 Community Media, 3 cr. The course will familiar- the tools of video production. Student projects will primarily ize students with the important journalistic function uniquely be individually produced, single camera video programs. served by community-based media, a function increasingly We will screen many examples of video works, of a variety important in today's media landscape of centrally produced of genres and with an eye for the impact of the mode of content controlled by fewer and fewer owners focused transmission on the product. We will pay critical attention primarily on the economic needs of those owners and the to audio for video, focus on the development of one’s own advertisers. The course will introduce students to different “voice,” and emphasize constructive criticism and revision. forms of community media – print, video, audio, and new Prereq: CMTM-260. technologies – and how these contribute to the building of CMTM-361 Digital Video Editing, 4 cr. This “hands-on” community. class will introduce students to the principles and practices of CMTM-369 (Title Varies) Studies in Mass Media, 3 cr. digital, non-linear video editing, using Avid Media Composer This course provides exposure to a variety of media-related software. Aesthetics and conventions of film/video cutting, topics. Each course will focus on specific investigations of history and theories of editing, and technical aspects of the history, concepts, and theoretical approaches to mass editing will be examined. Students will use sample footage media. Students will explore and critique media texts dis- to edit, present and critique several projects and will edit a cussed under each course title under this larger umbrella final piece using footage of their own choosing.Prereq: CMTM- course. Consult the Schedule of Classes for specific topics. 260 or consent of instructor. May be taken for graduate credit. CMTM-370 Public Relations, 3 cr. Examination of the his- CMTM-362 Video Production Workshop, 3 cr. In this tory, development and practice of the public relations field, intensive “hands-on” class students will produce TV news with attention to the planning, implementation and execution and feature “packages,” bumpers and other material to form of public relations campaigns and the survey techniques

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and strategies used by public relations practitioners. May be comparison to international contexts. Television programs taken for graduate credit. are the primary focus, and will be used to explore topics CMTM-371 History of American Cinema I, 3 cr. An inves- such as technology, regulation, audience measurement, tigation of the evolution of American narrative film history commercial and educational/public broadcasting, advertis- from its beginnings to the end of World War II. This course ing, and programming strategies. introduces students to the creative and technological develop- CMTM-377 Gender and Media, 3 cr. This course looks at ments in a given time period and exposes them to a variety theories and instances of gender differences as they are of ways of analyzing American films. Films are investigated articulated in mass-mediated popular culture that is targeted according to their historical, technological, aesthetic and to particular genders: romance novels, soap operas, and ideological significance, as well as their genre placement. melodrama will be contrasted with sports, film noir, and action Prereq: CMTM-160 or consent of instructor. May be taken for graduate credit. films. Beginning with early feminist theories of representa- CMTM-372 History of American Cinema II, 3 cr. An inves- tions, the course will follow theoretical developments that tigation of the evolution of American narrative film history include race, sexual representation, and masculinity, and from the end of World War II until the present. This course will be especially concerned with theories of spectatorship introduces students to the creative and technological devel- and the gaze. Prereq: CMTM-160 recommended. opment in a given time period and exposes them to a variety CMTM-378 New Media Technologies, 3 cr. This course of ways of analyzing American films. Films are investigated explores emerging media technologies, including descriptions according to their historical, technological, aesthetic and of the technologies, how their implementation affects existing ideological significance, as well as their genre placement. media institutions, and social implications of the technologies. Prereq: CMTM-160 or consent of instructor. May be taken for graduate credit. Emphasis is on historical perspectives on emerging media CMTM-373 World Cinema, 3 cr. An examination of the technologies in the global information society including digital major influential film movements and filmmakers from around audio-visual media, computers and consumer electronics, the world and their impact on the language of cinema. This and various networking technologies. The course provides course is intended to develop an understanding of the evo- students with an understanding of the background, structure, lution of narrative film history by analyzing films according functions, and current status for each technology. Emerg- to their historical, technological, aesthetic and ideological ing convergent media revolutionizing the global knowledge significance. Prereq: CMTM-160 or consent of instructor. May be taken system will also be covered, including deregulatory policies, for graduate credit. corporate mergers, and industrial restructuring. CMTM-374 Studies in Film, 3 cr. This revolving topics course CMTM-379 Media Law and Ethics, 3 cr. This course provides exposure to a variety of topics that will give students introduces students to the study of legal and ethical issues studying film the opportunity to engage in broader, as well affecting U.S. mass media from journalistic and business as more in-depth investigations of the history, concepts, perspectives. Specifically, the course will explore the legal and theoretical approaches to film studies and the body of and ethical responsibilities and rights of communicators scholarship in this field. Consult the Schedule of Classes and media professionals across various issues, including for specific topics.Prereq: CMTM-160 or consent of instructor. May not the First Amendment, defamation, privacy, newsgathering, be taken for graduate credit. regulation over media content, intellectual property rights, CMTM-374A Studies in Film: American Horror Film, 3 and regulation of electronic media and advertising industry. cr. As one of the revolving topics in the Studies in Film It will also help students think through media issues from course, this class will introduce the history, evolution, and a moral reasoning perspective by taking a variety of cases important themes of the American horror film, serving as an through an ethical framework. overview of the genre and locating it in American historical, CMTM-383 Professional Internship 1, 3 cr. Professional ac- cultural, and literary contexts. Approaches will include close tivities in a selected field of media, performed and supervised readings of films as well as psychoanalytic, ideological, at public or private facilities, corporations, businesses, agen- and feminist analyses. A number of films and clips will be cies, etc. Prereq.: Application must be made to the department in advance. screened and discussed in the context of course readings. CMTM-384 Professional Internship 2, 6 cr. (See CMTM- CMTM-375 Hispanic Cinema, 3 cr. An introduction to 383 for description.) some of the major contemporary films and filmmakers from CMTM-385 Professional Internship 3, 9 cr. (See CMTM- Spain and Latin American countries. The course will not 383 for description.) only analyze the artistic merits of the films, but also exam- CMTM-410 Independent Study in Media, 3cr. Individual ine the social, economic, historical and political context investigation into selected topics in theory and practice within which they were created and how their themes are of media. Independent studies require the approval of the related to national identity, as well as international concerns. instructor, Department Chair and the appropriate College Prereq: CMTM-160 or consent of instructor. May not be taken for graduate credit. dean(s). Prereq: Graduate standing and nine upper division credit hours in CMTM-376 Television History, 3 cr. An overview of the cul- Communication, Media and Theatre, or consent of instructor. tural history of television from its origins in radio to cable and satellite communication, primarily in the U.S., but with some

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CMTM-465 Mass Communication Theory, 3 cr. This course CMTT-321 Acting 2, 4 cr. Refinement of skills developed is designed to investigate the concepts, ideologies, and in Acting 1 with emphasis on the use of improvisation to resulting scholarship that are relevant to the study of mass develop and project characters from standard plays. Prereq.: communication. Students will study a variety of mass com- CMTT-221 or equivalent. munication theories and will critically evaluate the merits of CMTT-331 History of Theatre 1, 3 cr. Chronological survey of these perspectives. Students will develop research projects the development of theatre and drama of the Western World to further interpret and utilize mass communication theories. from the early Greek festivals to the early Renaissance period. Prereq.: graduate standing and nine upper division credit hours in Communica- CMTT-332 History of Theatre 2, 3 cr. Chronological survey tion, Media and Theatre, or consent of graduate advisor. of the development of theatre and drama of the Western Theatre World from the Renaissance period to the twentieth century. CMTT-130 Introduction to Theatre, 3 cr. Survey of the CMTT-333 Contemporary Theatre, 3 cr. Survey of theatre components of theatrical experience and the function of the and drama of the twentieth century. Prereq.: CMTT-130. various contributors to theatrical production. Attendance at CMTT-334 (Title Varies) Studies in Drama, 3 cr. In-depth selected theatrical productions is required. study of the major works of a single dramatist or movement, CMTT-139 Theatre Practicum 1, 1 cr. Practical, hands-on the relationship of those works to the period in which they experience in all technical areas of theatre for main stage were produced, and their place in the history of dramatic productions. Communication, Media and Theatre majors literature. Consult the Schedule of Classes for specific topics. may repeat this course once for laboratory credit towards CMTT-335 American Social Problem Plays, 3 cr. In-depth graduation requirements. study of American plays in the 20th century that reflect the CMTT-203 Voice for the Stage, 3 cr. This course gives each political and social changes in society. Plays will be analyzed student a method to improve his or her ability to articulate, in relation to the literary text, theatrical texts in their histori- project, develop resonance and meet the demands for the cal and social context, and social issues through literature. stage including dialects and Shakespearian speech. CMTT-336 Realism & Naturalism, 3 cr. A survey of real- CMTT-207 Interpreters’ Laboratory, 1 cr. Participation in oral ism and naturalism in drama and theatre from the late 19th interpretation activities at local, regional, or national levels. century to the present, covering major plays, playwrights Communication, Media and Theatre majors may repeat this and theatre practitioners. course once for laboratory credit towards graduation require- CMTT-337 Women Playwrights, 3 cr. Chronological study ments. Prereq.: CMTT 255 or written consent of instructor. and analysis of literary texts in historical and social contexts CMTT-220 Improvisation, 3 cr. Emphasis on mastering that are written by women, that deal with social issues about improvisational theatre games for both actor training and women, and are about women’s rights. performance. CMTT-338 Melodrama, 3 cr. An exploration of melodrama CMTT-221 Acting 1, 3 cr. The basic skills of acting includ- as the dramatic form that dominated the nineteenth century ing the actor’s internal preparation for playing a role and the stage in the United States. The course focuses on identify- development of his/her external technique for projecting the ing the characteristics of melodrama and contemporaneous role to the audience. theatre practice, reading representative plays, and exploring CMTT-239 Theatre Practicum 2, 2 cr. Practical, hands-on the social and political issues of the day reflected in the plays. experience in all technical areas of theatre for main stage CMTT-339 Theatre Practicum 3, 3 cr. Special assignment productions. to specific positions such as stage management, direction, CMTT-240 Stagecraft, 3 cr. An introduction to all aspects and dramaturge, among others. Prereq.: Consent of instructor. of backstage technical production. CMTT-340 Scenographic Design, 3 cr. Comprehensive CMTT-241 Advanced Stagecraft, 3 cr. Advanced methods study of the principles of scene design theory and practice. in backstage technical production. Prereq.: CMTT-240 Prereq.: CMTT-130. CMTT-249 Makeup, 3 cr. Fundamentals of stage and televi- CMTT-341 Lighting Design, 3 cr. Comprehensive study sion makeup for straight and character roles; emphasis on the of the principles of lighting design theory and practical ap- application of makeup, historical periods and uses of masks. plication. Prereq.: CMTT-130. CMTT-255 Performance of Literature, 3 cr. Development CMTT-342 Costume Design, 3 cr. In-depth study of the basic of intellectual and emotional responsiveness to prose, po- design skills, identification of textiles, as well as analysis of etry and drama, and the ability to communicate effectively dramatic texts for costuming and coordinating designs with in performance. a theatre production team. Prereq.: CMTT-130. CMTT-309 Independent Study in Theatre, 3 cr. Individual CMTT-343 Stage Management, 3 cr. In-depth study of the job investigation into a topic of the student’s choice. Prereq.: of the Stage Manager, including production planning, prompt Independent Studies require the approval of the instructor, Department Chair book design, scheduling and managing rehearsal time, and and the appropriate College Dean. actually stage managing and calling a show. Prereq.: CMTT-130. CMTT-345 Directing, 3 cr. Principles and techniques of the director’s art. Prereq.: CMTT-130.

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CMTT-346 American Musical Theatre, 3 cr. Survey of the CMTT-392 Integrating the Arts Across the Disciplines: development of the American musical theatre with consider- Art as a Tool for Teaching and Training, 3 cr. This course ation of the problems inherent in the production of musicals. instructs aspiring leaders in the fields of education, science, CMTT-347 Playwriting, 3 cr. Study of dramatic art with the arts, and business in utilizing the skills of collaboration, practice in the writing of plays for dramatic production. An innovation, and project management employed across the attempt will be made to provide laboratory productions of disciplines as tools for teaching, training, creativity, and in- outstanding student works. novation. This experiential course delivers the fundamental CMTT-349 Summer Theatre, 3 cr. A laboratory class cover- concepts and pedagogy of creative leadership through field ing all phases of theatre production in conjunction with the experience, guest interviews, and documentation projects. production of a play script. Includes acting, directing, set CMTT-393 Creative Dramatics, 3 cr. Development of leader- and costume design, choreography, lighting, props, public- ship in conducting creative dramatic programs to serve the ity, and theatre management as related to the production needs of children from grades one through twelve. of a play script. CMTT-423 Independent Study in Theatre, 3 cr. Individual CMTT-350 Children’s Theatre Workshop: Elementary, 3 investigation into selected topics in methods and materials cr. Survey of theatre for children from creative dramatics to for dramatic activities. Prereq.: graduate standing and nine upper divi- theatre in the elementary schools. All significant facets of play sion credit hours in Communication, Media and Theatre, or consent of instructor. production are covered in performance of an actual script. CMTT-430 Dramatic Theory, 3 cr. Analysis of major theories CMTT-351 Children’s Theatre Workshop: Middle & High of dramatic writing and dramatic production from Aristotle to School, 3 cr. Survey of theatre for children, from creative Antonin Artaud and their influence upon theatre and drama. dramatics to theatre in the secondary schools. All significant Prereq.: graduate standing and nine upper division credit hours in Communica- facets of play production are covered in performance of an tion, Media and Theatre, or consent of graduate advisor. actual script. CMTT-431 Comparative Performing Arts, 3 cr. Comparing CMTT-352 Interpretation of Poetry, 3 cr. Literary analysis various performing arts such as ballet, opera, drama, film and oral performance of lyric, narrative, dramatic poetry, and and television as they present specific works. Attendance other presentational forms. Prereq.: CMTT-255. at performances required. Prereq.: graduate standing and nine up- CMTT-353 Interpretation of Prose, 3 cr. Literary analysis per division credit hours in Communication, Media and Theatre, or consent of and oral performance of both fiction and non-fiction, including graduate advisor. novels, short stories, essays, letters, diaries, travel literature, CMTT-432 Aesthetics of Theatre Production, 1 cr. and biographies. Prereq.: CMTT-255. A consideration of the production elements of acting, directing CMTT-354 Interpretation of Drama, 3 cr. Literary analysis and design as they illuminate the script. Emphasis will be on and performance of plays, emphasizing the solo reader criticism of productions of new scripts. Prereq.: graduate standing performing a variety of roles. Prereq.: CMTT-255. and nine upper division credit hours in Communication, Media and Theatre, or CMTT-355 Advanced Performance of Literature, 3 cr. consent of graduate advisor. Literary analysis of poetry and prose; presentation of individual CMTT-446 Theatre Management, 3 cr. Managerial policies and multiple performers. Prereq.: CMTT-255. and practices in educational and community theatres with CMTT-357 Oral Interpretation of Shakespeare, emphasis upon common problems and solutions. Prereq.: 3 cr. Selected comedies, tragedies and histories, tracing graduate standing and nine upper division credit hours in Communication, Media the development of the dramatist; emphasis on special and Theatre, or consent of graduate advisor. performance techniques to illuminate a thorough study of CMTT-473 Studies in Theatre, 3 cr. This revolving topics the plays. Prereq.: CMTT-255. course allows graduate students the opportunity to study in- CMTT-358 Acting 3, 4 cr. Advanced methods in acting depth, specific theatre methods, movements and motivators. including analyzing language and approaching language Consult the Schedule of Classes for specific topics. Prereq.: problems in theatre production. Scene work is taken from graduate standing and nine upper-division credit hours in Communication, Media classic dramas. Prereq.: CMTT-321 or equivalent. and Theatre, or consent of graduate advisor. CMTT-359 Experimental Theatre, 3 cr. Theory and practice of oral interpretation by groups including choric readings, reader’s theatre, and chamber theatre. Prereq.: Consent of instructor. CMTT-383 Professional Internship 1, 3 cr. Professional activities in a selected field of theatre, performed and super- vised at public or private facilities, theatres, organizations, schools, etc. Prereq.: Application must be made to the department in advance. CMTT-384 Professional Internship 2, 6 cr. (See CMTT-383 for description.) CMTT-385 Professional Internship 3, 9 cr. (See CMTT-383 for description.)

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out the “Declaration of Major Form” available in the Depart- COMPUTER SCIENCE ment Office. A student must complete the major requirements Marcelo Sztainberg, Ph.D., Associate Professor, Chair in effect when the declaration of major is accepted by the Rachel Adler, Ph.D., Assistant Professor Department. Students should obtain a Computer Science Aron Culotta, Ph.D., Assistant Professor Major handbook in order to be aware of any changes in requirements. Francisco Iacobelli, Ph.D., Assistant Professor Heung Kim, Ph.D., Professor Major Requirements: Peter G. Kimmel, Ph.D., Professor Forty-two hours of computer science course work including Kumarss Naimipour, Ph.D., Associate Professor at least 30 hours of 300-level courses. Students should also Pericles Prezas, Ph.D., Assistant Professor be aware of the University requirements for the Bachelor’s degree. Transfer students must complete a minimum of The goal of the Department of Computer Science is to pro- 21 credit hours of 300-level Computer Science courses at vide individuals with a broad-based theoretical and practical Northeastern and meet all major requirements. understanding of Computer Science. Students who complete Students who intend to pursue a Master’s degree in Com- the program are prepared to pursue graduate study or to as- puter Science should plan on completing Calculus II and are sume positions which include software engineering, technical advised to take a course in Linear Algebra. programming, and the application of computers and related Required Core Courses: technologies to problems in industry such as computer se- curity, network design and management, and Web design. CS-200 Programming I...... 3 cr. CS-201 Discrete Structures...... 3 cr. The Department of Computer Science offers courses leading CS-207 Programming II...... 3 cr. to the degrees of Bachelor of Science in Computer Science CS-301 Computer Organization with and Master of Science in Computer Science. Assembly Language Programming...... 3 cr. The undergraduate curriculum offered by the Department CS-304 Data Structures...... 3 cr. of Computer Science is designed to serve these purposes: CS-308 Operating Systems...... 3 cr. to offer an undergraduate major in computer science for CS-319 Fundamentals of Software Engineering...... 3 cr. individuals who wish to pursue a career in this field; to offer CS 324 Introduction to the Design of Algorithms.... 3 cr. a minor in computer science for those who feel the need Total 24 cr. for a less extensive concentration in computing; to prepare NO SUBSTITUTIONS ARE ALLOWED FOR CORE COURSES. students for graduate work in computer science; and to serve students in other academic disciplines by offering instruction Computer Science Concentration: in computer applications that are useful in these disciplines. This concentration is designed primarily for students intend- The Department offers an undergraduate major with four ing to pursue an advanced degree in Computer Science. choices of concentration. In each concentration, students However, it is appropriate for any student whose goal is to are guided through a carefully selected sequence of courses understand the fundamentals of Computer Science. designed to provide a thorough grounding in practical aspects CS-307 Programming Languages...... 3 cr. of the field. Students will also acquire sufficient theoretical CS-311 Modern Computer Architecture ...... 3 cr. background to enable them to keep up with the rapid changes CS-325 Theory of Computation...... 3 cr. in computer technology and methodology. Students should CS-331 Computer Networks...... 3 cr. consult a Department advisor to determine which concentra- Two CS 300-level electives, tion and electives to choose. approved by the CS Department...... 6 cr. CS Core Courses...... 24 cr. UNDERGRADUATE PROGRAM Total 42 cr. General Requirements: During their first term, transfer students should have all trans- Technical Programming Concentration: ferred Computer Science courses evaluated by a Computer This concentration is designed to prepare students for em- Science Department advisor for possible acceptance towards ployment where extensive programming is required. major or minor requirements. Acceptance of credit by the CS-302 Systems Programming...... 3 cr. University does not guarantee acceptance by the Department. CS-317 Event-Driven Programming...... 3 cr. NOTE: CONTACT A DEPARTMENT ADVISOR FOR CURRENT CS-320 Object Oriented Programming...... 3 cr. REQUIREMENTS. CS-334 Open Source Systems...... 3 cr. Two CS 300-level electives, Major in Computer Science for the Bachelor of approved by the CS Department...... 6 cr. Science Degree: CS Core Courses...... 24 cr. To declare a major in Computer Science, a students must fill Total 42 cr.

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Computer Security Concentration: Departmental approval is required for full admission to the This concentration is designed to prepare students for em- Computer Science Master’s program, and is based upon ployment in a computer security related field. an evaluation of the candidate’s ability to study computer science at the graduate level. No previous course work in CS-323 Cyberlaw...... 3 cr. computer science is necessary to enter the program; however, CS-345 Network Security ...... 3 cr. the student must have knowledge of discrete structures and CS-355 Cryptography...... 3 cr. programming in order to take courses which count towards CS-360 CyberSecurity...... 3 cr. the degree. If the student does not have this background, Two CS 300-level electives, it is necessary for the student to take background courses approved by the CS Department...... 6 cr. before beginning course work towards the degree. CS Core Courses...... 24 cr. Total 42 cr. Requirements for the Degree: The Master’s Degree in Computer Science requires 36 Information Technology Concentration: credit hours of course work, 27 of which must be earned at This concentration is designed to prepare students for em- Northeastern Illinois University. The remaining 9 credit hours ployment involving Web development and computer network may represent courses taken at accredited institutions with design and maintenance. graduate programs in computer science and in conformance CS-300 Client-side Web Development ...... 3 cr. with the rules of the Graduate College, except for CS-401, CS-315 Data Base Management...... 3 cr. CS-404, and CS-420. The 36 hours will be made up of 9 CS-320 Object Oriented Programming...... 3 cr. credit hours of elective course work (or 12 credit hours, if CS-321 Server-side Web Development ...... 3 cr. the student completes a Master’s Thesis), 18 credit hours CS-331 Computer Networks ...... 3 cr. of required course work from one of three concentrations, One CS 300-level electives, and 9 credit hours of elective course work (or 6 credit hours, approved by the CS Department ...... 3 cr. if the student completes a Master’s Thesis). Completion of CS Core Courses...... 24 cr. a Master’s Thesis or Project is required. The choice will be agreed upon by the student and the graduate advisor. The Total 42 cr. three concentrations are Management Information Systems, Minor Requirements: Computer Science, and Teacher Endorsement. The purpose A student may complete a minor in Computer Science by of the Management Information Systems concentration is to selecting courses totaling at least 18 hours from those of- prepare students for the application of computer science fered by the Department of Computer Science including at and related technologies to solving business problems. The least 6 credit hours of 300-level courses. Transfer students primary purpose of the Computer Science concentration is must complete a minimum of 9 credit hours toward a minor to prepare students to enter a Ph.D. program in computer at Northeastern. science. The purpose of the Teacher Endorsement concentra- tion is to provide teachers with 1) the course work necessary The courses must be chosen in consultation with the Depart- to obtain an endorsement for teaching computer science ment advisor or chairperson. and 2) the skills necessary to teach computer science at GRADUATE PROGRAM the pre-college level. A teaching certificate is required to Master of Science in Computer Science enter this concentration. The Master’s Degree in Computer Science has three con- No more than 9 hours of specifically approved 300 level centrations: one for individuals who want to enter careers courses may be selected to satisfy course requirements for in industry, one for individuals who want to pursue a Ph.D., the Master’s Degree. Courses taken to remove deficiencies and one for high school teachers who want to obtain an (i.e., CS 405 and CS 406) will not be counted toward the endorsement to teach computer science. 36 hours of course work required for the Master’s Degree. The program is designed especially for the convenience of Courses taken to satisfy undergraduate degree requirements the part-time student; courses are scheduled in the evening can not be used toward the Master’s Degree. and on Saturday. Upon completion of 12 credit hours of graduate course work NOTE: CONTACT A DEPARTMENT ADVISOR FOR CURRENT toward the satisfaction of the course requirements for the REQUIREMENTS. Master’s Degree, students must formally apply for candidacy. The form should be filed with the Graduate College. Requirements for Admission to the Program: Consult with your program advisor or the Graduate College Students must satisfy all requirements for admission to the for details. Graduate College. Applicants must have a four year degree from an accredited undergraduate college, with an overall Required Core Courses: undergraduate grade point average of not less than 2.75 CS-400 Discrete Modeling and Analysis...... 3 cr. (on a 4.0 scale). CS-404 Analysis of Algorithms...... 3 cr.

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CS-490 Master’s Project...... 3 cr. CS-109 The Information Age: Its Impact on Chicago’s OR Culture, 3 cr. The 21st century has seen the genesis of the CS-495 Master’s Thesis...... 6 cr. Information Age. Advances in computer technology have Total: 9-12 cr. made immediate access to information and sophisticated processing of information commonplace in business, sci- Management Information Systems Concentration: ence, medicine, education, various professional areas, and CS-401 Software Engineering...... 3 cr. many aspects of personal life. This course focuses on how CS-412 Web Application Development...... 3 cr. this has impacted Chicago’s culture and its diverse com- CS-413 IT Project Management...... 3 cr. munities. This course fulfills the First Year Experience (FYE) CS-415 Design of Database Systems...... 3 cr. requirement. FYE 109 courses are intended for Freshmen CS-419 Informatics...... 3 cr. only. Students may not take more than one FYE 109 course. CS-420 Object Oriented Design...... 3 cr. Prereq.: None. (Course not applicable to CS Major.) Three course electives, approved CS-200 Programming I, 3 cr. This is a preparatory course by the CS Department...... 9 cr. for students who wish to pursue further work in Computer CS Core Courses...... 9 cr. Science. It provides an introduction to the basic concepts of Total: 36 cr. a computer system and the principles of computer program- ming. Students will get extensive programming experience Computer Science Concentration: using microcomputers. A number of programming projects CS-325 Automata, Languages, will be assigned involving numeric computations, character and Theory of Computation...... 3 cr. manipulation and fundamental constructs of the high-level CS-331 Computer Networks...... 3 cr. programming language JAVA. A common comprehensive CS-401 Software Engineering...... 3 cr. final exam will be given in CS-200, Programming I. The date CS-402 Advanced Systems Programming...... 3 cr. and time of the exam will be published in the Schedule of CS-408 Advanced Operating Systems...... 3 cr. Classes under Department Notes. Students in all sections CS-409 Compiler Theory and Design...... 3 cr. of CS-200 must attend the exam at the published day and Three course electives, approved time. Prereq.: MATH-185, or MATH-167, or higher level math. by the CS Department...... 9 cr. CS-201 Discrete Structures, 3 cr. Introduction to the funda- CS Core Courses...... 9 cr. mental number theoretic, logical, algorithmic, combinatoric, Total: 36 cr. and computational concepts from discrete structures and Teacher Endorsement Concentration: their applications to computer science. This course involves CS-331 Computer Networks...... 3 cr. no programming.Prereq.: MATH-185, or MATH-167, or higher level math. CS-407 Elements of Data Structures...... 3 cr. CS-202 COBOL Programming, 3 cr. Introduction to the CS-411 Professional Computing...... 3 cr. COBOL Programming language, emphasizing business ap- CS-412 Web Application Development...... 3 cr. plications. Students will flowchart, program and test several CS-416 Artificial Intelligence and Robotics...... 3 cr. typical business problems on the computer. Prereq.: CS-200. CS-417 Video Game Programming...... 3 cr. CS-207 Programming II, 3 cr. This course provides an Three course electives, approved in-depth study of the principles of structured algorithmic by the CS Department...... 9 cr. processes and their program implementation using JAVA. CS Core Courses...... 9 cr. Emphasis is given to the design of algorithms and program Total: 36 cr. development (with documentation) involving both numeric computations and string manipulation techniques. Problems For more information, students should obtain a Computer will be selected from both the scientific and business areas. Science Graduate Handbook. Students will become experienced in algorithmic problem COURSE OFFERINGS solving using pseudocode design methods and JAVA pro- CS-100 Computers and Society, 3 cr. This course pro- gramming. Prereq.: CS-200. vides an introduction to the history of computing and how CS-300 Client Side Web Development, 3 cr. The course computers have affected society. Furthermore, it covers the discusses web site design issues and the requirements of basic computer skills needed to be truly computer literate e-commerce. Furthermore, it covers the creation of web in modern society. Topics include history of computing, the pages. Hands-on development and group projects are an social context of computing, ethical issues in computing, essential part of this course. Prereq.: CS 200. computer security and privacy, the impact of the internet and CS-301 Computer Organization with Assembly Language the World Wide Web, an introduction to computer architecture Programming, 3 cr. Representation of data, machine arith- and operating systems, word processing, spreadsheets, metic, processor organization, instruction execution assembly and data base management systems. Prereq.: None. (Course and machine languages, addressing mechanisms, macros, not applicable to CS Major.) assembling, linking, loading, parameter passing and imple-

120 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COMPUTER SCIENCE mentation of high level language constructs. Programming are discussed. The addressing modes and instruction tech- will be done using Turbo Assembler. Students will gain a niques for manipulation of more complex data structures vision of levels of abstraction in hardware and software, such as queues, lists and trees are covered. Prereq.: CS-207 nature of the Von Neumann machine and the nature of high or CS-406; CS-301. level languages. Prereq.: CS-200, CS-201. CS-312 Advanced COBOL Programming, 3 cr. Advance CS-302 Systems Programming, 3 cr. Introduction to sys- topics in COBOL Programming, including Report Writer, tems programming, including use and implementation of as- Table Handling, file processing techniques, Sort Feature, sembler, macros, loaders, compilers, and operating systems. and subprogram linkage. A major programming project will Prereq.: CS-304 and CS-308. be assigned. Prereq.: CS-200 and CS-202; Co-requisite: CS-318. CS-303 Basic Concepts in Computer-Assisted Instruction, CS-313 Quantitative Methods and Computer Use, 3 cr. 3 cr. Introduction to concepts of computer-assisted instruc- Mathematical and statistical techniques in current natural, tion and the programs and equipment used. Topics include: physical and social science research with particular emphasis tutorial, drill and practice, simulation and game programs, on computer use and research design development. Prereq.: and computerized learning-center management. Prereq.: CS-200. CS-207 and MATH-104 or MATH-275 or equivalent. CS-304 Data Structures, 3 cr. This course provides experi- CS-314 Independent Study in Computer Science, 3 cr. ence implementing and manipulating the basic data structures An opportunity for an individual research or applications and an analysis of their applications in Computer Science. project under the direction of an advisor knowledgeable in The same language will be used that was lntroduced in the field of endeavor. The project will be designed by the Programmlng I and II. Prereq.: CS-207. student and his/her project advisor, and must be approved CS-305 Computer Logic and Circuitry, 3 cr. Introduction to by the chairperson of the Department of Computer Science logical design of computers and some of their applications. before the project itself is undertaken. Prereq.: Independent Studies Included are Boolean algebra, switching theory, number require the approval of the instructor, department chair and the College Dean. systems, numerical codes, and computer organization. CS-315 Data Base Management, 3 cr. Theoretical founda- Engineering problems are de-emphasized. Computer word tions and state-of-the-art data base management systems. organization, languages, and use of computers for simple The relational, hierarchical and network approaches to data problems will be explained. Prereq.: CS-200 or equivalent introduc- base management systems and representative systems are tion to Boolean algebra. described. User interfaces are emphasized. Prereq.: CS-207. CS-307 Programming Languages, 3 cr. This course CS-317 Event-Driven Programming, 3 cr. This course provides an introduction to the fundamental concepts of serves as an introduction to techniques and tools for the programming languages, their structural definition and run design of graphical user interfaces and event-driven applica- time implementation. It equips the students with the tools tions. Topics covered include layering, domain logics, form necessary for the critical evaluation of existing program- and control basics, custom controls, database mapping, and ming languages, and the learning of new ones. In addi- application embedded support. Students will be expected to tion, it prepares students for the study of compiler design. apply these concepts in programming projects. Prereq.: CS-207. Prereq.: CS-304 or CS-407. CS-319 Fundamentals of Software Engineering, 3 cr. CS-308 Operating Systems, 3 cr. A general overview of This course serves as an introduction to the life cycle of the ideas underlying operating systems. Included are tradi- the software development process. Topics covered include tional topics such as file systems, CPU scheduling, memory each phase of the cycle, and techniques and paradigms that management and device scheduling, along with topics of result in the successful realization of each stage. Students more current interest such as deadlock handling, process will be expected to apply these concepts in a large-scale synchronization and distributed systems. No single operating project. Prereq.: CS-304. system is studied; examples are drawn from many sources. CS-320 Object-Oriented Programming, 3 cr. This course Prereq.: CS-207 and CS-301. provides an introduction to Object-Oriented Design (OOD) CS-309 Compiler Theory, 3 cr. Introduction to basic struc- and Object-Oriented Programming (OOP), which is a highly ture and components of a compiler. Finite automata, lexical used contemporary programming paradigm. The three main analysis, regular grammar, context free grammar, top-down features of OOD, namely encapsulation, polymorphism, and and bottom-up parsing techniques. Prereq.: CS-304. inheritance, are discussed. The student must implement CS-310 Topics in Computer Science, 3 cr. Topics which may these concepts in a project. Prereq.: CS-304. be presented include: computer languages, new computer CS-321 Server Side Web Development, 3 cr. This course system and hardware developments, and new applications is an introduction to techniques and tools for designing of computers. Prereq.: appropriate to content. server side web applications. Topics covered include web CS-311 Modern Computer Architecture, 3 cr. This course application flow, object oriented programming, design of is intended for those students who wish to understand the classes, dynamic content, scripting languages, implicit ob- architecture and operation of computer systems. Methods jects, and database accessing. Students will be expected for interconnecting processors, memories and I/O devices to apply these concepts in the development of a website. Prereq.: CS-300, CS-320.

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CS-322 Statistical Computer Program Packages, 3 cr. calculus and programming experience. The emphasis is This course provides an in depth study of modern statistical on the sensitivity of future states on initial conditions and data analysis using as the Binomial and Normal distribution, bifurcations. Discussions of methods for approximating solu- the Linear Regression model, Analysis of Variance, Nonpara- tions to problems that cannot be solved analytically and for metric methods and Computer Random Sampling techniques creating fractal images are included. Prereq.: CS-304, MATH-202. using MINITAB and GPSS. In addition students will become CS-329 Decision Theory, 3 cr. This course covers proba- experienced in the actual implementation of these statistical bilistic networks, influence diagrams, and decision trees, models with data sets using such statistical software pack- and their application to making decisions in the face of ages as MINITAB, SPSS, BMDP and SAS. Prereq.: CS-200 and uncertainty. It addresses modeling one-time decisions and MATH-275 or equivalent. also modeling repeatable decisions as done by an expert CS-323 Cyberlaw, 3 cr. This course presents an introduc- system. An expert system is a system that makes the judg- tion to the legal issues relating to the use of computers and ments and decisions of an expert. Classical examples of the Internet. Topics covered include privacy, freedom of expert systems are systems that make financial decisions speech, intellectual property in cyberspace, encryption and and ones that perform medical diagnosis. This course will interception of communication, computer crime, professional concentrate on more of the latter. Methods for building ethics and codes of conduct, and work related ethical and expert systems and for doing inference with them will be legal issues. Prereq.: CS-207. covered. Prereq.: CS-201, CS-304. CS-324 Introduction to the Design of Algorithms, 3 cr. CS-330 Telecommunications, 3 cr. This course describes Methods for analyzing algorithms are discussed including an the basic principles of modern data communications and introduction to asymptotic notation. Several approaches to presents the techniques and algorithms that deal with data designing algorithms are covered using theory, examples, and compression, error detection and data encryption. Also, the problems. Those approaches include divide-and-conquer, different kinds of modems are presented and their operation dynamic programming, the greedy approach, backtracking, is analyzed. The course finishes with a reference to cellular and branch-and-bound. Different approaches are applied to telephony. Prereq.: CS 207 or CS-406. the same problem to illuminate the relative advantages CS-331 Computer Networks, 3 cr. This course covers of the approaches. Prereq.: CS-201 or MATH-251, CS 304. concepts in data communications, emphasizing protocols. CS-325 Automata, Languages, and Theory of Computa- An overview of all protocol layers will be covered, with em- tion, 3 cr. This course discusses several models of com- phasis on OSI and TCP/IP. Prereq.: CS-207 or CS-406. putation, including finite automata, pushdown automata, CS-332 Internet Protocols, 3 cr. This course covers and deterministic and nondeterministic Turing machines. concepts related to Internet computer communication The notions of undecidability, computational complexity, models. After the 5-layer Internet model is discussed, the intractability, and NP completeness are also discussed. The Transmission Control Protocol along with Internet related course is mainly theoretical in nature, but some applications, Protocols (TCP/IP) is presented. Prereq.: CS-331. such as finite state systems and parsing, will be discussed. CS-334 Open Source Systems, 3 cr. This course is an Prereq.: CS-201, CS-304 introduction to the open source domain, including the Linux CS-326 Numerical Methods Using Fortran, 3 cr.An intro- operating system and other technologies. Topics covered duction to structured Fortran programming, Computational include open source licensing, Linux administration, and errors, Solving nonlinear equations, Solving sets of Equations, characteristics of open source applications. Students will Determinants and matrix inversions, Interpolating polynomi- be expected to understand the main concepts, and become als. Prereq.: CS-200 and MATH-185 or equivalent. capable of researching available resources and participating CS-327 Computational Methods in Biology, 3 cr. Bioinfor- in open source communities. Prereq.: CS-308. matics is the discipline that applies mathematics, statistics, CS-335 Artificial Intelligence, 3 cr. This course describes computer science, chemistry, and biology to solving problems the kinds of problems which fall into the area of Artificial Intel- in biology using biological data sets. The problems inves- ligence such as Natural Language Understanding, Vision and tigated are usually at the molecular level. These problems Expert Systems, and what makes these problems difficult. include sequence alignment, genome assembly, models of Methods are given which show how these problems can be evolution and phylogenetic trees, analyzing gene expression given structure so that conclusions can be drawn from the data, and gene linkage analysis. One of the most important knowledge each system has available to it, thus enabling statistical tools used in bioinformatics is the Bayesian network. such a system to appear to “think” like an intelligent human This course introduces the techniques used in bioinformatics, being. Prereq.: CS-304. in particular Bayesian networks, and provides solutions to CS 336 History of Computing, 3 cr. This course discusses several bioinformatics problems. Prereq.: CS-201 or MATH-251, the history of computing beginning with the earliest com- BIO-100 or BIO-201. putational devices and continuing to current technologies. CS-328 Chaos and Computing, 3 cr. This course introduces The history of computing is much more than the study of discrete dynamical systems to students having a year of computers. It also involves the study of how computing is

122 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COMPUTER SCIENCE done and approached and how it has evolved over time. This to complete. NOTE: CS 390 is repeatable for a maximum of 9 course covers the following aspects of computing history: credit hours. Prereq.: at least 24 hours credit in Computer Science courses technology, both hardware and software; business history; in an approved track with an average of “B” or better, consent of sponsoring and sociological impacts and key turning points. Within institution, and consent of the department. those aspects, trends and evolution are covered as well. CS-391 Supervised Field Study II, 6 cr. (Internship) Same CS-338 Science, Women, and Technology, 3 cr. This as CS-390 except that project should take approximately course includes an overview of the women who have made 336 hours to complete. major contributions to computing from Grace Hopper to El- CS-392 Supervised Field Study III, 9 cr. (Internship) Same len Spertus. Furthermore, it provides a life-course analysis as CS-390 except that project should take approximately of women in computing from an early childhood interest, 504 hours to complete. through university, to graduate school and finally into the CS-400 Discrete Modeling and Analysis, 3 cr. This course work place. This analysis will provide the seed for research provides necessary tools to develop mathematical maturity topics. Each student will choose a research topic, conduct through the study of important topics such as combinatorial the research, and present the results to the class. analysis, discrete structures, algorithmic thinking and math- CS-340 Fundamentals of Computer Graphics, 3 cr. This ematical reasoning. Topics include Advanced Enumeration course provides a unified introduction to computer graphics Methods, Recurrence Relations (Equations), Graph Theory, and computer vision for students with an interest in imaging Automata and Formal Languages, Proof Techniques, and or digital visual arts. Topics covered include the fundamentals Probability and Statistics. Prereq.: CS-201 or CS-405 of display hardware and applications, interactive techniques CS-401 Software Engineering, 3 cr. The complete software and color models, 3D viewing pipeline, 3D polygon render- development process: requirement specification, design, cod- ing (clipping, scan conversion, and visibility algorithms), ing, testing and maintenance. Various software engineering illumination models, transparency, and ray-tracing. The methods for the development of large-scale quality software student must write programs using these methodologies. are presented. Prereq.: CS-304 or CS-407. Prereq.: CS-304, MATH-165. CS-402 Advanced Systems Programming, 3 cr. Study of CS-345 Network Security, 3 cr. This course discusses system programming tools, their use and their construction. the principles and practice of network security applications Includes the development of an integrated systems program- and standards that are widely used on the internet and on ming environment consisting of a processor simulator, an corporate networks. Topics covered include cryptographic assembler and a loader. Prereq.: CS-301, CS-304 or CS-407. algorithms and protocols that underlie network security ap- CS 403 Authoring Techniques in CAI, 3 cr. The study of plications, network security tools, system-level security issues various concepts associated with computer-aided instruc- including the threat of intruders, virus countermeasures, the tion and authoring. Students will develop software for use of firewalls and trusted systems, IP security, electronic instructional purposes in their own areas of interest. mail, and web security. Prereq.: CS-308. Languages such as Podium, Visual Basic, HTML, JAVA CS-355 Cryptography, 3 cr. This course covers cryptogra- and LogoWriter can be used. Prereq.: Graduate standing. phy and a wide range of cryptographic applications. Theory CS-404 Analysis of Algorithms, 3 cr. This course provides discussed includes the design and analysis of cryptographic various methodologies to design and analyze algorithms. algorithms such as private key and public key cryptosystems Topics include incremental, divide-and-conquer, dynamic used to secure data transmission and electronic system programming, greedy, backtracking, and branch-and-bound communications. Cryptographic applications such as methodologies. Additional topics include sorting and digital signatures, entity identification, key exchange, and searching algorithms, and computational complexity and e-commerce transactions are discussed. Prereq.: CS-324. Intractability. Prereq.: CS-304 or CS-407; Co-req.: CS-400. CS-360 Cybersecurity, 3 cr. The basic concepts in CS-405 Applied Discrete Structures, 3 cr. Applied Dis- computer security as well as the mechanisms located at the crete Structures provides necessary elements of discrete heart of a computer system are presented. Topics covered structures to study computer science at our graduate level. include privacy and personal information, computer crime, Topics include Logic and Proofs, Set Theory, Number Theory, legal and ethical issues in computer security, identification Combinatorics, Probability, Relations and Functions, Boolean and authentication, cryptography, operating system security, Algebra and Matrices. (Background course; not for credit network security, World Wide Web security, and database toward M.S. degree.) Prereq.: MATH-185 or equivalent. security. Prereq.: CS-304. CS-406 Object Oriented Development, 3 cr. This course CS-390 Supervised Field Study I, 3 cr. (Internship) The covers the principles of computer programming using an student completes a computer programming project for object oriented programming language. Students will get an institution at the institution site. The institution defines extensive programming experience in designing algorithms the project which must be approved by the Department of and implementing programs that use the fundamental Computer Science for the purpose of satisfying the course constructs of an OOP language in many application areas. requirement. The project should take approximately 168 hours (Background course; not for credit toward M.S. degree.) Prereq.: MATH-185 or equivalent.

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CS-407 Elements of Data Structures, 3 cr. This course techniques developed by Industrial Engineers and used by covers the elements of data structures and algorithms that other engineers and business managers to bring in projects form the basis of all major computer science applications. within time and budget. This course supplements Software Topics include stacks, linked lists, queues, trees, graphs, Engineering by focusing on the management aspects of in- heaps, recursion and various sort and search algorithms. vesting in the development of information systems. Prereq.: Students will become experienced in the design and cod- CS-207 or CS-406; Co-req.: CS-401. ing of programs that use these structures and algorithms in CS-414 Independent Study, 3 cr. An opportunity for ad- a variety of applications. (Credit in Teacher Endorsement vanced study under the direction of an advisor knowledge- Concentration only.) Prereq.: CS-207 or CS-406. able in the field. The area of study will be selected by the CS-408 Advanced Operating Systems, 3 cr. Advanced student and his/her advisor, and must be approved by the operating system design and construction concepts such department chair. Prereq.: Independent Studies require the approval of as memory, processor, process, and secondary device the instructor, department chair and the College Dean. management, synchronization and communication, secu- CS-415 Design of Data Base Systems, 3 cr. This course rity and protection, system performance and evaluation, covers various concepts associated with design and con- network, distributed, and fault-tolerant systems. Study struction of data base systems. Topics include data base of operating systems highlighting these concepts. Prereq.: architecture, relational model, relational languages (SQL), CS-304 or CS-407. normalization theory, Entity-Relationship theory and physical CS-409 Compiler Theory and Design, 3 cr. This course data base design. Students will develop a simple data base describes the procedures used to develop a compiler for a system. Prereq.: CS-207 or CS-406. high level language. First a simple high level language is CS-416 Artificial Intelligence and Robotics, 3 cr. This defined and a simple program is written using this language. course serves as an introduction to aspects of Artificial Then the concepts of a scanner and a parser are presented Intelligence applied to the robotics field. Students will learn and students write the software for a scanner and a parser. different techniques to approach problems using simple Gradually, software for all phases of a compiler is developed robotics. Students will be expected to understand the main and by the end of the semester, every student has developed concepts, research for available resources, and participate a compiler that can produce assembly code for a micropro- in projects where these concepts will be applied. Prereq.: cessor for a program written in a predefined simple high level CS-304 or CS-407. language. Prereq.: CS-304 or CS-407. CS-417 Video Game Programming, 3 cr. The aim of this CS 410 Special Topics in Computer Science, 3 cr. This course is to explore the basics behind game programming and course will treat a specific topic in computer science vary- the gaming industry, including elements of computer graph- ing from semester to semester. Topics offered will depend ics and computer vision as well as advanced stereoscopic on faculty and student interests. Prereq.: Graduate standing computer applications. Following the nature of computer/ and consent of instructor. video games development as a team effort, for this course, CS-411 Professional Computing, 3 cr. This course pro- we shall design and implement one large class project for a vides an in-depth study of the history of computing and game prototype as a team. Prereq.: CS-304 or CS-407. how computers have affected society. Furthermore, it CS-418 Research Topics in Artificial Intelligence, 3 cr. This covers the computer skills, basic to advanced, needed to course covers current research topics in artificial intelligence teach others to be truly computer literate in modern society. (AI) theory and applications. Topics will vary from semester to Topics include history of computing, the social context of semester, and will include a detailed study of one or more of computing, ethical issues in computing, computer security the following: the application of Bayesian networks and other and privacy, the impact of the internet and the World Wide machine learning methodologies to artificial intelligence; the Web, an introduction to computer architecture and operating use of decision theory to model intelligent agent behavior; systems, words processing, spreadsheets, and database genetic algorithms and programming; evolutionary strategies; systems. Prereq.: Graduate Standing. multi-agent systems and models; hybrid heuristics and non- CS-412 Web Application Development, 3 cr. This course deterministic optimization algorithms. Prereq.: CS-201 and CS-304. serves as an introduction to different techniques and tools CS-419 Informatics, 3 cr. Informatics is the discipline that for the design of web applications. Topics covered include applies the methodologies of science and engineering to web applications flow, object oriented programming, design information. It concerns organizing data into information, of classes, dynamic content, scripting languages, implicit learning knowledge from information, learning new informa- objects, and database accessing. Students will be expected tion from knowledge, and making decisions based on the to understand and apply these concepts into the generation knowledge and information learned. This course concerns of sample websites. Prereq.: CS-207 or CS-406. computational methods for analyzing data and processing CS-413 IT Project Management, 3 cr. IT Project Manage- information in applications to business decisions. Prereq.: ment is the discipline that applies management principles CS-400; CS-304 or CS-407; ECON-220 or MATH-275 or their equivalent. to the development of information systems projects. It uses

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CS-420 Object Oriented Design, 3 cr. This course provides for analyzing and managing cyber risk and creating a policy students with a solid foundation in object oriented design framework for information security. Prereq.: CS-201 or CS-405; (OOD) and programming (OOP), a contemporary and highly CS-207 or CS-406. used programming paradigm. OOD involves the presentation CS-460 Computer Security, 3 cr. Study of existing hard- of three main concepts: encapsulation, polymorphism, and ware and software techniques for implementing security. inheritance. These concepts and implementation techniques Passwords, encryption and authorization schemes. Special are presented in an object oriented programming language security problems presented by distributed and network and students become experienced in OOD projects. Prereq.: environments. Prereq.: CS-304 or CS-407; CS-400. CS-304 or CS-407. CS-470 Pattern Recognition, 3 cr. Statistical and semantical CS-426 Exploring Numerical Methods, 3 cr. This course methods of pattern recognition. Image processing with indus- covers the elements of the design and analysis of numeri- trial and commercial applications. Application to sound and cal methods. Topics include errors in numerical methods, visual identification problems.Prereq.: CS-409 or consent of instructor. floating-point and interval arithmetic, measuring and effi- CS-490 Master’s Project, 3 cr. Large scale software project ciency of numerical methods, interpolation and curve fitting, and associated documentation. Topic for the project is chosen numerical differentiation, numerical integration, and numerical in conjunction with a project advisor. Master’s Project requires optimization. Prereq.: CS-200; MATH-203. the approval of the instructor, the Department Chair, and CS-430 Queueing Theory in Communication Networks, the appropriate College Dean. Prereq.: 30 hours of graduate credit. 3 cr. Queueing Systems, birth and death models, Markovian CS-495 Master’s Thesis, 6 cr. Student conducts and queues, the M/G/1 model, Erlang’s equations, models of com- writes a thesis in Computer Science. This is an alternative puter and telecommunication systems. Prereq.: CS-304 or CS-407. to CS-490 for those who want to pursue a more ambitious CS-431 Digital Telephony, 3 cr. Advantages over analog project. Master’s Thesis requires the approval of the instruc- telephony, voice digitalization, digital transmission and mul- tor, the Department Chair, and the appropriate College Dean. tiplexing, switching, networks (synchronization, control, and Prereq.: 30 hours of graduate credit. management), traffic analysis, terrestrial vs. satellite.Prereq.: CS-304 or CS-407; CS-330. CS-435 Expert Systems, 3 cr. An expert system is a program EARTH SCIENCE that is capable of making the judgments and decisions of Paulo Acioli, Ph.D., Associate Professor, Chair an expert. An example of an expert system is a program Genet Duke, Ph.D., Assistant Professor that does medical diagnosis. This course covers methods Laura L. Sanders, Ph.D., Professor for designing expert systems and for reasoning using expert Kenneth Voglesonger, Ph.D., Assistant Professor, systems. Prereq.: CS-304 or CS-407; CS-400. Department Coordinator CS-440 Computer Graphics, 3 cr. Graphics hardware. Scal- ing and data charting. Representation of two-dimensional Earth Science uses an integrated approach to the study of objects. Translation and rotation of objects. Two-dimensional the problems of the earth environment through a synthesis line clipping. Three-dimensional object representation. of geology, hydrology, and geochemistry. The B.S. program Perspective in three-dimensional object representation. emphasizes a foundation in geology with a focus on envi- Line- clipping and hidden line and face removal in three ronmental geosciences. dimensions. Prereq.: CS-304 or CS-407; CS-400. Strong emphasis is placed on experimental and field studies CS-442 Topics in Network Design, 3 cr. Protocols for across the curriculum. Internship opportunities are available computer networks. Performance requirements, evaluation for advanced students. An independent study option exists and analysis. Case studies of actual networks. Prereq.: Gradu- for students who wish to complete individualized research ate Standing. under the direction of a faculty member. CS-450 Advanced Computer Architecture, 3 cr. Computer Curricula are individually planned to provide a broad basic system structure and design issues such as ALU design, training in earth science and, more specifically, to prepare arithmetic algorithms, memory hierarchy, control, micro- students for further graduate study or for careers in the programming, instruction sets, addressing, input-output. hydrogeological, geotechnical, and environmental fields, as Comparison of specific examples of computer models and well as areas related to geologic resources, soils, and other selected topics on parallel processors. Prereq.: CS-301; CS-308 careers related to environmental geosciences. Programs or CS-408; CS-311. have the flexibility to meet individual student needs for career CS-455 Cyber Risk Management, 3 cr. This course teaches preparation or for graduate studies. students the principles of managing risk as it relates to in- formation security in an organization engaged in computing Areas of concentration of coursework represent an emphasis and internet operations. Students will be able to use their in environmental geology, including mineralogy-petrology and knowledge of security and privacy issues to develop tools mineral resources, hydrogeology, soil science and geotechni- cal areas, and lake systems. Techniques of problem-solving in geology and environmental geoscience are emphasized.

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Facilities and available equipment include instrumentation CHEM-213 Quantitative Analysis...... 5 cr. for water quality analysis, a prismless total station, ap- CHEM-231 Organic Chemistry I...... 4 cr. paratus for X-ray diffraction analysis, ground water flow *PHYS-(202 OR 207) models, hydrogeological laboratory and testing equipment, AND PHYS-204 Physics II with lab...... 4 cr. field equipment for water and soil sampling, equipment for PHYS-215 Physics III...... 4 cr. rock and thin section preparation, and mineral separation. Total 65-67 cr. Also available are sedimentation tanks, centrifuge and size † Course substitutions may be allowed by prior arrangement analysis apparatus, atomic absorption spectrophotometer, with the undergraduate program advisor. Check program optical microscopy with image analysis capabilities, a stu- listings for course pre-requisites/ co-requisites. dent computer lab, a teaching seismograph, and facilities for petrographic, hydrogeologic, and aqueous geochemical Minor in Earth Science (19-20 cr. hrs.) analysis. The program maintains three monitoring wells on Required Courses: campus for student practice in hydrologic testing. ESCI-207 Global Climate and Weather...... 4 cr. Earth Science offers a program leading to a degree of Bach- ESCI-211 Physical Geology...... 4 cr. elor of Science. An undergraduate minor is also available. ESCI-306 Rocks and Minerals...... 4 cr. UNDERGRADUATE PROGRAMS ESCI-312 Historical Geology...... 4 cr. One elective Earth Science course at the 300-level..... 3-4 cr. Major in Earth Science for the Bachelor of Total 19-20 cr. Science Degree Students also should be aware of the University requirements The Bachelor of Science in Earth Science prepares students for the Bachelor's degree. All students must complete a for graduate study, or a wide range of positions in Environ- minimum of 24 semester hours at the 300 level. mental Geoscience fields, including industry, consulting, or state/federal agencies. In addition to required and elective COURSE OFFERINGS ESCI courses, additional courses in cognate fields (math and ESCI-121 Introduction to Earth Science, 3 cr. Basic concepts science) are required for completion of the degree program. of geology, meteorology, oceanography, and the solar system. Students planning to pursue an advanced degree in geo- Discussion of topics of current interest in the earth sciences. science should plan to incorporate those cognate courses Laboratory involves the study of minerals, rocks, maps, and marked with an asterisk (*); all students are urged to plan weather instruments. Lecture 2 hours, lab 2 hours. Prereq.: their program with the help of ESCI faculty advising. Intermediate Algebra. Required Courses†: ESCI-123 Geology, Resources, and Environment, 3 cr. ESCI-207 Global Climate and Weather...... 4 cr. Earth, its structure, composition and resources. Mineral and ESCI-211 Physical Geology...... 4 cr. energy resources, their formation and distribution, their supply ESCI-306 Rocks and Minerals...... 4 cr. and demand projections for the future. Water resources and ESCI-311 Mineralogy...... 4 cr. water quality. Environmental impact of resources, nuclear and ESCI-312 Historical Geology...... 4 cr. other waste disposal, geological aspects of earthquake and ESCI-317 Principles of Sedimentation...... 4 cr. volcanic hazards. Lecture 3 hours. Prereq.: MATHDEV 091, or Math ESCI-331 Geologic Structures and Map Interpretation.4 cr. ACT score of 19 or higher, or NEIU Math Placement Test score of 2 or higher.. ESCI-390 Field Geology...... 5 cr. ESCI-207 Global Climate And Weather, 4 cr. This course Electives in Earth Science: examines the Earth as a system, focusing on linkages between the oceans and atmosphere related to weather and global Choose from 300-level course offerings...... 8 cr. climate. Fundamentals of the structure and composition of Required Courses in Related Fields: oceans and atmosphere provide the foundation for investi- CHEM-211 General Chemistry I...... 5 cr. gation of chemical, physical, and biological interactions in MATH-187 Calculus I...... 4 cr. weather-related processes and global climate. Topics include PHYS-(201 OR 206) basic principles of meteorology, classification of present-day AND PHYS-203 Physics I, with lab...... 4 cr. climates, climate variables, paleoclimates, and evidence for You must also select one of the following two options global climate change over geologic time. Laboratory analysis (3-4 credits): of maps, charts, instruments, and data supplements lecture *MATH-202 Calculus II...... 4 cr. and discussion. Lecture 2 hours and lab 2 hours. Prereq.: High MATH-275 Statistics...... 3 cr. school chemistry and physics or equivalent strongly recommended. In addition, select 2 options from the following list ESCI-211 Physical Geology, 4 cr. Detailed study of the (8-9 credits) †: materials comprising the earth’s crust and interior and the BIOL-201 General Biology I...... 4 cr. forces acting to change its surface; the origin of continents BIOL-202 General Biology II...... 4 cr. and ocean basins in light of recent geological research. *CHEM-212 General Chemistry II...... 4 cr. Lecture 3 hours, lab 2 hours.

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ESCI-306 Rocks and Minerals, 4 cr. A detailed introduction ESCI-317 Principles of Sedimentation, 4 cr. The process to rocks and minerals — the essential materials of the solid governing the formation, transportation, and deposition earth. Classification and systematic study of the chemical of sediments, and the alterations that transform them into and physical properties of the common rock-forming mineral sedimentary rocks. The practical application of these tech- groups; textural and mineral compositional studies of com- niques is developed in the laboratory. Lecture 2 hours, lab mon igneous, sedimentary, and metamorphic rock groups. 3 hours. Prereq.: ESCI-306. Lecture 2 hours and lab 3 hours. Prereq.: ESCI-211 and some ESCI-319 Petrology, 4 cr. Classification of rocks. Study of chemical background. mineralogical and textural relations of major rock groups in ESCI-308 Geology of the National Parks, 3 cr. Study of the hand specimens and thin sections. Chemical composition geological processes producing and controlling the lands of rocks. Chemical and petrographic data interpretation. within the National Park System. Lecture 3 hours. Prereq.: Interrelation of petrological processes and plate tectonics. ESCI-121 or ESCI-211. Description of selected and widely referred petrologic com- ESCI-309 Geochemistry, 3 cr. Chemical composition of the plexes. Lecture 2 hours, lab 3 hours. Prereq.: ESCI-311. earth, element abundances, cosmochemistry, meteorites, ESCI-320 Limnology, 3 cr. Physical processes in the lake origin of elements, geochronology, geothermometry, geo- environment with special attention to Lake Michigan; also barometry, principles of trace element distribution. Igneous, human influence on lake processes. Lecture 3 hours. Prereq.: metamorphic, and sedimentary environments. Lecture 3 nine hours in earth science or related natural science or consent of instructor. hours. Prereq.: CHEM-211 and ESCI-306 or consent of instructor. ESCI-325 Seminar in Earth Science, 3 cr. Selected topics of ESCI-310 Geology of the Chicago Region, 4 cr. The geo- current research interest. Consult the Schedule of Classes logic history of Chicago integrates the effects of changes for specific topics.Prereq.: advanced standing in earth science and in climate and sea level, varied sedimentary processes, and consent of instructor. the influence of the tectonic framework of the Midwestern ESCI-326 Independent Study in Earth Science, 3 cr. Re- US region. This course explores the diversity in Chicago’s search in the geological sciences, oceanography, meteorol- geologic past and present, including the continuing evolu- ogy, or astronomy under the guidance of a faculty member. tion of a geologic landscape affected by glacial, stream, Independent Studies require the approval of the instructor, and coastal processes, and examines the impact of local department chair and the appropriate College Dean. Prereq.: geology on resources and land use, as well as the impact of nine hours in earth science and consent of instructor. human processes on the geologic environment. Interpreta- ESCI-327 Aqueous Environmental Geochemistry, 4 cr. tion of map evidence and real-time data, individual research, This course builds on students' fundamental knowledge of and local and regional field experiences supplement class aqueous chemistry and highlights applications relevant to discussion. Lecture 2 hours and lab 3 hours. Prereq.: ESCI- 211 geological sciences. The course focuses on using chemi- or instructor approval. cal principles to study surface and near surface water and ESCI-311 Mineralogy, 4 cr. Crystallographic principles, water-rock/water-soil interactions. Topics include basic crystal systems, and crystal chemistry in the study of miner- thermodynamics, chemical speciation, mineral solubility, als. Composition, structure, occurrence, and uses of com- complexation, acid-base reactions, oxidation-reduction mon minerals. Study of hand specimens and thin sections reactions, carbonate chemistry, and an introduction to of minerals and the use of physical and optical properties in geochemical modeling. The practical applications of these their identification. Lecture 3 hours and lab 2 hours.Prereq.: topics will develop quantitative skills required for addressing CHEM-211 and ESCI-306. geological and environmental issues. Lecture 2 hours and ESCI-312 Historical Geology, 4 cr. Evolution of the earth lab 3 hours. Prereq.: ESCI- 211 , CHEM -212. and its flora and fauna, paleoecology; principles of paleonto- ESCI-329 Soil Science, 4 cr. Fundamentals of soil including logical stratigraphy and techniques of relative and absolute origin, composition, and classification; physical, chemical age determination. Lecture 3 hours, lab 2 hours. Prereq.: and biological properties; significance of soil properties for ESCI-121 or ESCI-211. evaluation of soil as a resource; soil fertility and amelioration, ESCI-314 Paleontology, 4 cr. Principles, study of invertebrate soil and watershed use and conservation, and environmental phyla, morphology, taxonomy, evolution and paleoecology, as concerns, including soil contamination and remediation. well as occurrence of various fossil types. Lecture 2 hours, Lecture 2 hours, Lab 3 hours. Prereq.: ESCI-121 or ESCI-211, or lab 3 hours. Prereq.: ESCI-312. consent of instructor. ESCI-315 Glacial and Quaternary Geology, 3 cr. Investigations ESCI-330 Structural Geology, 4 cr. Spatial and stress- strain of the geologic processes that have been at work during the relationships of rock deformation, genetic and descriptive last two million years, including the stratigraphic and environ- aspects of folds, faults, joints, etc., structures related to mental aspects of glacial and recent sediments. Lecture 3 magmatism and metamorphism, polyphase deformation, hours. Prereq.: ESCI-121 or ESCI-211. and geophysical methods of structural geology, diapirs, cleavage and schistosity, impact structures, tectonites, and petrofabric diagrams. Lecture 3 hours, lab 2 hours. Prereq.: ESCI-211, ESCI-312, and MATH-185.

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ESCI-331 Geological Structures and Map Interpretation, of large-scale motion and deformation of earth’s crust 4 cr. Determination of the attitude and thickness of inclined and mantle, the relationship of geodynamics to volcanic strata and their bearing on outcrop patterns; preparation of activity, earthquakes, and surface features, as well as the geological maps from given field data; and interpretations deep structure and movement of the interior of the earth. of aerial photos, topographic maps, and geological maps Interdisciplinary instruction of geological, geophysical, and depicting folds, faults, unconformities, and intrusive bodies; geochemical concepts will allow students to develop a broad preparation of geological cross sections. Lecture 2 hours, working knowledge of classic and current plate tectonics. lab 3 hours. Prereq.: ESCI-211. Historical and recent papers on plate tectonics will be read, ESCI-333 Internship in Earth Science, 3cr. Field experi- discussed, summarized in written reports, and presented to ence at an off-campus site. Student will work a minimum the class. Laboratories will consist of analyzing geologic, of 150 hours with an earth science agency or organization. geophysical, geochemical, and remotely sensed evidence Evaluation will be based in part on the student's creation of current and ancient geodynamics. Lecture 3 hours and of a tangible product. Details of internship will be arranged lab 2 hours. Prereq.: ESCI-211 and ESCI-311. by the student, faculty advisor, and site supervisor. Prereq.: ESCI-390 Field Geology, 5 cr. Introduction to field methods 30 undergraduate or fifteen graduate credit hours in Earth Science and consent including pace-and-compass and plane table mapping, field of instructor and department coordinator. trips to south-central Wisconsin, preparation of geologic maps ESCI-337 Principles of Hydrogeology, 4 cr. Introduction and reports from field data. Attendance at a field camp for to the theory and principles of groundwater flow as well 14 days with additional on-campus lectures and laboratory as streamflow. Topics include the hydrologic equation, work. Lecture 3 hours, Lab 3 hours. Prereq.: ESCI-306 and ESCI-331. evapo- transpiration, well drilling and testing, porosity and ESCI-401 Environmental Stability — Lake Michigan, 3 cr. permeability, Darcy’s law, confined and unconfined aqui- Origin and development of Lake Michigan; paleolimnology; fers, flow-nets, geology of groundwater occurrence, water the eutrophication process and its relationship to human table maps, geophysical exploration methods, well logs, and industrial wastes. Emphasis placed on field and labora- streamflow and hydrographs. Lecture 3 hours; lab 2 hours. tory techniques. Lecture 2 hours, lab 1 hour. Prereq.: graduate Prereq.: ESCI-211 and MATH-185. standing, ESCI-320, and advanced standing in physical or biological sciences ESCI-339 Field Hydrogeology, 4 cr. Field techniques of or consent of instructor. measuring infiltration, soil moisture, aquifer permeability and ESCI-406 Aqueous Geochemistry, 3 cr. Introduction to hydraulic conductivity. Practice in conducting geophysical aqueous geochemistry, including chemical thermodynamics, surveys and drilling, logging, and developing ground water carbonate solubility, organic compounds in natural waters, sili- wells. Methods of sampling water for chemical analysis. Visits cate equilibria, redox equilibria, and trace elements. Methods to drilling, monitoring, and waste management sites. Methods of evaluation and display of water quality data. Lecture 3 hours. of recording, analyzing, mapping, and reporting field data. Prereq.: Graduate standing, ESCI-407, and CHEM-212. Lecture 2 hours, lab 3 hours. Prereq.: ESCI-337. ESCI-407 Advanced Hydrogeology, 3 cr. Occurrence, ESCI-340 Introduction to Geotechnical Engineering, 4cr. movement, storage, and distribution of ground water; prob- Introduction to basic concepts of design and engineering of lems pertaining to water quality; sea water intrusion, water earth materials. Geotechnical soil properties, engineering soil pollution and recharge of aquifers. Lecture 2 hours, lab 2 classification, site characterization, earthwork, interactions of hours. Prereq.: graduate standing and ESCI-337. water with Earth materials. Overview of engineering design ESCI-408 Advanced Mineralogy and Crystallography, of roadways, landfills, dams, levees, and tunnels. Especially 3 cr. Advanced concepts in mineralogy with reference to useful for those interested in environmental aspects of geol- crystal chemistry and structural crystallography of some ogy. Lecture 2 hours, laboratory 3 hours. Prereq.: MATH-104 or selected mineral groups. Lecture 2 hours, lab 2 hours. Prereq.: MATH-177 or MATH-185, and eight credit hours in Earth Science at the 200 graduate standing in earth science and ESCI-311. level or higher. ESCI-409 Igneous Petrology, 4 cr. Principles and appli- ESCI-341 Environmental Hydrology, 4 cr. The course in- cations of phase equilibrium studies of silicate systems at troduces surface water hydrology, emphasizing applications high temperatures and pressures to petrological problems; in urban and agricultural environments of the glaciated Mid- theories of igneous differentiation processes with examples west. The course includes basic principles of the processes, from selected localities; laboratory studies of petrographic interrelationships, and measurement of precipitation, infil- methods and petrochemical calculations; written and tration, evaporation, evapotranspiration, interflow, overland oral student presentations. Lecture 3 hours, lab 2 hours. flow, stream flow, and ground water flow. Also covered are Prereq.: graduate standing, ESCI-311, and ESCI-319. an introduction to quantification of watershed hydrologic ESCI-411 Clay Mineralogy, 4 cr. Structure, physical and budgets, hydrographs, flood routing, hydraulic drainage chemical properties, origin, and occurrence of the clay min- and control structures, and estimation of extreme events. eral groups; economic importance of clays, identification of Lecture 2 hours and lab 3 hours. Prereq.: ESCI-211 and MATH 185. clays using x-ray diffraction techniques. Lecture 2 hours, lab ESCI 350 Geotectonics, 4 cr. Geotectonics is the study 2 hours. Prereq.: graduate standing and ESCI-311.

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ESCI-415 Plate Tectonics, 3 cr. Earth’s interior and con- Oceanography figuration of lithospheric plates; plate tectonics in relation ESCI-OC-324 Oceanography, 4 cr. Ocean boundaries and to seafloor spreading and continental drift; ridges, trenches, bottom topography. Origin and evolution of ocean basins. transform faults, island arcs, and rift systems; plate sub- Nature and characteristics of coastal and marine sediments. duction and marginal ocean basins; magma generation, Gathering of oceanographic data and development of the metamorphism and ore deposits at plate boundaries; origin marine sciences. Lecture 2 hours; lab 3 hours. Prereq.: ESCI- of mountain belts ; pre-Mesozoic plate tectonics and growth 121 or 211, and ESCI-207. of continents. Lecture 3 hours. Prereq.: graduate standing, ESCI 319, and ESCI-330. ESCI-416 Applied Hydrology, 3 cr. Water budget and its ECONOMICS various components; hydrologic theories, methodologies, Michael Wenz, Ph.D., Assistant Professor, Acting Chair and techniques of data analysis used to estimate and/or Christina Ciecierski, Ph.D., Associate Professor, determine values for each component of the water budget; Coordinator, Advisor computer modeling of water budget components is intro- Ryan Gallagher, Ph.D., Assistant Professor, Advisor duced. Lecture 2 hours, lab 2 hours. Prereq.: graduate standing Scott Hagerty, Ph.D., Assistant Professor and ESCI-337 or consent of instructor. Erick Howenstine, Ph.D., Professor ESCI-418 Ore Deposits, 4 cr. Origin, composition, and migra- tion of ore-bearing fluids; classification of ore deposits with The Economics program offers courses of study leading to reference to well-known mining districts, geothermometry, the degree of Bachelor of Arts. and isotopic studies; metallogenic provinces and epochs; Economics is the social science that analyzes the basic ore microscopy; property evaluation and ore-reserve estima- problem of scarce resources and the necessity of choice. tion. Lab studies of ore-gangue samples from representative This basic problem is faced by businesses, households, gov- mines. Lecture 3 hours, lab 2 hours. Prereq.: graduate standing, ernments and nations. Courses in Economics focus on how ESCI-331 and ESCI-322. markets operate and how policies and choices affect market ESCI-419 Exploration and Geostatistics, 4 cr. Course activity. Economics provides useful insights into problems of introduces all areas of mathematical geology and then re- recession and inflation, international economic relations, views basic statistics as it applies to geologic data. It then environmental issues, economic growth, public policy, finan- draws on this basis to derive the geostatistical method of cial markets, and labor market developments among others. estimation. This method is illustrated in theory and practice A major in economics provides an excellent preparation for with real data on computerized mapping system. Lecture 3 careers in business and public organizations. Students who hours, lab 2 hours. Prereq.: graduate standing, MATH-104. MATH-185 major in Economics are also well prepared for graduate study strongly recommended. in business and law. Further graduate study in Economics ESCI-425 Special Topics in Earth Science (title varies), is necessary for careers in university teaching and other 3 cr. Selected topics of current research interest. Consult professions requiring masters or doctoral degrees. the Schedule of Classes for specific topics. Lecture 3 hours. The introductory courses (ECON-215 and ECON-217) are Prereq.: graduate standing in earth science. designed to provide basic knowledge and to serve as a ESCI-498 Master’s Research Project In Earth Science, foundation for other courses in economics and business. 3 cr. Directed research, analysis, and presentation of a A concentration in economics provides an excellent back- research paper on an important topic in geology/earth sci- ground for students who wish to pursue careers in business ence. The written research paper must be orally defended. and management, law, government or teaching.The prereq- This course is required for students who choose to fulfill uisite for a major in economics is satisfactory completion graduation requirements for an M.S. in Earth Science un- of three years or equivalent of high school mathematics. der the “Departmental Research Paper” option (Option 2). Students planning to do graduate work in economics are Independent Studies require the approval of the instructor, urged to complete at least two years of college mathematics, department chair and the appropriate College Dean. Prereq.: including differential and integral calculus. Students not plan- Candidacy in Earth Science. ning study beyond the baccalaureate level should complete ESCI-499 Master’s Thesis In Earth Science, 6 cr. Guid- at least one year of college level mathematics. Economics ance of students conducting research and writing a thesis to majors and minors are also encouraged to take quantitative fulfill the requirements for the degree of Master of Science economics courses beyond the minimum requirements. in Earth Science (Option 1). Independent Studies require the Majors are strongly encouraged to take ECON-303 and approval of the instructor, department chair and the appropri- ECON-304 prior to enrolling in upper division electives. All ate College Dean. Prereq.: Candidacy in Earth Science. courses in the economics program carry three hours of credit.

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UNDERGRADUATE PROGRAMS ECON-220 Business and Economic Statistics I, 3 cr. In- Major in Economics for the Bachelor of Arts troduction to the principal methods of statistical analysis as Degree applied to business and economic problems. Topics covered include descriptive statistics, introductory probability and Required Courses: probability distributions, statistical estimation, hypothesis ECON-215 Principles of Macroeconomics...... 3 cr. testing, and regression and correlation analysis with computer ECON-217 Principles of Microeconomics...... 3 cr. applications. Prereq.: MATH-165. ECON-303 Intermediate Macroeconomic Theory...... 3 cr. ECON-303 Intermediate Macroeconomic Theory, 3 cr. ECON-304 Intermediate Microeconomic Theory...... 3 cr. Consumption and investment theory, the definitions and ECON-220 Business and Economic Statistics I...... 3 cr. determination of national income, employment and the price *Electives (any five 300-level Economic courses)...... 15 cr. level. Also considered are the economic effects of fiscal Total 30 cr. and monetary policy. Prereq.: ECON-215, ECON-217, MATH-165 or Minor in Economics (18 cr. hrs.) MATH-177. ECON-304 Intermediate Microeconomic Theory, 3 cr. A Required Courses: systematic study of the role of the price system in organizing ECON-215 Principles of Macroeconomics...... 3 cr. economic activity and an evaluation of its effectiveness; price ECON-217 Principles of Microeconomics...... 3 cr. determination and resource allocation under competition, ECON-220 Business and Economic Statistics I...... 3 cr. monopoly, oligopoly and monopolistic competition; theories Electives (any three 300-level Economics courses)...... 9 cr. of demand, cost, partial, and general equilibrium. Prereq.: Total 18 cr. ECON-215, ECON-217, MATH-165 or MATH-177. *Students entering NEIU in fall 2008 or later are required ECON-306 Labor Economics, 3 cr. Analysis of supply to complete a writing intensive course in Economics. The and demand for labor, the determination of wage rates, Writing Intensive Program (WIP) in Economics currently offers employment, working hours and labor force participation; Econ 320 WIP: Nonprofit Management, Administration and with emphasis on the effects of unionism and government Communications. See an Economics Advisor for additional activities on these areas. Prereq.: ECON-215 and ECON-217. information. ECON-307 Money and Banking, 3 cr. The nature and functions of money and the role of the monetary sector in Students majoring (or minoring) in economics are encouraged the determination of income and employment with particular to meet regularly with their faculty advisors (see advisor list attention on the institutional framework, money markets, in the heading above). Students are also advised (though not commercial banking, deposit expansion, the Federal Reserve required) to concentrate their minimum of 15 credit hours in System, and monetary policy and its instruments. Prereq.: elective coursework in economics within a specific subfield of ECON-215 and ECON-217. Economics. Subfields are defined in accordance with faculty/ ECON-308 Comparative Economic Systems, 3 cr. Analysis advisor expertise. These include: Applied Macroeconomics of the structure, institutions, and performance of alternative with Edward F. Stuart as advisor, Applied Microeconomics economic systems: capitalism, socialism, communism. Se- with Christina Ciecierski as advisor, International Economics lected countries are studied as examples of each system. with Edward F. Stuart as advisor, Urban Economics with Ryan Gallagher as advisor and Quantitative Economics with Michael Prereq.: ECON-215 and ECON-217. Wenz as advisor. The department believes that a focused ECON-309 Public Finance, 3 cr. An investigation of the approach to elective courses will better prepare graduates economic effects of governmental activities. The major types for a desired post-graduate program and/or career path. of taxes and expenditure proposals are considered. In addi- tion, intergovernmental fiscal relations and fiscal policy are Students should also be aware of the University requirements discussed. The course will emphasize, but not be restricted for the Bachelor's degree. to American fiscal institutions.Prereq.: ECON-215 and ECON-217. COURSE OFFERINGS ECON-310 WIP: Business and Economic Statistics II, 3 ECON-215 Principles of Macroeconomics, 3 cr. Elemen- cr. This course is a continuation of ECON-220. Topics to be tary aggregate economics. Among the topics covered are covered include analysis of variance, multiple regression and economic instability, countercyclical economic policies, correlation, time series analysis, nonparametric tests, and money, the banking system, government economic activity, decision theory with computer applications. Prereq.: ECON-215, fiscal policy, monetary policy, and national income theory. ECON-217, ECON-220, and ENGL-101. Prereq.: MATH-091 with a grade of “C” or Intermediate Algebra placement. ECON-312 Mathematical Economics, 3 cr. Conventional ECON-217 Principles of Microeconomics, 3 cr. Among macro-and microeconomic theories are set out in math- the topics covered are supply, demand, prices, the working ematical form utilizing algebra and calculus. Topics to be of markets, the markets for labor and for other factors of covered include sets, functions, matrices, differential and production, distribution of the product and contemporary integral calculus and optimization. Prereq.: ECON-215, ECON-217, economic problems. Prereq.: MATH-091 with a grade of “C” or Inter- and MATH-165 or MATH-177. mediate Algebra placement.

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ECON-313 Economic History of Europe, 3 cr. Develop- ECON-322 International Economics, 3 cr. Introduction of ment of the modern economic systems and institutions of the fundamentals of international trade theory; theoretical, Europe from their late medieval and Renaissance beginnings; institutional and historical aspects of international economic the revival of trade, the growth of towns, the Commercial relations are considered, including foreign exchange and Revolution, the development of new systems of economic balance of payment problems, tariffs, quotas, and U.S. com- thought to support capitalism, the Industrial Revolution, the mercial policies. Prereq.: ECON-215 and ECON-217. rise of new economic forms such as socialism, modified ECON-323 WIP: Economic Development, 3 cr. Analysis capitalism, and “mixed” economies in the twentieth century. of factors underlying economic development of nations in Prereq.: ECON-215 and ECON-217. East Asia with a focus on China and Japan but including ECON-314 The Development of Economic Thought, 3 cr. brief consideration of other areas such as Korea, Taiwan, the Historical survey of the major streams of economic thought Philippines, and selected Southeast Asian Nations. Prereq.: including classical, Marxian, institutionalist, neoclassical, ECON-215, ECON-217, and ENGL-101. radical and monetarist thought. The course covers the ECON-324 The Economics of the European Union, 3 cr. origins, methods and validity of economic theories. Prereq.: This course will provide an overview of the history, objec- ECON-215 and ECON-217. tives, and economics policy issues of the European Union. ECON-315 American Capitalism, 3 cr. Contemporary The focus of the course will be on a theoretical analysis controversial interpretations of American capitalism; the of the principal economics problems facing the European course centers around ideas of laissez-faire, government Union. These problems include; agricultural policy, trade regulation and government-business relations; analysis policy, the creation of a single market and single currency, of private property, competition, free enterprise; views of further expansion, and relations with the United States. conservatives, liberals and radicals are considered, and a The course requires that students have a background and critical examination of recent reformulations of the capitalist sound understanding of the principles of macro and micro system is undertaken. Prereq.: ECON-215 and ECON-217. economics. Prereq.: Econ 215 and Econ 217 ECON-316 Independent Study in Economics, 3 cr. Inten- ECON-331 American Economic History, 3 cr. Survey of sive study of special topics of economics; faculty guidance. American economic history from the colonial period to the Prereq.: consent of instructor. present; controversial issues and interpretations in American ECON-318 Introduction to Econometrics and Forecast- history. Prereq.: ECON-215 and ECON-217. ing, 3 cr. Introduction to the methods by which economic ECON-332 Industrial Organization, 3 cr. Analysis of the theories are tested with emphasis on applications. Topics competitive structure of industries and the major determi- include bivariate and multiple regression techniques, hy- nants of industrial organization such as economies of scale, pothesis testing, and violation of the common assumptions. mergers, vertical integration, advertising, and their effects Computer usage. Prereq.: ECON-215, ECON-217 and ECON-220 and on competitive firm behavior. Examination of the economic MATH-165 or MATH-177. foundations and effects of government policies to regulate ECON-319 Current Economic Problems, 3 cr. Analysis of monopoly. Prereq.: ECON-215 and ECON-217. a contemporary domestic or international issue. Consult the ECON-333 Urban Economics, 3 cr. Presentations of fun- Schedule of Classes for specific topics.Prereq.: Varies with topic. damental economic tools applicable to urban problems; ECON-320 WIP: Nonprofit Management, Administration identification of the economic causes of these problems and Communications, 3 cr. This course is designed to and analysis of policies designed to correct them. Prereq.: prepare students for careers in the non-profit world and to ECON-215 and ECON-217. introduce the principles of effective professional communica- ECON-334 Cost-Benefit Analysis, 3 cr. Alternative eco- tions. Students will be required to volunteer a minimum of nomic policies resulting from weighing the merits of spending two (2) hours per week with a non-profit organization and to public expenditures on various public projects. A systematic produce weekly correspondence related to the internship. approach to the evaluation of individual projects in the selec- Prereq.: ENGL-101. tion of the best project to accomplish a given purpose, and ECON-321 International Monetary Theory and Relations, in the establishment of priority order among the projects 3 cr. This course will provide an analysis of the interna- competing for limited funds. Prereq.: ECON-215 and ECON-217. tional monetary system and the institutions that link national ECON-335 Economics of Transportation, 3 cr. Demand for economies through exchange rates, balance of payments, and costs of transportation. Urban and interurban markets and international asset transactions. Particular attention for transport of people and goods. Regulation, deregulation, will be paid to the evolving international monetary system and public policy. Prereq.: ECON-215 and ECON-217. of flexible exchange rates and highly mobile international ECON-336 Health Economics, 3 cr. This is a course in capital. This course will be valuable to students interested applied economic theory that examines the determinants in careers in international economic policy, international of health status as well as the determinants of the market banking, and finance, and in international political economy. quantity and price of health care services. Specific topics Prereq.: ECON-215 and ECON-217. covered include: consumer factors which determine demand for health and health care utilization; the role of health insur-

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 131 ENGLISH ance in determining health and health care use; behavior of health care providers under various types of financial ENGLISH reimbursement mechanisms and market structures. Prereq.: Timothy R. Libretti, Ph.D., Professor, Chair ECON-215 and ECON-217 Timothy P. Barnett, Ph.D., Associate Professor ECON-337 Environmental Economics, 3 cr. This course al- Marcia Z. Buell, Ph.D., Assistant Professor lows students to explore and understand the role of economics Vicki Byard, Ph.D., Professor in analyzing environmental issues and in the development of Alicia Erian, Ph.D., Assistant Professor environmental policy. Some of the topics covered include: air Chielozona Eze, Ph.D., Associate Professor and water pollution, transitioning from depletable to renewable Emily Garcia, Ph.D., Assistant Professor resources; biodiversity and issues of sustainability, energy Bradley Greenburg, Ph.D., Associate Professor and transportation. Prereq.: ECON-215 and ECON-217 ECON-340 Managerial Economics, 3 cr. The application of Thomas J. Hoberg, Ph.D., Professor economic theory to the analysis of business decision- mak- Julie Iromuanya, Ph.D., Assistant Professor ing. Topics include the theory of production, costs, pricing, Julie H. Kim, Ph.D., Professor and capital budgeting. Specific tools such as constrained Kristen L. Over, Ph.D., Associate Professor maximization and regression analysis are applied in a case Timothy H. Scherman, Ph.D., Associate Professor approach to the estimation and forecasting of revenues and Christopher L. Schroeder, Ph.D., Professor costs, and to the preparation of budget forecasts. Prereq.: The study of English is designed to help students prepare ECON-215 and ECON-217. themselves for a variety of professions and careers where in- Econ-377 Real Estate Economics, 3 cr. This course pro- dividual talents are valued. It enables students to improve their vides an overview of the economics of real estate markets. writing skills, their articulation and their abilities in analytical Primary focus is on the interaction of supply and demand reading—all valuable accomplishments. The study of literature in determining real estate property valuations and other real refines one’s sensibilities, expands one’s outlook, and stimulates estate-related assets such as mortgage-backed securities. one’s imagination. It is a humanizing activity which helps one Different methods of determining real estate valuations are discover one’s self and one’s place in the world. examined, including residential, cost, hedonic, and income- Required for graduation: Students must complete a minimum based approaches for commercial and residential properties. of 24 semester hours at the 300 level. Additionally, the link between real estate markets and the broader economy is examined, including emphasis on the UNDERGRADUATE PROGRAMS mortgage industry and mortgage markets. Major in English for the Bachelor of Arts Degree Econ-3953 Internship in Economics, 3 cr. The internship Prerequisites: Engl-101 and engl-102 or equivalent. Note: No in economics is designed for students in the Department of more than 15 hours may be transferred into the major in English. Economics with a declared major or minor and who are ap- Required courses: ENGL-210 WIP: Methods for English proaching the terminus of their program and wish to apply Majors. This course is designed as an introduction to the their learned knowledge within a non-academic and profes- English major, and should be taken as early as possible. sional setting. For many students, an internship constitutes ENGL-345 Practical Criticism. a first glimpse into "how economists work" outside of the classroom and, consequently, serves as a guide for future Core Courses career goals and opportunities. Additionally, well-received Choose Three Literary Surveys: interns often obtain strong letters of recommendation and/ ENGL-218 American Literature: Beginnings to 1865 or the option of permanent employment. Prereq.: ECON-215, ENGL-219 American Literature: 1865 to Present ECON-217, ECON-303 and ECON-304. ENGL-221 English Literature: Beginnings to 1750 Econ-3956 Internship in Economics, 6 cr. (See ECON-3953 ENGL-222 English Literature: 1750 to Present for course description.) ECON-401 Fundamentals of Business Economics, 4 cr. Choose One Major Author: Provides knowledge of microeconomic and macroeconomic ENGL-314 Chaucer and His Age theory necessary for advanced business analysis. Prereq.: ENGL-329 Milton Enrollment in MBA program. ENGL-330 Shakespeare: Comedies and Romances ECON-419 Economic Analysis for Managers, 3 cr. This ENGL-331 Shakespeare: Tragedies course is an advanced introduction to the application of Electives: economic principles and methodologies within the decision- Choose 18 hours from the four categories below, with no making process of the firm. It cultivates the ability to develop more than 12 hours from any one category. Note that the constrained maximization and minimization analyses and to English Department is continually creating new courses. apply those analyses to managerial problems of resource Therefore, the list below is not complete. Also note that allocation, budgeting and forecasting. Prereq.: Mathematical Gen. Ed. courses (ENGL 201, 202, and 203) do not count requirements of the MBA program. towards the Major.

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Note: A limit of six 200-level courses may be applied to the Major in English/Secondary Education for the English Major. Bachelor of Arts Degree Teachers of English in secondary schools are typically required ENGLISH LITERATURE to teach a broad language arts curriculum. This interdisci- Engl-307 Medieval Literature: Arthurian Legend plinary program combines literature, linguistics, reading, Engl-308 English Literature From Beowulf to Malory composition, and speech, providing excellent preparation Engl-321 Literature of the Romantic Movement for classroom teaching. Engl-323 Shaw and Modern British Drama In order to meet the language arts/humanities requirements Engl-328 17th Century Literature for certification, students are required to take ENGL-101 Engl-341 Restoration & 18th Century Literature I Writing I, ENGL-102 Writing II, CMTC-101 Foundations of Engl-342 Restoration & 18th Century Literature II Communication. Engl-348 Prose And Poetry of the Victorian Age NOTE: The required professional education courses must Engl-350 Victorian Novel be completed in addition to the requirements listed below. Engl-378 20th Century Fiction I Refer to the Secondary Education section of this catalog for Engl-379 20th Century Fiction II additional information. AMERICAN LITERATURE • No more than 15 hours may be transferred into the major ENGL-312 Literature of Colonial Times in English. ENGL-313 American Literary Renaissance: 1830- 1860 • No more than 15 hours at the 200 level may count towards ENGL-318 Readings in American Literature fulfilling the major requirements. ENGL-322 American Short Story ENGL-361 Development of the American Novel Requirements ENGL-368 American Realism American Literature 6 credits ENGL-378 20th Century Fiction I ENGL-218 American Literature: Beginnings to 1865 ENGL-379 20th Century Fiction II ENGL-219 American Literature: 1865 to Present ENGL-380 Multi-Cultural Literature in America English Literature 6 credits ENGL-381 African-American Literature ENGL-221 English Literature: Beginnings to c. 1750 ENGL-389 Contemporary Poetry ENGL-222 English Literature: c. 1750 to Present INTERNATIONAL LITERATURE Criticism 3 credits ENGL-300 Russian Literature ENGL-345 Practical Criticism ENGL-302 Love in Western Literature Shakespeare 3 credits ENGL-324 Romantic Novel ENGL-330 Shakespeare: Comedies and Romances or ENGL-333 Mythological Bkgrds. In English & American Lit. ENGL-331 Shakespeare: Tragedies ENGL-334 Biblical Bkgrds. In English & American Lit. Diverse Literature 9 credits ENGL-337 Nobel Laureates ENGL-371 Studies in Women’s Literature or ENGL-365 West Indian Literature ENGL-318N American Women Writers ENGL-370 Folklore and the Fairy Tale of the 19th Century or ENGL-371 Studies in Women’s Literature Approved Equivalent ENGL-373 Yiddish Literature in Translation and ENGL-380 Multicultural Literature or WRITING ENGL-381 African American Literature or Engl-200 Writing in Context Approved Equivalent Engl-235 Introduction to Creative Writing I and Engl-236 Introduction to Creative Writing II ENGL-390 The Young Adult Novel Engl-335 Written Communication for Business Composition 3 credits Engl-376 Advanced Composition ENGL-376 Advanced Composition or Engl-377 Argumentative Prose ENGL-377 Argumentative Prose Engl-384/385 Creative Writing: Poetry I and II Three Electives in Literature Engl-386/387 Creative Writing: Fiction I and II at the 300-level 9 credits Total 36 credits Linguistics 6 credits English Majors must complete an electronic portfolio. For LING-201 Intro to General Linguistics more information, please see your English Advisor. TESL-340 Teaching English as a Second Language: Practices and Procedures

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Other Required Courses 6 credits 3. All applicants must submit a representative sample of CMTM-265 Mass Media and Society academic or professional writing that demonstrates their SCED-315 Teaching Writing in Junior and critical thinking and/or research strengths and indicates Senior High School their ability to do well in advanced study in English Total 51 credits Literature or Composition. The writing sample should not exceed 15 pages in length, and should preferably Minor in English: (18 credit hours) be work completed for an upper-division undergraduate Required Courses: course in English or for a graduate-level English course. Three courses selected from the (Those who cannot meet this requirement may petition courses listed below:...... 9 credits the Graduate Coordinator for admission in a written ENGL-218 American Literature: Beginnings to 1865 statement.) ENGL-219 American Literature: 1865 to Present 4. GRE scores are not required for admission, but they ENGL-221 English Literature: Beginnings to c. 1750 may be submitted to supplement an application. ENGL-222 English Literature: c. 1750 to Present Literature Concentration: Electives (nine credit hours in English As the Master’s degree is understood to build upon an already at the 300-level)...... 9 credits solid foundation of literary study, applicants seeking admis- Total 18 credits sion to the MA program in English, Literature concentration, NOTE: No more than nine transfer credit hours may be must have a BA in English (or a minimum of 30 credit hours of counted toward the minor in English. undergraduate work in literature and composition), including reasonable coverage of British and American literature and at Students in the Elementary Education and Early Childhood least one course in Literary Criticism. Students who do not Education programs who have selected this minor must meet these requirements may be offered a provisional admis- complete a minimum of 9 hours at the 300-level to meet sion and allowed to complete their undergraduate training at graduation and certification requirements. NEIU prior to taking courses toward the MA degree. GRADUATE PROGRAM Composition Concentration: Master of Arts in English As the Master’s degree is understood to build upon an already The graduate program in English develops skills in critical think- solid foundation of study, applicants seeking admission to ing, writing, and research, encourages intellectual curiosity, and the MA program in English, Composition concentration, must provides training for careers and professional advancement have a BA in English, English Education, or a related field in related fields such as teaching, editorial work, journalism, subject to the approval of the Graduate Committee in Com- publishing, writing, and research. position. Students who do not meet these requirements may Students pursuing the MA in English choose between two be offered a provisional admission and allowed to complete degree concentrations, Literature or Composition. The two- their undergraduate training at NEIU prior to taking courses track curriculum provides two separate fields of study within toward the MA degree. English, offering multiple career opportunities as well as pre- NOTE: All petitions to transfer between degree concentrations paring students for doctoral work. are subject to the admissions requirements of the track into which a student is transferring. Requirements for Admission to the Program: Note: Applications for this program are accepted three Requirements for the Degree: times a year. All graduate credits must be at the 400 level, except for a Fall admission – July 1 maximum of two 300-level courses specifically approved for graduate degree credits in English (see list below). Be sure Summer admission – April 1 to consult with your program advisor before registering for Fall admission – November 1 any 300-level course. Students must fulfill the general requirements for admission ENGL-300 Russian Literature: Gogol-Chekhov to the Graduate College. In addition: ENGL-307 Development of the Arthurian Legend 1. Applications must indicate a degree concentration: ENGL-308 From Beowolf to Malory Literature or Composition. ENGL-314 Chaucer and His Age 2. In their personal Statement of Goals and Objectives, ENGL-316 Forms of Poetry applicants to the Program in English should specify their reasons for pursuing graduate-level studies in ENGL-368 American Realism Literature or Composition, and they should identify the ENGL-376 Advanced Composition background, strengths, and academic skills that they ENGL-377 Argumentative Prose feel will ensure their success as an MA student. ENGL-381 African-American Literature

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The graduate program requires 33 credit hours of coursework ENGL 453 Thesis Seminar in English in literature (principally British and American), or 33 hours or with a concentration in composition. (The specifics of each Two additional 400-level courses...... 6 credits program are defined below.) Both programs require a final Total 33 credits written examination. Composition Concentration: Good Standing in the Program: Students must complete the 6 hours of Core Requirements, 1. All students must maintain a minimum 3.0 grade point 18 hours of Core Electives and 9 hours of Free Electives. In average in the program. addition, students must maintain good academic standing 2. Regardless of overall grade point average, grades of in the program and pass a three part comprehensive exam. C or below at the master’s level indicate a need for increased academic application. If more than one grade Core Requirements: 6 credits of C is received, a student must petition the depart- ENGL-433 Seminar in Composition Theory mental Graduate Committee in writing for permission ENGL-435 Writing Assessment: Theory & Practice to continue. Core Electives: 18 credits Thesis Option: ENGL-409 Community Literacy & Composition Studies An optional scholarly thesis is open to degree candidates ENGL-410 Literary Method & Practice enrolled in either degree track, and may be written in place of ENGL-427 Pedagogies of Teaching College Level Writing two 400-level electives. This option is subject to departmental approval. The student, in consultation with a thesis advisor ENGL-430 Studies in Literary Criticism and the Graduate Coordinator, will submit a thesis proposal ENGL-432 Alternative Literacies that must be approved before they can register for the Thesis ENGL-434 Seminar in Basic Writing Seminar (ENGL 453). Students completing the thesis option ENGL-437 English Studies & Technology will give an oral defense of their thesis before a departmental ENGL-438 Research in Composition committee prior to filing the project with the Graduate College. ENGL-439 Stylistics Examination: ENGL-486 Introduction to Literatures & Literacies in a Flat World In contrast to traditional Master’s programs in which gradu- ate students are handed several literary fields that they are Note: New Composition Electives will be added to the list supposed to “master,” in our program, students will be at the above periodically. helm of producing three literary fields that will be the basis of FREE Electives: 9 credits their take-home exams. Each field will be accompanied by To be chosen from the categories below a rationale and a combination of primary texts (8-15 works); Literature: any 400-level or graduate approved 300-level secondary texts (3-10 works); and theoretical works (3-10 course works). These lists will be created with the assistance of the Writing: Graduate Coordinator and other faculty. For more information, ENGL-316 Forms of Poetry please contact the Graduate Coordinator. ENGL-376 Advanced Composition Literature Concentration: ENGL-377 Argumentative Prose A student’s coursework should be planned with a view to achieving adequate and substantial preparation in British ENGL-453 Thesis Seminar in English and American literature, with some work in world literature. ENGL-482 Contemporary Poetic Forms In addition to coursework, students must maintain good academic standing in the program and pass a comprehensive Language: see advisor to choose TESL or LING courses examination in English Literature. The program includes the relevant to your career goals. following course work: Comprehensive Exam: Students will be tested on three reading lists that they have Required Courses: developed in conjunction with faculty members on topics of ENGL 410 Literary Method and Practice...... 3 credits particular interest to them. There will be three separate tests, ENGL 430 Studies in Literary Criticism...... 3 credits one on each reading list, which students will schedule at Two American literature courses at the 400 level..... 6 credits times convenient for them, complete at home, and then email Three British literature courses at the 400 level...... 9 credits back to the advisor. See the advisor for more information. Two electives chosen from 300-level (only those approved Note: You may get permission from the Graduate Advisor for graduate degree credit) and/or 400-level to take courses not included on this list to meet the elective courses...... 6 credits requirement.

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COURSE OFFERINGS the necessary cultural literacy for higher-level courses in ENGL-101 Writing I, 3 cr. Specialized instruction and American Literature. Prereq.: ENGL-101 with a grade of “C” or better, practice in beginning writing. Work in usage, grammar, style, or consent of instructor. paragraphs, and short essays. Prereq.: Placement into ENGL-101, or ENGL-219 American Literature: 1865 to Present, 3 cr. completion of ELP-120 and/or 099 with a grade of “C” or better. A course covering representative writings of the Realist, Modern ENGL-102 Writing II, 3 cr. Continuation of practice in and Postmodern periods in American literature, emphasizing composition with emphasis on a variety of forms of writing both dominant and emergent themes and literary forms in and longer essays, culminating in the annotated research each period. Here students will gain a broad background for higher-level courses in postbellum American Literature. Prereq.: paper. Prereq.: ENGL-101 with a grade of “C” or better or advanced placement. ENGL-200 Writing In Context, 3 cr. An intensive writing ENGL-101 with a grade of “C” or better, or consent of instructor. course with special focus to writing within designated thematic ENGL-220 Introduction to Shakespeare, 3 cr. Introduc- contexts. Students will read extensively about topics and write tion to Shakespeare’s dramatic art through a careful reading several short papers and one longer one. Students may take of selected tragedies, histories, comedies, and romances; designed primarily but not exclusively for the non- English the course twice (6 hrs. total) when content changes. Prereq.: major. Prereq.: ENGL-101 with a grade of “C” or better, or consent of instructor. ENGL-101 with a grade of “C” or better, or consent of instructor. ENGL-201 The World of Poetry, 3 cr. A literature course ENGL-221 English Literature: Beginnings to c. 1750, which has three main objectives: 1) to familiarize students 3 cr. Representative works in English literature from Beowulf with the literary conventions of poetry; 2) to develop in stu- to the middle of the eighteenth century. Prereq.: ENGL-101 with a dents a critical stance towards literature; and 3) to develop grade of “C” or better, or consent of instructor. in students an appreciation of both western and non-western ENGL-222 English Literature: c. 1750 to Present, 3 cr. cultures as experienced through literature. Prereq.: A grade of Representative works in English literature from the middle “C” or better in ENGL-101. of the eighteenth century to the modern era. Prereq.: ENGL-101 ENGL-202 The World of Drama, 3 cr. A literature course with a grade of “C” or better, or consent of instructor. which has three main objectives: 1) to familiarize students ENGL-235 Introduction to Creative Writing I, 3 cr. Prelimi- with the literary conventions of drama; 2) to develop in stu- nary study to enable students to develop positive approaches dents a critical stance towards literature; and 3) to develop to the craft of writing and to explore techniques of the craft. in students an appreciation of both western and non-western Prereq.: ENGL-101 with a grade of “C” or better, or consent of instructor. cultures as experienced through literature. Prereq.: A grade of ENGL-236 Introduction to Creative Writing II, 3 cr. Tech- “C” or better in ENGL-101. niques aimed at exploring disciplines of various forms of ENGL-203 The World of Fiction, 3 cr. A literature course writing. Prereq.: ENGL-101 with a grade of “C” or better, or consent of instructor. which has three main objectives: 1) to familiarize students with ENGL-300 Russian Literature: Gogol-Chekhov, 3 cr. Works the literary conventions of the short story and novel genres; 2) (primarily novels, novellas and stories) of the major figures to develop in students a critical stance towards literature; and in nineteenth-century Russian literature (Turgenev, Tolstoi, 3) to develop in students an appreciation of both western Dostoyevski, etc.), relating them to the social, political, and and non-western cultures as experienced through literature. religious issues they touched on. Prereq.: The prerequisite for all Prereq.: A grade of “C” or better in ENGL-101. English Department 300-level courses is a grade of ‘C’ or better in ENGL 101 and ENGL-210 WIP: Methods for English Majors, 3 cr. Writing ENGL 102, plus 6 hours of 200-level literature and/or writing excluding General Intensive course designed as first course for English majors. Education courses, or consent of instructor. . Provides practical foundation in the methods essential to Eng- ENGL-301 Independent Study in English, 1 cr. An inde- lish Studies: active reading, critical thinking, and purposeful pendent study on the tutorial model, initiated at the student's writing. Skills such as note taking, quoting, using MLA style, suggestion to an instructor; course content designed in summarizing arguments, and synthesizing and documenting consultation with the instructor. Prereq.: same as ENGL-300. others' opinions will be emphasized. Course will also explore ENGL-302 Love in Western Literature, 3 cr. The various at- multiple perspectives on controversial topics relevant to titudes toward love, including sexual and family relationships, the discipline. Coursework develops strategies of effective as depicted in the literature of different ages and cultures critique, argument, and analysis, and will consist of informal with emphasis on the changing social, ethical, and religious writing, review essays, and thesis-driven analyses of rhetori- context of these views. Prereq.: same as ENGL-300. cal and literary texts. Open discussion and critical thinking ENGL-303 Gay and Lesbian Literature, 3 cr. This course required. Prereq.: A grade of “C” or better in ENGL-101 and ENGL-102. explores the impact of gay, lesbian, bisexual. and trans- ENGL-218 American Literature: Beginnings to 1865, gendered literature on contemporary culture. We will take 3 cr. A course covering representative writings of the Co- a multicultural approach that recognizes the importance of lonial, Early National, and Romantic periods in American sexual identity to late twentieth-century fiction and the ways literature, emphasizing both dominant and emergent themes such fiction affects and is affected by art, politics, entertain- and literary forms in each period where students will build ment, the law, and other notions of identity, such as race, class, and gender. This course will emphasize close reading

136 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 ENGLISH of fiction, the ability to write clearly and analytically about ENGL-318 Readings in American Literature, 3 cr. An literature, and a careful analysis of the role literature plays intensive study of selected literary movements, figures, in our everyday lives. Prereq.: same as ENGL-300. or themes in American literature. Consult the Schedule of ENGL-307 Medieval Studies: The Development of the Classes for specific topics.Prereq.: same as ENGL-300. Arthurian Legend, 3 cr. The legend of King Arthur from allu- ENGL-321 Literature of the Romantic Movement, 3 cr. sions in early chronicles, through Welsh folk tales, through the Poetry and prose from 1780 to 1830 including Blake, Burns, courtly versions of twelfth-century France to the compilation Wordsworth, Coleridge, Byron, Shelley, Keats, Lamb, Hazlitt, by Sir Thomas Malory. Prereq.: same as ENGL-300. and DeQuincey. Prereq.: same as ENGL-300. ENGL-308 English Literature from Beowulf to Malory, ENGL-322 The American Short Story, 3 cr. The evolution of 3 cr. A survey of English Medieval literature that, in dealing the American short story as a self-conscious form of literature with major works (e.g. Beowulf, The Canterbury Tales, Morte from Washington Irving to Joyce Carol Oates. The theories D'Arthur, etc.), situates them in the relevant political and lin- of Romanticism, Realism, Naturalism are illustrated. Each guistic contexts, as well as the literary context of competing student selects one writer of short stories to explore in some “minor” works and genres. Prereq.: same as ENGL-300. depth through an individual report. Prereq.: same as ENGL-300. ENGL-310 Introduction to Composition Studies, 3 cr. ENGL-323 Shaw and Modern British Drama, 3 cr. Shaw’s Examines some contemporary issues in composition studies, development as a playwright as well as significant move- such as process theory, the role of grammar in writing instruc- ments in British drama since the 1890’s, including the Irish tion, digital and visual literacies, and scholarly considerations Renaissance, recent poetic drama, and the “angry young of writers' subjectivities. Introduces the discipline's modes men.” Prereq.: same as ENGL-300. of inquiry: theory, empirical research, and practice. Provides ENGL-324 The Romantic Novel, 3 cr. The nineteenth century instruction in professional resources and bibliographic da- novelists from England and the Continent are studied against tabases so that students can become independent learners the great socio-political movements of the age— the French, in the discipline. Written assignments include responses to Russian, and Industrial Revolutions. Prereq.: same as ENGL-300. readings and a literature review. Prereq.: ENGL-101 and ENGL-102 ENGL-325 Readings in World Literature, 3 cr. Intensive with a grade of “C” or better or consent of instructor. study of fiction and poetry representative of literary move- ENGL-312 Literature of Colonial Times, 3 cr. Prose and ments, historical periods, or thematic concerns. Consult the poetry of the Puritan and Revolutionary eras. Prereq.: same as Schedule of Classes for specific topics.Prereq.: same as ENGL-300. ENGL-300. ENGL-326 Readings in World Literature, 3 cr. Intensive ENGL-313 American Literary Renaissance: 1830-1860, study of fiction and poetry representative of literary move- 3 cr. Prose and poetry of Hawthorne, Melville, Emerson, Tho- ments, historical periods, and various cultures from ancient reau, Whitman, Dickinson, and others. Prereq.: same as ENGL-300. to modern times. Prereq.: same as ENGL-300 ENGL-314 Chaucer and His Age, 3 cr. Close study of ENGL-328 Seventeenth Century Literature, 3 cr. Studies selected early poems of Chaucer (ballads, envoys, and narra- in seventeenth century literature exclusive of Milton. Prereq.: tives), to present an introduction to the language and themes same as ENGL-300. of Chaucer’s poetry and his age. The major portion of the ENGL-329 Milton, 3 cr. Milton’s work and the intellectual course will be devoted to a close reading of The Canterbury milieu of the period. Prereq.: same as ENGL-300. Tales in the original Middle English. Prereq.: same as ENGL-300. ENGL-330 Shakespeare: Comedies and Romances, 3 cr. ENGL-315 Literature of the English Renaissance, 3 cr. Shakespeare’s comic writing, from The Comedy of Errors, Prose and poetry (not drama) of the English Renaissance in through the romantic comedies and problem comedies to the sixteenth century. Prereq.: same as ENGL-300. the late romances. Prereq.: same as ENGL-300. ENGL-316 Forms Of Poetry, 3 cr. This course will examine ENGL-331 Shakespeare: Tragedies, 3 cr. Shakespeare’s some of the traditional poetic forms—lyric, narrative, and tragic works from early experiments in tragedy, e.g., Romeo dramatic—which have been used by poets throughout liter- and Juliet, Richard III, to the great achievements in tragedy, ary history. Readings and discussion will engage students e.g. Hamlet, Lear, Macbeth. Prereq.: same as ENGL-300. in an analysis of each form—its technical characteristics, its ENGL-332 Elizabethan and Jacobean Drama, 3 cr. Ma- place in literary history, and its relevance to contemporary jor dramatists, excluding Shakespeare, in Elizabethan and writers and readers of poetry. Students will write imitations Jacobean drama, 1550 to 1642, including Kyd, Marlowe, of several poetic forms as well as critical essays about them. Webster, Jonson, Beaumont and Fletcher from the origin of Prereq.: same as ENGL-300. professional and court drama to the closing of the theatres. ENGL-317 Modern American Drama, 3 cr. Major lines of Prereq.: same as ENGL-300. development of modern American Drama from O’Neill to ENGL-333 Mythological Backgrounds of English and contemporaries like Albee and Mamet. Prereq.: same as ENGL-300. American Literature, 3 cr. Middle-Eastern, Nordic, and Graeco-Roman mythological systems; readings in archetypal interpretation of literature with representative illustrations from fiction, drama, and poetry.Prereq.: same as ENGL-300.

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ENGL-334 Biblical Backgrounds of English and American ENGL-361 Development of the American Novel, 3 cr. The Literature, 3 cr. Influence of the Bible, especially the King novel as a developing form from Charles Brockden Brown to James version, on the style and content of famous English William Faulkner and beyond. Prereq.: same as ENGL-300. and American writers. Selected readings from Old and New ENGL-362 United States Fiction: Traditions and Counter Testaments and from the writers influenced by them. Prereq.: Traditions, 3 cr. A study of canonical and non-canonical same as ENGL-300. fiction in the United States and the varieties of traditions ENGL-335 Written Communication for Business, 3 cr. composing U.S. literary history. Prereq.: same as ENGL-300 Designed primarily for Business and Management majors ENGL-364 Reading Film, 3 cr. A course in film emphasizing covering principles and practices of writing required in pro- methods of reading films as we would texts. Through close fessional work. Prereq.: same as ENGL-300. viewing, critical analysis of narrative structure, attention to ENGL-337 Nobel Laureates, 3 cr. Nobel prize winners, visual form and representational practice, students will explore 1901 to the present. Prereq.: same as ENGL-300. the complexity of film beyond the level of “entertainment.” ENGL-338 The Literature of Japan, 3 cr. An introduction To paraphrase a famous question asked about poetry, this to contemporary Japanese literature. Prereq.: same as ENGL-300. course will explore “how a film means.” Prereq.: Same as ENGL-300. ENGL-340 Independent Study in English 2 cr. An indepen- ENGL-365 West Indian Literature, 3 cr. Beginning with dent study on the tutorial model, initiated at the student's European response to the discovery of the Caribbean Islands suggestion to an instructor; course content designed in (as evidenced in Shakespeare’s The Tempest), the course will consultation with the instructor. Prereq.: same as ENGL-300. trace the area’s discovery of its own identity as reflected in ENGL-341 Restoration and Eighteenth Century Litera- the works of such writers as Jean Rhys, V.S. Naipaul, Derek ture I, 3 cr. Politics in England leading to the restoration of Walcott and others. Prereq.: same as ENGL-300. Charles II; his court; Restoration playwrights; the bawdy ENGL-368 American Realism, 3 cr. An examination of the Restoration stage and reaction to it; the new sentimental literature that reflects the movement from American romanti- drama; the newspaper and the essay. Prereq.: same as ENGL-300. cism to realism and through realism to literary naturalism, ENGL-342 Restoration and Eighteenth Century Literature approximately 1865-1910. Prereq.: same as ENGL-300. II, 3 cr. Intensive study of contrasts in the Age of Enlighten- ENGL-369 U.S. Latino/a Literature and Culture, 3 cr. This ment; interrelationship of politics and writers; neoclassic course introduces students to Latino/a literatures in the U.S. literature; beginnings of the novel; eighteenth century criti- from the contact period to the present. It offers an overview cism and biography. Prereq.: same as ENGL-300. of major forms and themes in literature from Latino/a na- ENGL-345 Practical Criticism, 3 cr. Introduction to some tive, immigrant and exiled writers with in-depth analysis of of the more important critical approaches to literature, em- representative texts from various genres including essays, phasis on application as well as theory. Prereq.: same as ENGL-300. novels, poetry and drama. Writers will include Latino/as of ENGL-348 Prose and Poetry of the Victorian Age, 3 cr. North American, Central American, South American and Selected Victorian poetry, with consideration of the social Caribbean descent. The course is taught in English with background of the period (1837-1910). Prereq.: same as ENGL-300. readings in original English or translation. Readings, assign- ENGL-350 The Victorian Novel, 3 cr. A study of the devel- ments, instruction and discussion will focus on questions opment of the novel in England from Dickens to Hardy, seen of aesthetics, culture, politics and history, with an added against the contemporary social and literary background. emphasis on inclusion of under-represented groups and Theme and technique of the novel, methods of publication, intercultural connections. Prereq.: Same as ENGL-300. major and minor writers. Prereq.: same as ENGL-300. ENGL-370 Folklore and the Fairy Tale, 3 cr. Readings ENGL-351 The English Novel of the Eighteenth Century, from both traditional and contemporary folktales, including 3 cr. The development of the English novel as a genre in the modern adaptations of traditional stories. Emphasis on the eighteenth century, including such precursors of the novel similarities in different tales, and the differences in similar as Bunyan, Defoe, Lyly and Behn. Prereq.: same as ENGL-300. ones, with the aim of learning how the same elements per- ENGL-358 Readings in British Literature, 3 cr. Intensive vade the archetypical stories, and how variations in detail study of selected literary movements, figures, or themes in bespeak different ethnic and cultural interests and concerns. British literature; each section carries an identifying title. Prereq.: same as ENGL-300. Consult the Schedule of Classes for specific topics.Prereq.: ENGL-371 Studies in Women’s Literature, 3 cr. Literature same as ENGL-300. by or about women; includes writing by women, portrayals ENGL-359 Independent Study in English, 3 cr. An inde- of female characters, attitudes toward women, and women’s pendent study on the tutorial model, initiated at the student’s roles; other thematic concerns. Prereq.: same as ENGL-300. suggestion to an instructor; course content designed in ENGL-372 American Women Writers of the Nineteenth consultation with the instructor. Prereq.: same as ENGL-300. Century, 3 cr. Comprehensive study of texts and contexts ENGL-360 Detective Fiction, 3 cr. Literary and histori- of women's writing in the U.S. during the nineteenth century, cal study of the detective story—from Poe and Sherlock including the origins of its feminist tradition. Texts include a variety of genres (novel, short story, lecture, travel narra- Holmes—to Hammett and the present. Prereq.: same as ENGL-300.

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tive) and traditions (sentimental, romantic, realist, political, Alice Walker, August Wilson, and Gwendolyn Brooks. Prereq.: utopian). Special emphasis on the social, political, economic same as ENGL-300. and legal forces bearing upon women as professional writers ENGL-382 Chicana/o Literature, 3 cr. Reading a range of along with the ways women's fiction articulates the realities Chicana/o poetry, drama, fiction, and criticism, this course of nineteenth-century women's lives. Assignments include will chart the evolution of Chicana/o literature from the cultural close reading of individual texts and a more comprehensive antecedents of the Chicano Movement through the literary final project involving primary research.Prereq.: same as ENGL-300 explosion during the movement to its current state, situating ENGL-373 Yiddish Literature in Translation, 3 cr. Yiddish these cultural developments in the larger framework of U. S. literature from its beginning to the present from Eastern Eu- literature and history. Prereq.: same as ENGL-300. rope and West Germany to the East Side and West Roosevelt ENGL 383 Postcolonial African Literature, 3 cr. A survey of Road. Prereq.: same as ENGL-300. African literature in its cultural, historical, social, and political ENGL-375 The Essentials of Tutoring Writing, 3 cr. This contexts. Africa is a continent of diverse peoples, cultures, class considers the larger theoretical debates important languages, customs, food, economies, experiences of colo- to composition studies today and the practical aspects of nialism/imperialism, and so on. With such diversity of daily writing tutorials. Students will read contemporary writing life and historical and cultural experiences comes a wealth theory and apply this knowledge in work with small groups of literature: oral literature, drama, poetry, short stories, and of undergraduate writers, helping them to create ideas, draft novels. This course will cover diverse authors such as Chinua and revise essays, and edit their work. To succeed in this Achebe, Wole Soyinka, Zakes Mda, Nurrudin Farah, Buchi class, students need to be strong writers and collaborators Emecheta, Tsitsi Dangarembga, etc. Prereq.: same as ENGL-300. and to have an interest in the practice and politics of writing. ENGL-384 Creative Writing: Poetry I, 3 cr. Students write Prereq: same as ENGL-300. poetry which is discussed and critiqued in class by instruc- ENGL-376 Advanced Composition, 3 cr. Interdependence tor and students. Prereq.: same as ENGL-300, plus ENGL-235 or 236, of rhetoric, grammar, logic, semantics, psychology, and criti- or consent of instructor. cism in communication of ideas; practice in various types of ENGL-385 Creative Writing: Poetry II, 3 cr. Students write writing with focus on students’ interest; designed for future poetry which is discussed and critiqued in class by instruc- teachers of composition. Prereq.: same as ENGL-300. tor and students. Prereq.: same as ENGL-300, plus ENGL-235 or 236, ENGL-377 Argumentative Prose, 3 cr. An advanced course or consent of instructor. in which students will learn to write argumentative essays ENGL-386 Creative Writing: Fiction I, 3 cr. Students write on a wide range of subjects, using as models for discussion prose fiction which is discussed and critiqued in class by the argumentative prose of professional writers. The course instructor and students. Prereq.: same as ENGL-300, plus ENGL-235 will cover many aspects of argumentative writing, including or 236, or consent of instructor. the study of inductive and deductive reasoning and logical ENGL-387 Creative Writing: Fiction II, 3 cr. Students write fallacies and the analysis of organizational and stylistic prose fiction which is discussed and critiqued in class by techniques. Prereq.: same as ENGL-300 instructor and students. Prereq.: same as ENGL-300, plus ENGL-235 ENGL-378 Twentieth Century Fiction I, 3 cr. Development or 236, or consent of instructor. of the modern novel from Conrad to writers of the 1930s ENGL-388 Modern British and American Poetry, 3 cr. In- and 1940s against a background of historical and literary troduction to modern poetry in English: its origins, dominant movements; emphasis on Conrad, James, Joyce, Lawrence, themes, and characteristic techniques. Prereq.: same as ENGL-300. Faulkner, and Hemingway. Prereq.: same as ENGL-300. ENGL-389 Contemporary Poetry, 3 cr. A survey of poetry ENGL-379 Twentieth Century Fiction II, 3 cr. Development in English from 1950 to the present. This course will examine of the novel in English in recent decades against a back- the major themes and techniques of poets writing during this ground of historical and literary movements; includes work period. Prereq.: same as ENGL-300. of West, Greene, Lowry, Durrell, Bellow, Nabokov, Burgess, ENGL-390 Young Adult Novel, 3 cr. Advanced study in Barth, Lessing, Murdoch, Mailer, Updike and Pynchon. Pre- literature for young adults, grades 7-10. Evaluation and selec- req.: same as ENGL-300. tion of recent books in the area as well as the history of the ENGL-380 Multi-Cultural Literature in America, 3 cr. genre. Criteria for selection: Book lists, indexes, professional Designed for future teachers of English, the multi-genre literature in the field. Individual work on problem of special course provides students with an awareness of representa- interest. Prereq.: same as ENGL-300. tive literature from the various ethnic cultures that are a part ENGL-391 Children’s Literature, 3 cr. Preparation for ef- of American life. Prereq.: same as ENGL-300. fective teaching of literature in the elementary school; wide ENGL-381 African-American Literature, 3 cr. A survey of reading of books for young children; story selection and story African-American Literature in its social, cultural, and political telling; authors and illustrators of children’s books; classroom context, beginning with Phyllis Wheatly, continuing through the methods of stimulating creative expression; individual and slave narratives of the pre-Civil War era to the masterpieces group reading guidance. Prereq.: same as ENGL-300. of the Harlem Renaissance and the works of contemporary writers, such as James Baldwin, Toni Morrison, Ishmael Reed,

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The following 300-level English courses are eligible for ENGL-419 Elizabethan and Jacobean Drama, 3 cr. Explora- Graduate credit: tion of English dramatic works from circa 1580-1642, includ- ENGL-397 Summer Creative Writing Institute, 3cr. Offered ing Marlowe, Greene, Middleton, Marston, Dekker, Jonson, only in summer as an intensive course that runs for most of Webster, and Beaumont. This course will pay particular a day over two to three weeks. Specializing in either fiction attention to genres that dominate outside the Shakespeare or poetry, students participate in workshops as well as ses- canon (revenge, tragedy, city comedy, tragicomedy), as well sions with invited speakers with subjects such as: craft of as detailing the social, cultural, and intellectual developments poetry and short fiction, women's poetry, the profession of that characterize this golden age of English stagecraft. Pre- writing and publishing, how to get published, and the MFA. req.: same as ENGL-421 The emphasis is on an intense workshop experience and an ENGL-421 The Metaphysical Poets, 3 cr. The metaphysi- atmosphere of constructive critique leading to the production cal tradition in seventeenth century poetry and its impact on of a significant portfolio of writing.Prereq.: C or better in ENGL-101 modern poetry, including works of Donne, Herbert, Crashaw, and ENGL-102, plus six hours of 200-level literature/writing classes excluding Vaughan, and Traherne and critical studies of Johnson, Gri- General Education courses, or consent of instructor. erson, Eliot, Leavis, Williamson, and others. Prereq.: graduate The following 300- level English courses are eligible for standing or written consent of instructor. Graduate credit: ENGL-422 Milton, 3 cr. Study of a turbulent and exciting ENGL-300 Russian Literature: Gogol-Chekhov “century of revolutions” by concentrating on the figure most ENGL-307 Development of the Arthurian Legend associated with seventeenth-century English literature, John ENGL-308 From Beowolf to Malory Milton. We will read all of his major poetry as well as some ENGL-314 Chaucer and His Age significant prose writings. We will also attempt to contex- ENGL-316 Forms of Poetry tualize Milton in his period by studying other major figures such as Ben Jonson, Andrew Marvell, and John Bunyan. ENGL-368 American Realism Prereq.: same as ENGL-421 ENGL-376 Advanced Composition ENGL-426 Seminar in Romantic Literature, 3 cr. Advanced ENGL-377 Argumentative Prose study of the major poets of the Romantic period, involving ENGL-381 African-AmericanLiterature oral reports, and culminating in a term paper. Prereq.: same ENGL-410 Literary Method and Practice, 3 cr. A founda- as ENGL-421 tion course that will build on existing skills and prepare for ENGL-428 The English Novel, 3 cr. Study of the English further graduate-level studies, with a goal of contextual- novel from its origins in the 18th century “Rise of the Novel” izing and conceptualizing critical attitudes and approaches tradition, through Gothic/Romantic and Victorian Fiction, to to literary text. Its aim is to provide advanced critical and Modernism and Post-Modernism. Individual readings may scholarly tools for understanding literature, and will address vary, but students are likely to read works by Defoe, Bronte, criticism and critical method, close reading and analysis, and Woolf, Lawrence, Conrad, etc. Prereq.: same as ENGL-421 bibliographical and research technique. Required in the first ENGL-429 Writing Across the Curriculum, 3 cr. Through year of study in the Literature Concentration. Prereq.: Admission class discussion and activities, textual analyses and inquiry- to the MA Program in English. based research assignments, this class explores connections ENGL-415 Medieval Literature: Ricardian Poetry, 3 cr. This between writing and the creation and representation of knowl- course focuses on the prolific literary production associated edge within academic disciplines. Topics include defining with the reign in England of Richard II (1377-1399), including what counts as appropriate evidence in various fields, and the works of Chaucer, Gower, Langland, the Gawain poet, the role of English departments in writing in the disciplines Julian of Norwich, and others. Using various approaches, pedagogy. Though not intended to be guided instruction in course will investigate the period’s innovation, its relation to the mechanics of writing, students will gain deeper insight British literary tradition and to 14th-15th-century historical into what counts as quality writing in their disciplines, so in change. Prereq.: same as ENGL-421 addition to MA Composition graduate students, this course ENGL-418 Studies in Shakespeare, 3 cr. Advanced study is open to graduate students in other fields with written of Shakespeare’s work, organized by theme. This course will permission by the instructor. Prereq.: same as ENGL-421 explore a number of plays grouped together by an organizing ENGL-430 Studies in Literary Criticism, 3 cr. A study of principle (such as “Shakespeare and History,” “Shakespeare some of the central problems and issues of contemporary and the Other,” “The Romantic Plays,” “Romance”). These criticism, as exemplified by the writings of major theorists. works will also be placed in their historical context, paying Prereq.: same as ENGL-421. close attention to genre, structure, and language. Students ENGL-431 Bibliography and Research in English, 3 cr. will also study theoretical approaches to Shakespeare’s Materials, methods, and tools of literary research; use of librar- work in readings of contemporary critical works. Prereq.: ies; preparation of scholarly papers. Prereq.: same as ENGL-421. same as ENGL-421

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ENGL-432 Alternative Literacies, 3 cr. This course will ex- ENGL-442 Seminar in Seventeenth Century Literature, plore literacy theories within and beyond composition studies 3 cr. (See ENGL-441 for description.) by considering competing models of literacy and the cultural ENGL-443 Seminar in Eighteenth Century Literature, dimensions of writings, such as economic class or multilin- 3 cr. (See ENGL-441 for description.) gualism, as well as the implications of these for the practice of ENGL-444 Seminar in Romantic Literature, 3 cr. (See writing and writing instruction. Prereq.: same as ENGL-421 ENGL-441 for description.) ENGL-433 Seminar in Composition Theory, 3 cr. An ex- ENGL-446 Seminar in Contemporary English Literature, tensive examination of current composition methodologies 3 cr. (See ENGL-441 for description.) with emphasis upon the eclectic needs of the composition ENGL-447 Seminar in Contemporary American Literature, student. Prereq.: same as ENGL-421. 3 cr. (See ENGL-441 for description.) ENGL-434 Seminar in Basic Writing Theory, 3 cr. A survey ENGL-448 Seminar in Nineteenth Century American of types of students in basic writing classes, a review of place- Literature, 3 cr. (See ENGL-441 for description.) ment tests for identifying levels of writing competency, and a ENGL-449 Studies in American Literature, 3 cr. Advanced careful examination of various basic writing methodologies. study of selected American writers. Consult the Schedule of Prereq.: same as ENGL-421. Classes for specific topics.Prereq.: same as ENGL-421. ENGL-435 Writing Assessment: Theory and Practice, 3 ENGL-450 Studies in English Literature, 3 cr. Advanced cr. Theoretical background on evaluating student writing, as study of selected English writers. Consult the Schedule of well as practical training in how to diagnose and remediate Classes for specific topics.Prereq.: same as ENGL-421. problems with grammar and content at the secondary and ENGL-453 Thesis Seminar In English, 6 cr. Guidance of college level. Prereq.: same as ENGL-421. students conducting research and writing a thesis to fulfill ENGL-436 Rhetorics of Composition, 3 cr. This course will requirements for the M.A. in English. Prereq.: acceptance to master’s provide students with a background in Classical Rhetoric and degree candidacy in English. then examine how the conventions of Classical Rhetoric have ENGL-454 Seminar in World Literature, 3 cr. Advanced been translated or transformed into rhetorics of composi- study of a selected writer(s) in World Literature. Consult the tion, such as Expressionistic Rhetoric, Cognitive Rhetoric, Schedule of Classes for specific topics.Prereq.: same as ENGL-421. Epistemic Rhetoric, and Social Construct Rhetoric. Prereq.: ENGL-455 Studies in World Literature, 3 cr. Advanced same as ENGL-421. study of selected writers in World literature. Consult the ENGL-437 English Studies and Technology, 3 cr. Many Schedule of Classes for specific topics.Prereq.: same as ENGL-421. scholars in English argue that the computer is radically re- ENGL-456 William Blake, 3 cr. Intensive study of the works vising the way we read and write texts. Using sources from of Blake, noting the religious, political and social beliefs, literary and rhetorical studies, this class will consider how opinions and doctrines his works evaluate and challenge. computer technology is contributing to new notions of the Prereq.: same as ENGL-421. author, text, and audience as well as to the ways computers ENGL-457 The Poetry and Prose of Shelley, 3 cr. An affect students' reading and writing. Prereq.: same as ENGL-421 intensive study of the poetry and prose works of Shelley in ENGL-438 Research in Composition, 3 cr. Materials the light of his social, religious and political milieu and with and methods for library research in composition theory; the aid of pertinent scholarship regarding the poet. Prereq.: preparation of scholarly work on composition; research same as ENGL-421. designs and measurement techniques for qualitative and ENGL-458 Troilus and Criseyde, 3 cr. Study of the develop- quantitative studies in composition. Prereq.: same as ENGL-421. ment of the legend of Troilus from a brief mention in The Iliad ENGL-439 Stylistics, 3 cr. Examination of the historical through the dramatic treatment in 12th century chronicles and relationship of style to rhetoric; techniques for improving Boccaccio’s great romance to Chaucer’s major verse ‘novel’ prose style; aspects of style as a part of writing evaluation. and Shakespeare’s enigmatic drama. Prereq.: same as ENGL-421. Prereq.: same as ENGL-421. ENGL-459 Dante, 3 cr. Study of the poetry (in translation) ENGL-440 Malory, 3 cr. Examination of Sir Thomas Malory’s of the major Italian poet of the Middle Ages and Renaissance Morte D‘Arthur concentrating on structure and interpretation, concentrating on the Vita Nuova and the Divine Comedy with while considering current controversies over authorship and consideration of the theological, philosophical and cultural the state of the text; attention to the position of the work in sources of Dante’s work. Prereq.: same as ENGL-421. the development of the Arthurian legend and in the context ENGL-461 Dostoyevski: The Major Works, 3 cr. Dosto- of the fifteenth century.Prereq.: same as ENGL-421. evski’s major works (such as Notes from the Underground, ENGL-441 Seminar in Sixteenth Century Literature, 3 cr. Crime and Punishment, The Idiot, The Brothers Karamazov) Advanced study of the work of a single author; individual in relation to the social, political, and religious issues which assignments culminating in a term essay; discussions of the concerned the writer. Prereq.: same as ENGL-421. investigations. Consult the Schedule of Classes for specific topics. Prereq.: same as ENGL-421.

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ENGL-466 American Renaissance Revisited, 3 cr. A criti- ENGL-481 Latin American Literature, 3 cr. This course cal study of mid-19th century U.S. literature that explores explores major works in Latin American literature across the writers identified with the “American Renaissance” and various genres (novel, drama, poetry). The rich pre-colonial, their relationship to other important developments such as colonial, and post-colonial periods will be studied through the slave narrative and women’s domestic fiction.Prereq.: works which represent the struggles of different people same as ENGL-421 from different classes, with differing origins, and who hold ENGL-467 The Age of Literary Realism in the United disparate religious beliefs in this large and diverse region. States, 3 cr. A study of literary realism, the cultural and Prereq.: same as ENGL-421 socio-historical conditions of its emergence, and its relation to ENGL-482 Contemporary Poetic Forms, 3 cr. A study of the other later 19th-century literary genres such as sentimental- diverse poetic forms emerging in American poetry since the ism and naturalism. Authors might include Twain, Howells, 1960s—free verse, new formalism, and many experimental James, Chestnut, Wharton, Dreiser, Chopin, and others. forms—as well as the hands-on experience of writing in these Prereq.: same as ENGL-421 forms. Prereq.: same as ENGL-421 ENGL-468 U.S. Literary Modernism and Its Others, 3 cr. ENGL-483 Studies in Postcolonial Literature and Theory, A study of literary developments in the United States from 3 cr. This course studies literary works produced by or about the early 20th century to the Cold War, focusing on the rise peoples who have been colonized by European imperial of modernism, proletarian literature, literature of the Harlem powers. It situates these literatures within the philosophical Renaissance, and other important bodies of literature. Prereq.: frameworks that informed European imperial hegemonies as same as ENGL-421 well as the colonized people’s responses to them. While we ENGL-469 Seminar in Southern Literature, 3 cr. Intensive will draw theoretical examples from every part of the world, reading of twentieth-century Southern literature exclusive of our literary readings in this class will concentrate mainly on Faulkner with emphasis on the sociological and psychologi- the literatures of Africa and Asia and their diasporas, espe- cal aspects of the literature as they mirror life in America’s cially in the Caribbean. Prereq.: same as ENGL-421. South. Prereq.: same as ENGL-421. ENGL-484 Contemporary U.S. Literature Since the Cold ENGL-470 Seminar in Faulkner, 3 cr. Intensive reading War, 3 cr. A study of the Cold War critical construction of of the short fiction and novels of William Faulkner with “American” literature and important literary developments specific attention on his development as a novelist and his from the 1950s to the present, including the rise of postmod- place among twentieth century American authors. Prereq.: ernism, the Beat Generation, and a variety of ethnic literary same as ENGL-421. developments, as well as other important literary phenomena ENGL-471 Studies in the American Novel, 3 cr. A study of the period. Prereq.: same as ENGL-421 of major developments in the U.S. novel, this course might ENGL-485 Contemporary European Literature, 3 cr. The feature a variety of foci, including the rise of the novel in aim of this course is to examine some important works America, particularly literary periods or genres, key moments of European literature from the 20th century till date. The of transition in U.S. literary history, or other key evolutions in course explores major issues such as the place of ethics in novelistic practice in the United States. Prereq.: same as ENGL-421 literature, holocaust, the World War I & II, European identity, ENGL-474 Seminar in Byron, 3 cr. Close examination of etc. Prereq.: same as ENGL-421. the poetic canon of Lord Byron. Prereq.: same as ENGL-421. ENGL-491 The Sonnet: Not Just a Love Song, 3 cr. This ENGL-475 Seminar in Keats, 3 cr. Close examination of the class will explore the sonnet's many voices and subjects - poetic canon of John Keats. Prereq.: same as ENGL-421. from plaintive to menacing, from romance to racial injustice. ENGL-480 Ethnic Literatures, 3 cr. A study of “ethnic,” “mi- We will read across the centuries, from Shakespeare to Keats nority,” and U.S. Third World literatures, of the conditions of to Edna St. Vincent Millay. We will read sonnet-variations, their emergence as literary formations in relation to cultural, and sonnet-spoofs by contemporary American poets and social, and literary developments, and of their relationship to we will experiment with sonnets of our own. Our time will be racial and ethnic studies. Prereq.: same as ENGL-421 spent on close readings, discussions, writing, and informal presentations. Prereq.: Graduate standing or written consent of instructor.

142 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 ENGLISH LANGUAGE PROGRAM

3. History of primary and/or secondary school attendance ENGLISH LANGUAGE in a foreign country, and/or participation in a bilingual education or English as a second language program in PROGRAM the United States. Jeanine Ntihirageza, Ph.D., Associate Professor of 4. Completion of ESL 112 and/or ESL 114, or direct place- Teaching English as a Second/Foreign Language, Chair ment into ESL 120 based on performance on the English Marit Vamarasi, Ph.D., Professor of Teaching English as a Placement Test. Second/Foreign Language, Coordinator 5. Completion of READ 115 or direct placement into READ Lawrence Berlin, Ph.D., Professor of Teaching English as a 116 based on performance on the English Placement Second/Foreign Language, IES Minor Program Advisor Test.

The English Language Program is comprised of the Minor Required Courses in Interdisciplinary English Studies, as well as an array of 1. CORE WRITING COURSE—1 COURSE courses in English as a second language, developmental ESL-120 Writing Workshop III writing, and developmental reading. These courses are Note: If a student makes exceptional progress in ESL 114 intended to help students acquire the level of oral and writ- and places out of ESL 120, another writing course must ten English language skills expected of university students. be selected for the minor in consultation with the Minor Courses are offered for both native English speakers and Program Advisor. English language learners. Students place into the ESL 112, 114, 120, ELP 099, and READ 115 and 116 courses 2. CORE READING COURSE—1 COURSE based on their results on the writing and reading portions of READ-116 Advanced Reading for the ESL Student the University placement exam. Course work indicated by Note: If a student makes exceptional progress in READ 115 these placement results is required. All other courses are and places out of READ 116, another reading course must selected by the student in consultation with advisors and be selected for the minor in consultation with the Minor instructors. Authorization to enter all courses is required for Program Advisor. registration. Authorization can be obtained in the English Language Program office (LWH 2046). 3. CORE INTENSIVE LANGUAGE & STRUCTURE COURSES—2 COURSES from the following: Minor in Interdisciplinary English Studies (21 cr. hrs.) ESL-121 Grammar Skills ESL-230 Content-Based ESL Language study improves the ability to communicate and ESL-290 English for Specific Purposes: Topic Varies enhances understanding and appreciation of others and their cultures. English is widely recognized as a global language, 4. ADVANCED ELECTIVE COURSES—3 COURSES from serving as the language of higher education, technology, the following columns to be selected in consultation and media among others. The acquisition of an advanced with the Minor Program Advisor, with at least 1 course at language proficiency provides access to opportunities for the 300-level. those whose primary language is not English. Note: For ECED or ELED majors, 3 courses must be at the 300-level.

Through an integrated-skills approach, the minor in Interdisci- Column A: Structure of English plinary English Studies fosters a communicative competence LING-110 Lexicology wherein learners gain knowledge about the language, its LING-201 Introduction to General Linguistics appropriate use in various contexts, and compensatory strate- LING-300 English Grammar in the Classroom1 gies for communication breakdowns. Advanced coursework LING-301 History of the English Language1 within the minor provides focused study in structure, reading, LING-303 Grammars of English1 writing, and/or listening and speaking. LING-304 Introduction to Phonology1 Requirements for Admission to the Minor LING-345 Linguistics and Reading2 1 2 Eligibility for this minor is based on identification of students Notes: prerequisite: LING-201; prerequisite: consent of advisor as English language learners. Thus, students must place into Column B: Speaking the ESL sequence based on a combination of the following: CMTC-101 Foundations of Communication 1. Analysis of student writing on the English Placement CMTC-214 Business and Test; Professional Communication 3 2. Student demographic information provided during the CMTC-306 Studies in Speech admission process and/or at the time of placement CMTC-310 Persuasion testing; CMTC-313 Gender Differences and Communication CMTC-314 Organizational Communication Notes: 3 prerequisite: consent of instructor

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Column C: Writing grammatical patterns, with special emphasis on their ENGL-200 Writing in Context4 academic application. To be taken in conjunction with ENGL-235 Introduction to Creative Writing I4 ESL-120. ENGL-236 Introduction to Creative Writing II4 ESL-230 Content-Based ESL, 3 cr. This intermediate-level ENGL-335 Written Communication for Business course develops all language skills through an integrated- ENGL-375 The Essentials of Tutoring Writing5 skills approach. The learning of specialized English Language ENGL-376 Advanced Composition5 Studies’ practices across the curriculum will be accomplished ENGL-377 Argumentative Prose5 through a focus on content. Language is acquired in context Notes: 4 prerequisite: ENGL-101 with a grade of “C” or better, or with a particular focus on extensive interaction for general 5 consent of instructor; prerequisite: ENGL-101 with a grade of “C” academic purposes. Prereq.: Completion of or placement out of ESL- or better, plus 6 hours of 200-level literature courses. 112, ESL-108, and READ-115. Column D: Reading ESL-290 English for Specific Purposes: Topic varies, ENGL-201 The World of Poetry6 3 cr. This advanced-level course develops all language ENGL-202 The World of Drama6 skills through an integrated-skills approach. The learning ENGL-203 The World of Fiction6 of specialized English Language Studies’ practices within a ENGL-360 Detective Fiction5 particular discipline will be accomplished through a focus ENGL-380 Multi-Cultural Literature in America5 on field-specific language and its use. Language is acquired ENGL-390 Young Adult Novel5 in context with a particular focus on intensive interaction for ENGL-391 Children’s Literature5 specific disciplinary purposes.Prereq.: Completion of or placement Notes: 5 prerequisite: ENGL-101 with a grade of “C” or better, plus out of ESL 114 and READ 116. 6 hours of 200-level literature courses; 6 prerequisite: English Place- Topics include, but are not limited to: a) English for Academic ment Test Score of 7 or 8, ENGL-101 with a grade of “C” or better, Purposes; b) Business English; c) English for Science and or consent of instructor. Technology; d) English for Translation; e) English for Education; f) English through Film; g) English and the Arts; h) English COURSE OFFERINGS in the Humanities; i) English and the Social Sciences; etc. ELP-090 Language Competence Skills, 3 cr. (Does not ap- (EPT). Course work indicated by these placement standards ply towards graduation.) This course is designed for students is required. Students select to enroll for the Vocabulary who, despite prior college-level course work in writing, are Enrichment course. unable to pass the English Competency Exam. It provides them with intensive, individualized instruction in the skills The Reading Lab offers reading tutorial support for students associated with college level competency in writing. enrolled in RDP courses as well as for students from any ELP-099 Developmental Writing, 3 cr. (Does not apply college in the university. towards graduation.) This course provides native speakers READ-095 Reading Workshop, 3 cr. (Does not apply towards of English with intensive work on basic writing skills such as graduation.) Develops the prerequisite reading skills and planning, organizing and revising an essay, and emphasizes strategies necessary to comprehend and recall college text the development of sentence level skills and proofreading material. Strengths and weaknesses are identified through techniques. diagnosis and self-assessment. The course concentrates on ESL-108 Listening and Speaking, 3 cr. (English language preparing for better understanding before reading, solving learners.) Practice in the listening and speaking skills used comprehension problems during reading, and extending in American universities, with emphasis on comprehension comprehension after reading. Registration by permit only. of brief academic lectures, presentation of brief reports, and READ-101 Reading Comprehension, 3 cr. Provides opportu- participation in class discussion. nities for students to develop greater proficiencies in reading ESL-112 English Language Workshop I, 3 cr. (English college level text. Strategies for organizing information, note language learners.) Basic principles of personal essay writing taking, discussing materials read, and writing responses to in English, with emphasis on developing sentence level skills. materials read are emphasized. Registration by permit only. ESL-114 English Language Workshop II, 3 cr. (English READ-115 Reading for the ESL Student, 3 cr. Designed language learners.) Introduction to the basic principles used to meet the needs of non-native speakers of English who in writing expository essays based on personal experience, wish to improve their English reading comprehension. Active and intensive work to improve sentence level skills. reading of English is promoted through intensive reading, ESL-120 English Language Workshop III, 3 cr. (English vocabulary development, conversation and writing. Reading language learners.) Practice and instruction in writing ex- for meaning is emphasized. Understanding the importance pository essays, with emphasis on paragraph development, of intercultural communications and understanding the increased fluency in written English, and proofreading skills. relationship between language and culture is developed. ESL-121 English Grammar Skills, 3 cr. (English language Registration by permit only. learners.) Analysis of and practice in selected English

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READ-116 Reading for the Advanced ESL Student, 3cr. After taking the required courses in geography, students Designed to meet the needs of non-native speakers of may choose to specialize in urban and social geography or English who have advanced English language proficiency geospatial techniques. The first option focuses on the study and wish to further develop their reading comprehension. of metropolitan areas and the socio-spatial patterns that Advanced reading skills such as interpretation, inference, characterize them. Students are introduced to principles critical analysis, evaluation, application, author style and of urban planning and urban design and the dynamics of tone, and technical and literary terminology are emphasized urbanization. The latter option includes instruction in field in order to comprehend more complex literary genres, includ- methods, computer-assisted mapping, statistics, geographic ing content-specific materials. Registration by permit only. information systems, and interpretation of aerial photos and READ-117 Vocabulary Enrichment, 3 cr. Designed to meet satellite images. the needs of students who wish to enhance their vocabulary Geography major will be 36 hours: 18 cr. hour core courses, to promote success in reading college text and work-related and 18 cr. hour electives materials. Strategies for coping with unfamiliar words in text are emphasized. Registration by permit only. REQUIRED COURSES GES-104 Introduction to Geography...... 3 cr. GES-205 Physical Geography I...... 3 cr GES 250 Writing in G&ES (WIP)...... 3 cr GES-291 GIS across disciplines...... 3 cr. GES-391 GIS I...... 3 cr. ONE Human Geography course from the following...... 3 cr. GEOGRAPHY and Economic Geography (GES 212) or Cultural Geography (GES 213) or ENVIRONMENTAL Urban Geography (GES 217) or Population Geography (GES 362) or STUDIES Political Geography (GES 314) Michael Wenz, Ph.D., Assistant Professor, Acting Chair ONE Regional Geography from the GES 302 series...... 3 cr. Abhijit Banerjee, Ph.D., Assistant Professor ONE Field Course (see departmental notes)...... 3 cr. Dennis Grammenos, Ph.D., Associate Professor Total Core Requirement 21 cr. Erick Howenstine, Ph.D., Professor ELECTIVES ...... 15 cr. Melinda Merrick, Ph.D., Assistant Professor, Graduate Total 36 cr. Coordinator Monika Mihir, Ph.D., Assistant Professor Major In Environmental Studies for the Bachelor of Arts www.ges.neiu.edu Degree Environmental Studies is an applied major designed to The Department of Geography and Environmental Studies give students knowledge of and solutions to environmental offers degree programs leading to a Bachelor of Arts in problems. Students focus on one of two areas: (1) envi- Geography, a B.A. in Environmental Studies, and an M.A. ronmental planning and management, or (2) environmental in Geography & Environmental Studies. It also offers a GIS interpretation / education. Students in option 1 investigate Certificate at the undergraduate and graduate level. the causes, results, and solutions to environmental prob- UNDERGRADUATE PROGRAMS lems from a management perspective. They study policy Major in Geography for the Bachelor of Arts Degree influencing environmental protection and degradation; they Geography is the study of space and location; it is a practical also gain practical skills useful in the field. Students in option discipline which incorporates knowledge from the natural 2 specialize in community interaction, and will qualify for and social sciences to address problems of a spatial di- careers as naturalists with parks and other outdoor agen- mension. Geographers describe spatial patterns – where cies and as environmental educators in schools and social things are, where they are not, and why they are distributed service agencies. that way. They determine optimal locations – for example, The program culminates with an internship experience in where a business should be or where to purchase a home. which the student applies knowledge, gains practical experi- They also study interactions, such as travel patterns, trade, ence and often constitutes a first job in an environmental and migration. career. To earn a Bachelor of Arts in Environmental Studies, Many geographers use Geographic Information Systems: students must complete at least 24 credit hours of core computer software that merges maps, data, and analysis. requirements and 18 credit hours of approved electives. The department’s 5-course GIS Certificate Program can be Up to nine hours of credit from other relevant fields may be incorporated into their major as electives, or may be taken accepted toward the major, with advisor approval. for the Certificate alone, outside of the degree program.

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Required Courses: a typed two-page Statement of Goals and Objectives as GES-150 Introduction to Environmental Studies...... 3 cr. part of their application. This statement should demonstrate GES-205 Physical Geography 1: Fundamentals...... 3 cr. the student’s writing skills and should specify as clearly as GES-218 Conservation of Natural Resources...... 3 cr. possible academic/professional goals and the reasons for GES-250 WIP: Writing in GES...... 3 cr. selecting the G&ES program of study. GES-374 Research Methods...... 3 cr. Degree Requirements: TWO of the following...... 6 cr. All graduate credits must be at the 400 level, except for a GES-307 Environmental Education ...... 3 cr. maximum of 10 credit hours from a limited list of university GES-309 Environmental Interpretation ...... 3 cr. approved 300-level courses. Students should consult with GES-319 Environmental and Natural the department or the Graduate College for the limited list; Resources Policy...... 3 cr. some courses on the list may require specific approval by GES-338 Sustainable Development...... 3 cr. the department’s Graduate Coordinator. GES-383 Internship in G&ES...... 3 cr. All G&ES M.A. students must apply for and receive Degree SUBTOTAL 21-24 cr. Candidacy before 18 credit hours of graduate level work. Approved Electives (depending on internship cr.)...... 18-21cr Candidacy requires a GPA of 3.0 or better and completion of 12 credit hours of graduate level work including GES 411, in Total 42 cr. addition to completion of all "deficiency" courses assigned Minor In Geography (18 cr. hrs.) by the admissions advisors. The minor in geography complements a wide variety of majors Students must write either a thesis (6 cr.) or major research and provides the student with the concepts and tools for paper (3 cr.) under the supervision of a Program Advisor and understanding places and spatial processes. Geography faculty committee. A formal approval of the proposal by minors may focus their electives on regional studies, on the committee is required prior to registration. For students techniques, or on the more theoretical spatial processes of undertaking the thesis, an oral defense is also required. human and natural environments. Students must complete a written comprehensive exami- GES-104 Introduction to Geography...... 3 cr. nation covering their chosen area of specialization as well 15 credits of approved electives...... 15 cr. as knowledge of geography, environmental studies, and Total 18 cr. disciplinary techniques. Minor In Enviromental Studies (18 cr. hrs.) Required Courses: The minor in environmental studies provides students a sound GES-411 Scope and Philosophy of Geography foundation in environmental issues facing the world today, and Environmental Studies...... 3 cr. at the local and global scales. Problems and solutions are GES-415 Geospatial Data analysis...... 3 cr. explored in classes covering resource management, sustain- GES-442 Quantitative Measurements*...... 3 cr. ability, environmental interpretation, and more. ONE OF GES-150 Introduction to Enviromental Studies...... 3 cr. GES-430 Research Seminar or...... 3 cr. 15 credits of approved electives...... 15 cr. GES-431 Thesis Seminar...... 6 cr. Total 18 cr. Approved Electives...... 18-21 cr. Total 33cr. GRADUATE PROGRAM *or other approved statistics course Master of Arts in Geography and Environmental Studies The Master of Arts degree program provides advanced Comprehensive Exam analysis of spatial and environmental interrelationships. This 33 credit hour program prepares students for positions in Certificates in GIS environmental planning and management in government, Geographic Information Systems (GIS) is an exciting and industry, and non-profit organizations; in environmental fast-growing field with a broad range of applications. It is a education and nature interpretation; and in other areas discipline that combines cartography, spatial analysis and where geographers, planners, and environmental profes- data management. GIS is recognized as a powerful means of sionals are needed. dealing with information stored on maps, with many applica- Requirements for Admission to the Program: tions in resource and environmental management, business Students must fulfill the requirements for admission to the and marketing, urban and regional planning, environmental Graduate College. Applicants must have the equivalent of impact assessment, terrain and environment modeling, and an undergraduate minor in Geography & Environmental policy assessment compliance. The 15-credit hour certificate Studies, or will be required to take extra undergraduate programs give students cutting-edge technical skills which coursework prior to full admission. Students must provide they can immediately apply in the workplace.

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Undergraduate Certificate in GIS GES-206 Physical Geography: Landforms, 3 cr. Introduc- Baccalaureate students and students at large may enroll in tory survey of the earth’s physical environment examining the Undergraduate Certificate Program. Preparation should the earth’s land surface, its composition, its relief forms and include at least one course in statistics or a passing grade the processes that determine landforms, and the mapping in the statistics qualifying examination. of this global surface. Total of 15 credits hours which may be completed in one GES-212 Economic Geography, 3 cr. Exploration of how academic year (Fall-Summer): societies organize economic activities in space at the local, regional and global levels. Students learn how basic geo- Core Courses (9 credit hours total): graphic frameworks, concepts, explanations, and analytical GES-391 – GIS I tools show how space and location are critical elements af- GES-392 – GIS II fecting economic systems and why different places achieve GES-393 – GIS III different levels of well-being. Electives – Choose 2 of 3 (6 credit hours): GES-213 Cultural Geography, 3 cr. Study of the cultural GES-377 – Cartography landscape: investigating and analyzing the patterns of lan- GES-390 – Remote Sensing and Digital Image Processing guage, religion, ethnicity, gender and livelihoods as they vary GES-395 – Internship with GIS from region to region. GES-217 Urban Geography, 3 cr. A survey course in urban Credits obtained in these courses may also be applied towards geography focusing on processes and outcomes of urbaniza- major or minor degree programs in G&ES. tion. The course will address the dramatic changes unfolding Graduate Certificate in GIS in the metropolitan landscape and will encourage students Graduate students and students at large may enroll in the to develop a deeper and more nuanced understanding of Graduate Certificate Program. Preparation should include cities and urban sociospatial processes. at least one course in statistics or a passing grade in the GES-218 Conservation of Natural Resources, 3 cr. Con- statistics qualifying examination. temporary approaches toward understanding and manage- Total of 15 credits hours which may be completed in one ment of natural resources: air, water, minerals, soil, forests, academic year (Fall-Summer): grasslands, and wildlife. GES-220 Pollution Control and Prevention, 3 cr. Introduc- Core Courses (9 credit hours total): tion to environmental pollution including that involving air, GES-391 – GIS I water, solid waste, and noise. Methods of measurement and GES-392 – GIS II analysis are covered, as well as legal and economic factors GES-393 – GIS III and possible solutions. Electives – Choose 2 of 3 (6 credit hours): GES-240 Water Resources and Development, 3 cr. Survey GES-390 – Remote Sensing and Digital Image Processing of global water distribution, management, pollution, conserva- GES-416 – GIS for Natural Systems tion, conflict, and policy. Students will study measures taken GES-417 – GIS for Urban Systems to provide adequate water quality and quantity throughout In addition to all 400-level courses, up to three of GES-390, the U.S. and in other world regions. 391, 392, and 393 (9 cr.) may be applied towards the G&ES GES-250 Writing in GES, 3 cr. This course offers students M.A. degree. the opportunity to develop written communication skills by utilizing basic concepts, theories, and techniques in Ge- COURSE OFFERINGS ography and Environmental Studies. Topics and exercises GES-104 Introduction to Geography, 3 cr. Spatial patterns, include note taking, outlines, drafts, styles, bibliography and processes, and interrelationships of human and natural references, essays, reviews, policy statements and reports phenomenon on the Earth’s surface, from the local to the of varying length. Sources including library, internet services, global scale. Survey of the geographers’ practical methods and direct obesrvation will be explored. Students will incor- for understanding the world. Includes map interpretation. porate maps, graphs, and other visual aids. GES-150 Introduction to Environmental Studies, 3 cr. GES-291 GIS Across Disciplines, 3 cr. This course introduc- Introduction to basic concepts of Environmental Studies, es students from many disciplines to the use of a Geographic including natural processes, human impact on the environ- Information Systems (GIS) as a tool for storage, display, and ment, environmental management and policy, and innovative analysis of any information for which a location is known. By solutions. Global, regional, and local issues. attaching data to mapped objects, GIS integrates information GES-205 Physical Geography I, 3 cr. Introductory survey from diverse sources. No prior geographic or GIS knowledge of the earth’s physical environment including earth-sun rela- is assumed, and there is no course prerequisite. Students tionships, interrelationships of climate, soil, and vegetation, will gain conceptual understanding of GIS and experience and landforms. manipulating prepared data.

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GES-302 Regional Geography, 3 cr. Descriptive, explana- requirements, categories and methods of environmental tory, and predictive study of a major region. Emphasis is assessment, agency direction for implementing NEPA, im- placed on the region’s defining human/social and physical pact assessment in planning and decision making, public factors, on its distinct problems and opportunities, and its participation and conflict management. Prereq: GES 150 or GES role in a wider spatial context. Specific courses are as fol- 218 or GES 220. lows: (c) Africa, (d) World Oceans, (f) Australia and Pacific GES-322 Aerial Photographic Interpretation, 3 cr. Devel- Islands, (g) Caribbean, (h) Eastern Europe, (k) East Asia, (l) opment and use of aerial photographs for evaluating natural Southeast Asia, (m) Russia and Central Asia, (n) South Asia, and built environments. Visual identification of social and (o) Middle East, (q) Western Europe, (s) Developing World, (u) economic activities and landforms using digital images. United States and Canada, and (v) Latin America. GES-327 Forest Resources Management, 3 cr. Forest GES-303 Topics in Geography, 3 cr. A current topic in values, management, policies, and practices for public and geography will be explored in depth. See Schedule of private lands, including national wilderness areas, parks, and Classes, course notes, and consult the department for more forests as well as urban parks and forests. Prereq.: GES 218. information. GES-328 Wildlife Resource Management, 3 cr. General GES-305 Geography and Map Skills for Teachers, 3 cr. wildlife management course for resource planners, interpreta- Focuses on five main themes in geography; methods and tive naturalists, and educators. Fish and wildlife values, con- materials to teach the themes in K-12 classes. Map skills servation principles and practices, and current policy issues. and instructional strategies will also be presented. GES-329 Alternative Energy: Policy and Practice, 3 cr. GES-306 Topics in Environmental Studies, 3 cr. A current Study of renewable energy resources as alternatives to topic in geography will be explored in depth. See Schedule nuclear energy and the traditional fossil fuels; the use of of Classes, course notes, and consult the department for sunlight, wind, water, and biomass for energy; policy options more information. and issues in implementing such alternative technologies. GES-307 Environmental Education Seminar, 3 cr. Analysis Prereq.: GES150 or GES 218. Approved for graduate credit. and development of environmental education instructional GES-336 Solid Waste Issues, 3 cr. Examination of trends materials and teaching strategies. Seminar focus varies in municipal solid waste generation, collection, disposal, depending on the interests of the participants. and management. Discussion of the roles of federal, state, GES-309 Principles and Methods of Environmental In- county, and state governments, with a review of national and terpretation, 3 cr. Naturalists and environmental educators international waste issues. Prereq.: GES 150 or GES 218 or GES 220. learn how to interpret the environment to others in park and GES 338: Sustainable Development, 3 cr. Our current model camp settings; philosophy, organization, administration, of development has created spectacular successes but has and program methods such as management of field trips, produced ecological devastation threatening our future. nature trails, campfire programs, overnight camping, and Sustainable development has been proposed as an alterna- trailside museums. Emphasis on meeting the needs of an tive that seeks to balance economic needs with ecological urban population. constraints, but its usefulness depends on how it is defined. GES-314 Political Geography, 3 cr. The relationship between This course explores sustainable development from many geographical factors of the physical and human environments dimensions including theoretical perspectives, operational and political organization. Topics include territorial claims principles, as well as policy implications and case studies and conflicts, defining borders and districts, spatial patterns from the national to international scales. of legislation, development and devolution of nations and GES-339 Geography of Fossil Energy Resources, 3 cr. changing patterns in the world political map. Examination of the changing spatial patterns of the distribu- GES-316 Location Analysis, 3 cr. Use of location theory tion, consumption, and transportation of fossil fuels. Inves- and economic modeling to understand spatial patterns of tigation of new technologies and management strategies land use and to determine optimal spatial arrangements against the background of a finite resource base. Several relating to location of businesses, services, resources, and sessions to be held in the field. Prereq.: GES 205. trade, Environmental influences and impacts are discussed. GES-341 Field Methods in Water Resources, 3 cr. Field Prereq.: GES 212. exploration of potable water treatment facilities in urban and GES-319 Environmental and Natural Resources Policy, rural settings. Students will visit municipal treatment plants 3 cr. Physical, economic, social and political factors involved and distribution systems as well as smaller-scale operations, in policy determination and planning for natural resource such as private wells and small municipal water plants. development; emphasis upon relations between public and Methods of water acquisition, treatment, and management private enterprise and policies for international resource used in other parts of the country, and in other countries, will development. Prereq.: GES 218 or graduate student status. be explored. Field trips are required. Prereq.: GES150 or GES 240. GES-321 Environmental Impact Assessment, 3 cr. Analysis GES-342 Water Quality, Treatment, and Standards, 3 cr. of the National Environmental Policy Act and its requirement Field exploration of waste and drinking water treatment fa- of environmental impact assessment. Topics include NEPA cilities in urban and rural settings. Water intake, treatment,

148 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 GEOGRAPHY and ENVIRONMENTAL STUDIES and distribution, and sewerage system collection methods GES-357 Geography of Natural Hazards, 3 cr. Study of the will be explored. Alternate methods used elsewhere will be location, impact, causes, and mitigation of natural hazards discussed. Prereq: GES150 or GES 240. such as earthquakes, volcanoes, flooding, landslides, sub- GES-344 Chicago River Issues, 3 cr. This field class ex- sidence, erosion, extreme weather, wildfire, and tsunamis. plores the geographic, environmental, historic, economic, Local field trips possible. engineering, recreation and other aspects of the Chicago GES-359 Environmental Planning, 3 cr. Principles of land River. Students will study water quality, land use and owner- development with emphasis on opportunities and limitations ship issues, habitat restoration, and the importance of rivers imposed by the physical environment; concepts of land owner- in metropolitan areas. Most classes are held in the field. ship, tenure and use; ecological and environmental analysis; Prereq.: GES 104 or GES 150 or GES 205. techniques of site design. Prereq.: GES 150 or GES 218 or GES 220. GES-346 Global Chicago, 3 cr. Detailed study of com- GES-360 Environmental Justice and Activism, 3 cr. Stu- munities within Chicago and its surrounding area, with an dents investigate the history and process of environmental emphasis on spatial distribution and arrangement of distinct equity, grassroots activism, legislation and lobbying, and regions; field trips. community organization. Field trips and guest lectures. GES-347 Gentrification and Urban Redevelopment, 3 cr. GES-361 Urban Planning, 3 cr. City planning process; his- Issues and principles of urban neighborhood preservation, torical development of urban planning in the United States; revitalization, restoration and gentrification emphasizing basic components of a comprehensive plan; planning theory public and private market initiatives. Field work in the Chi- and practice; implementation procedures; social planning. cago metropolitan area using various methods of surveying, Prereq.: GES 109A or GES 217. collecting, recording and processing data. Prereq.: GES 109A GES-362 Population Geography, 3 cr. Population structure, or GES 217. growth/decline, distribution, and migration from local to global GES 348: Latino Metropolis, 3cr. Explore the processes of scales. Problems including environmental degradation and Latino urbanization in the United States and the spatializa- human suffering will be discussed, as will population poli- tion of Latino identities and experiences, particularly in the cies and initiatives. context of the Chicago metropolitan area. Some field trips GES-367 Geography of Tourism, 3 cr. Students will examine to local neighborhoods. tourism from a geographic and environmental perspective. GES-349: Environment and Urbanization, 3 cr. The course Topics include political and economic impact on communities, focuses on issues of international urban development, em- ecotourism, and the cultural consequences of First World phasizing the role of the natural environment. In this context, tourism in the Third World. Students will engage in individual the rapid growth or urban areas both within and beyond the field work to investigate a local tourist site. core industrialized regions necessitates understanding the GES-368 Changing Global Climates, 3 cr. This course processes involved and the implications for a livable present explores the normal cycles and also the changing patterns and a sustainable future. of global climates. Attention is given to both natural phe- GES-351 Spatial Statistics, 3 cr. Introduction to statisti- nomena, such as El Nino, and human impacts on climate cal problems, principles, and techniques for the study of from deforestation, ozone depletion, and the greenhouse geography and the natural environment. effect. Prereq.: GES 205. GES-352 Independent Study in Geography and Environ- GES-371 Physical Geography II: Advanced Topics, 3 cr. mental Studies, 3 cr. Study of a topic of special interest Advanced topics in Physical Geography, including geomor- to the student under the supervision of a faculty member. phology, coastal landforms, biomes, diastrophism, weather- See the department policy on independent studies. Prereq.: ing, weather and climate. Prereq.: GES 205. Consent of Advisor, Chair, Dean and 9 cr. in G&ES. GES-374 Research Methods, 3 cr. Students will develop a GES-353 Independent Study in Geography and Environ- variety of quantitative and qualitative research skills by way of mental Studies, 2 cr. (See GES-352 for description.) Prereq.: case studies, historical research, and discussion. Students Consent of Advisor, Chair, Dean and 9 cr. in G&ES. will conduct their own original research, using appropriate GES-354 Independent Study in Geography and Environ- methods. Prereq.: GES-250, and GES-104 or GES-150. mental Studies, 1 cr. (See GES-352 for description.) Prereq: GES-376 Principles of Cartography, 3 cr. Principles of map 9 cr. in G&ES, Consent of Advisor, Chair, and Dean. making; history of cartography, modern techniques, projec- GES-355 Metropolitan Transportation: Problems and tions, symbolization, visual appeal, thematic map design, Planning, 3 cr. Problems of transportation in cities, focus- production, and interpretation. ing on commuting, expressway development, automobile GES-377 Computer Cartography, 3 cr. Students will design, vs. public transportation, pollution, congestion, and relative create, and publish a variety of thematic maps using car- location of jobs and workers. Emphasis on planning more tographic conventions and effective symbology with digital effective transportation systems, particularly in the Chicago graphics programs. area. Prereq: GES 109A or GES 217.

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GES-380 Field Methods, 3 cr. Introduction to the instru- GES-393 GIS III, 3 cr. This course focuses on advanced ments, measurements, mapping techniques, and sampling analysis of GIS data using scripts and programming. It includes procedures used to acquire primary data from field observa- 3D visualization, interpolation, and modeling, with industry tions. Development of a field research plan, culminating in standard and open source GIS software. All aspects of data research projects tailored to each student’s interest. Approved processing, analysis and programming will be explored. for graduate credit. Approved for graduate credit. Prereq.; GES 391 GES-382 Remote Sensing, 3 cr. Remote sensing of the GES-395: Internship in GIS, 3 cr. Supervised field experi- Earth's surface utilizing passive and active sensors. Tech- ence using geospatial technologies. A formal proposal and niques of photography and multispectral scanning from reports are required. See department materials for specific airplane, satellite, and manned spacecraft are discussed, guidelines and instructions. as are methods of interpreting images. Emphasis is placed GES-401 Seminar in Cultural Geography, 3 cr. Selected on practical applications. theories and methodologies of cultural geography and the GES-383 Internship in Geography and Environmental current trends within the discipline; students prepare a Studies, 3 cr. Supervised field experience with an agency seminar paper that incorporates the concepts of a specific related to the student’s career interest. Prior course work and approach applied to a local phenomenon. other experience are evaluated before approval is granted GES-411 Scope and Philosophy of Geography and Envi- to enroll in the internship. A handout to guide the internship ronmental Studies, 3 cr. Historical development of geography is available. 180 work hours. as a spatial discipline. History of conservation and modern GES-387 Interactive Cartography, 3 cr. Advanced carto- environmentalism. Relationship between these two fields, graphic techniques for web delivery of interactive maps. and overview of the M.A. program and graduate level studies. Basic coding and script modification for interactive map GES-415 Geospatial Data Analysis, 3 cr. Use of modern images, preparation of base maps and data. Emphasis is technologies in preparation of thematic maps, and an over- placed on widely available open source tools. Approved view of spatial analysis with geographic information systems. for graduate credit. Topics include data collection, input, storage, retrieval, GES-388: Field Camp, 3 cr. Consult the Schedule of Classes manipulation and output. for specific destination and costs for this travel-based course. GES-416 GIS for Natural Systems Management, 3 cr. Students will perform a research project in a classroom Theory and concepts of data storage, retrieval, visualization, setting prior to travel, and will meet for discussion and pre- modeling, and output for natural resource applications and sentations of field work afterwards. Prereq.: at least 9 cr. in G&ES management. Students will develop spatial analysis tech- or consent of instructor. niques for environmental data, culminating in independently GES-389: Urban Design Studio 3 cr. This studio course designed research projects. Prereq.: GES-391. presents perspectives, standards and techniques which GES-417 Urban Information Systems, 3 cr. Analysis of integrate cultural, economic, political and social dimen- urban environment with GIS. Use of public data to study sions of urban life in the formulation and representation of urban processes such as suburbanization, segregation, urban plans and projects. Students gain an appreciation for economic development, network-based transportation and theoretical and applied dimensions of urban design, and get site location. Student exploration will culminate in a research hands-on training with computer assisted design projects. project of the student’s selection. Prereq.: GES 217. GES-420 Classification and Mapping of Natural Land, GES-390 Remote Sensing and DIP, 3 cr. Digital analysis of 3 cr. Ecological land classification and mapping for evaluating remotely sensed data using geographic information systems the restoration potential of natural areas within the Chicago for large regions including rural and urban environments. Region. Students will address the diversity of the tract and its Detection of a variety of natural resources in the natural and social context, characterize the physiography, soils, hydrol- human environments, measurement of change and human ogy, and history of the area, and evaluate the land zoning, impact. Approved for graduate credit. demographics, and human impacts as a baseline guide for GES-391 Geographic Information Systems I, 3 cr. An restoration management. introduction to GIS technology for research applications. GES-430 Research Seminar, 3 cr. Students conduct research Students will study the conceptual and technical process of and write a research paper on an approved topic to fulfill GIS research including project design, data acquisition, data requirements for the Master of Arts degree. Credit for this manipulation, analysis, interpretation, and display. Approved course and G&ES 431 Thesis Seminar, will not be permitted. for graduate credit. See departmental policies. GES-392: Geographic Information Systems II, 3 cr. GES-431 Thesis Seminar—Geography and Environmental Students will learn advanced skills in Geographic Information Studies, 6 cr. Students conduct research and write a thesis Systems, including tablet digitizing, registration, projections to fulfill requirements for the Master of Arts degree. Credit and transformations, spatial analytical tools, advanced edit- for this course and 430 will not be permitted. See depart- ing, project design, project organization, data acquisition ment policies. and metadata. Approved for graduate credit. Prereq.: GES 391.

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GES-435 Seminar in Physical Geography, 3 cr. Students Development and globalization are critiqued from a politi- will investigate geomorphic systems and the importance of cal economy perspective; both strengths and limitations of physical geography for studying the Earth. This course will conventional systems are investigated. Institutions, policies, introduce the principles, models and theories of physical and strategies are analyzed, as are indicators of sustainability geography followed by a more applied look at the different and development. landscapes. Book chapters, peer reviewed articles, discus- GES-454 Seminar: Population and Environment, 3 cr. sion, and a research paper will be required. Prereq.: GES-205. Students will investigate population dynamics at various GES-437 Seminar: Global Wildlife Issues, 3 cr. Wildlife scales, including distribution and structure, theories, trends, ecology, management, and policy are studied from global projections, and policies. Environmental constraints and to local scales. Topics will include evolution and distribution impacts of population on the natural environment will be of wildlife, habitat and territory, biomes and ecosystems. explored. Human impacts will also be studied. These include habitat GES-455 Seminar in Environmental Planning, 3 cr. loss/disruption, hunting, pollution, introduction of new spe- Proactive land use strategies to minimize pollution, protect cies and conservation efforts, environmental ethics, and biodiversity and water and energy resources, and reduce environmental policies. vulnerability to natural hazards. Issues such as smart growth, GES-442 Geographic Problems in Quantitative Mea- sustainable transportation, sprawl watershed management, surements, 3 cr. Statistical applications in geography and preservation, natural hazard mitigation and green design will environmental studies; reliability of quantitative formulas be discussed, particularly those relating to the Chicago area. and studies; geometrics; statistical project required as part Planning tools such as GIS, economic analysis, environmental of the course. impact assessment. Some field trips possible. GES-443 Seminar in Urban Land Use Planning, 3 cr. GES-456 Seminar in U.S. Environmental Policy, 3 cr. Urban spatial structure, activity systems and land develop- Advanced treatment of U.S. environmental policy related ment processes, examination of survey techniques, analysis to air and water pollution, toxic chemicals and hazardous procedures and modeling systems of evaluating land use waste, endangered species, energy and climate change, plans. Topics may include housing, zoning, transportation public lands and natural resources including analysis of their relationships, and environmental issues. Consult the schedule effectiveness. Relevant legal concepts are introduced, as is of classes or specific topics. the role of politics and different actors in the political process, GES-444 Seminar in Regional Geography, 3 cr. Physical, such as the President, government agencies, Congress, the cultural and economic make-up of a region; intensive reading courts and advocacy groups. Challenges, obstacles and and discussion. Consult the schedule of classes for specific recent controversies are highlighted as well as prospects topics. Seminar paper required. for future progress. GES-445 Seminar in Resource Management and Decision- GES-457 Seminar: International Environmental Policy, 3 Making, 3 cr. Research seminar involving the principles of cr. Investigation of international efforts to address global decision-making as utilized in the field of resource manage- environmental problems such as deforestation, climate ment; application of these principles through research projects change, ozone depletion, fisheries decline, toxic chemicals, conducted in the Chicago metropolitan area. etc., and analysis of their effectiveness. Explores regime GES-446 Seminar in Environmental Studies, 3 cr. Current theory, evolution of different international regimes and their environmental topics. Students present a research proposal weaknesses, obstacles to international cooperation, and with a detailed resource bibliography. Proposals may serve as the role of different actors as promoters of or obstacles to the basis for required research papers. Consult the Schedule progress. The impact of globalization, North-South divisions, of Classes for specific topics. and the role of international organizations such as the United GES-450 Seminar in Urban Planning, 3 cr. This course Nations and the World Bank are also examined. provides a broad overview of the field of urban planning GES-461 Independent Study in Geography and Envi- in the United States and in the Chicago metropolitan area ronmental Studies, 3 cr. Independent research on a topic specifically. It focuses on the fundamental theoretical per- chosen in consultation with the instructor. spectives and the regulatory and procedural tools utilized GES-471 Seminar in Urban Geography, 3 cr. Intensive by planning professionals. Students will study the historical discussion, study and research on the most essential top- context and evolution of the planning profession, and develop ics in urban geography; central place theory, urban renewal an understanding of the complex issues associated with programs, population and economic development; field work. urbanization and of the role of planning. Special attention is GES-483 Internship, 3 cr. Supervised field experience (160 given to issues such as equity and democratic participation work hours) with an agency related to the student’s career in planning and policy. interest. Prior course work and other experience is evalu- GES-453 Seminar in Sustainable Development, 3 cr. ated before approval is granted to enroll in the internship. A Advanced study of sustainable development in the context handout describing the design and reporting requirements of science, economics, politics, culture, ecology, and ethics. is available.

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GES-472: Seminar in Regional Geography: Third World These courses may be chosen from such areas as Latin Issues, 3 cr. Issues affecting the less developed regions of America, Asia, Africa,or thematic courses related to western the world are explored, as is the regionalization of poverty expansion or interaction with other cultures. itself. Explanations for large-scale poverty as well as policies Six courses chosen from 300-level electives in intended to relieve it are studied. Successes and failures will history with the approval of an advisor...... 18 cr. be examined, as will prospects for the future. Total 36 cr. Students should also be aware of the University requirements for the Bachelor's degree. Students wishing to be certified for teaching history in HISTORY secondary schools should consult the Secondary Education section of this catalog. Students seeking certification to teach Michael W. Tuck, Ph.D., Associate Professor, Chair United States history are required to complete 8 semester Christina Bueno, Ph.D., Associate Professor hours in U.S. history. Andrew Eisenberg, Ph.D., Professor Mateo Farzaneh, Ph.D., Assistant Professor All history majors are required to establish an Assessment Patrick B. Miller, Ph.D., Professor Portfolio with the Departmental secretary before graduation. The purpose of this portfolio is solely to assess the effectiveness of Francesca Morgan, Ph.D., Associate Professor the history curriculum in meeting the goals of the major. The port- Susan E. Rosa, Ph.D., Associate Professor folio will consist of either one research paper of at least 10 pages Joshua Salzmann, Ph.D., Assistant Professor in length, or three theme papers of 3-5 pages in length (book Zachary S. Schiffman, Ph.D., Professor reviews are not acceptable). The paper(s) must have been written Mark Schmeller, Ph.D., Associate Professor for course work in history at Northeastern. Although student Charles R. Steinwedel, Ph.D., Associate Professor papers will not be graded and will only be assessed for statisti- cal purposes, students are nonetheless encouraged to submit The Department of History is committed to providing all stu- their best work for evaluation. STUDENTS ARE THEREFORE dents with an historical perspective in its undergraduate and ADVISED TO KEEP COPIES OF ALL APPROPRIATE HISTORY graduate courses so they can better understand the present PAPERS (or they may deposit copies of their papers with the and can look to the future with a knowledge of the past. The departmental secretary at the time such papers are handed department offers a comprehensive range of courses that back by their instructors). explore human history at all times and places. The tools taught by the historian aid all students in their preparation for careers. Minor in History (18 cr. hrs.) The Department of History offers courses leading to the Six history courses (18 credit hours) of which a minimum of degrees of Bachelor of Arts and Master of Arts. In addition, nine credit hours must be earned at the 300-level, chosen the Department offers a minor. in consultation with a departmental advisor. NOTE: Many history courses have been renumbered and Students in the Elementary Education and Early Childhood others consolidated. Students who took a course under one Education programs who have selected this minor must number will not receive credit for taking the same course complete a minimum of 9 hours at the 300-level to meet under its new number. graduation and certification requirements. UNDERGRADUATE PROGRAMS GRADUATE PROGRAM Major in History for the Bachelor of Arts Degree Master of Arts in History Required Courses: Requirements for Admission to the Program: Two courses in European History:...... 6 cr. Applicants must fulfill the general requirements for admis- HIST-111A World History: West to 1500...... 3 cr. sion to the Graduate College. In addition, they must have HIST-111B World History: West, completed a minimum of 24 credit hours in undergraduate 1500 - Present...... 3 cr. history. (Those who do not meet this requirement may peti- Two courses from the following in tion the Department’s Graduate Advisor in writing for admis- United States History:...... 6 cr. sion.) Applicants must also submit to the Graduate Advisor HIST-214 United States History, 1607-1877..... 3 cr. a graded paper written for an upper division, undergraduate HIST-215 United States History, 1877-Present.3 cr. course, preferably in history. (Those who cannot meet this Two courses in non-European and requirement may also petition the Graduate Advisor in writing non-United States History:...... 6 cr. for admission.) The Department recommends prospective applicants meet with the Graduate Advisor for assistance in planning their graduate program.

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Requirements for the Degree: HIST-214 United States History, 1807-1877, 3 cr. Social For students admitted to Master’s Programs for the Fall political, intellectual, diplomatic and economic development 1997 semester and thereafter, all graduate credits must of the American colonies and the United States from the be at the 400 level, except for a limited number of 300 level beginning through 1877. courses specifically approved for graduate degree credits in HIST-215 United States History, 1877-Present, 3 cr. Social, a given Master’s degree program. Departments may permit political, intellectual, diplomatic, and economic development students to apply up to three of these 300 level courses, to of the United States from 1877 to present. a maximum of ten credit hours, to fulfill program require- HIST-300A Ancient Greece, 3 cr. Social, political, and intel- ments. This policy applies to all students entering graduate lectual history of Greece, from the age of Homer through the degree programs beginning with Fall 1997. Consult with Peloponnesian War. Readings include selections from the your program advisor or the Graduate College for details. poetry, drama, history, and philosophy of the period. Prereq.: Students have the choice between two options. Two courses in history or consent of instructor. HIST-300B Ancient Rome, 3 cr. The history of Rome from Thesis Option prehistoric cultures to the end of the Roman Empire. Prereq.: Required Courses: Two courses in history or consent of instructor. HIST-401 Historiography and Historical Method...... 3 cr. HIST-301 Medieval Europe, 3. cr. Major themes of the Seven graduate-level history electives Middle Ages in Europe with emphasis on Western Europe. (2 may be in related fields) chosen Prereq.: Two courses in history or consent of instructor. in consultation with the Graduate Advisor...... 21 cr. HIST-302A Age of Renaissance, 3 cr. The political and Two graduate research seminars...... 6 cr. cultural history of Italy and Northern Europe from 1300-1600. HIST-499 Thesis Seminar...... 6 cr. Prereq.: Two courses in history or consent of instructor. Total 36 cr. HIST-302B Age of the Reformation, 3 cr. The religious crisis within Roman Catholicism and the genesis and growth of NOTE: Students must pass (1) a written comprehensive the Protestant movement. Prereq.: Two courses in history or consent examination covering material from their courses and (2) an oral thesis defense examination. of instructor. HIST-303 Europe During the Ancien Regime — Sev- Non-Thesis Option enteenth and Eighteenth Centuries, 3 cr. The political, Required Courses: economic, social, and intellectual development of Europe in HIST-401 Historiography and Historical Method...... 3 cr. the seventeenth and eighteenth centuries. Prereq.: Two courses Seven graduate-level history electives chosen in in history or consent of instructor. consultation with the graduate advisor...... 21 cr. HIST-304 Europe in the Age of Revolution, 1789-1871, Two electives in history or another relevant field 3 cr. The historical forces in European society from the French chosen in consultation with the graduate advisor...... 6 cr. Revolution to the completion of the unification processes. Two graduate research seminars...... 6 cr. Prereq.: Two courses in history or consent of instructor. Total 36 cr. HIST-305 Europe in the Age of Imperialism, 1871-1919, 3 cr. The historical forces in European society during the period NOTE: Students must pass a final comprehensive examina- of great territorial expansion and rivalry culminating in the tion covering the course work. First World War. Prereq.: Two courses in history or consent of instructor. COURSE OFFERINGS HIST-306 Europe in the Age of Ferment, 1919-Present, HIST-111A World History: West to 1500 A.D., 3 cr. Survey 3 cr. European history in the time of recurrent warfare, dis- of the formation of Western Civilization from its ancient Me- location, authoritarianism, and reappraisal. Prereq.: Two courses dierranean origins until the European Renaissance. in history or consent of instructor. HIST-111B World History: West, 1500 - Present, 3 cr. Survey HIST-307A The Age of the Baroque, 3 cr. An examination of Western Civilization from Renaissance to the present age of the intellectual and cultural history of seventeenth-century of expanded European influence. Europe, with special emphasis on scientific, philosophical, HIST-111C World History: East Asia, 3 cr. Survey of the political, and religious thought. Prereq.: Two courses in history or history and culture of East Asia, with emphasis on China and consent of instructor. Japan from antiquity to the present. HIST-307B The Age of the Enlightenment, 3 cr. HIST-111D World History: Latin America, 3 cr. Survey of An examination of the intellectual and cultural history of the history and culture of Latin America, with emphasis on eighteenth-century Europe, with special emphasis on reli- the last 500 years. gious, political and philosophical thought. Prereq.: Two courses HIST-111E World History: Africa, 3 cr. Survey of the history in history or consent of instructor. and culture of Africa with emphasis on the relations between HIST-311A History of England to 1688, 3 cr. Survey of Africa and the wider world. English history to the revolution of 1688; emphasis on significant themes, such as the evolution of monarchy and

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 153 HISTORY parliament, medieval society, the Elizabethan world, and the promulgation of the Constitution in 1789 to the end of constitutional crisis in Stuart England. Prereq.: Two courses in the so-called “era of good feeling” in 1824. Prereq.: Two courses history or consent of instructor. in history or consent of instructor. HIST-311B History of England from 1688 to the Present, 3 HIST-323 Jacksonian Era and Sectional Crisis 1824- 1860, cr. The political, economic and cultural forces that shaped 3 cr. Various political, economic, social, and intellectual de- Great Britain. Emphasis on the class structure, the transition velopments involved in the rise of Jacksonian Democracy; the to an industrial society, Georgian and Victorian culture, con- growth of democracy at the state and national levels, the new temporary Britain. Prereq.: Two courses in history or consent of instructor. conception of the presidency, economic growth; nationalism, HIST-312 Tudor England, 3 cr. Major political, social, intel- sectionalism and the socioeconomic factors leading to the lectual and economic trends in sixteenth century England. breakdown of constitutional government and the beginning Prereq.: Two courses in history or consent of instructor. of the Civil War. Prereq.: Two courses in history or consent of instructor. HIST-313A The History of Prussia-Germany, 1640-1918, HIST-324 Civil War and Reconstruction 1860-1877, 3 cr. 3 cr. Study of the evolution of Prussia in the seventeenth Study of the Civil War and consequent efforts to reconstruct and eighteenth centuries with emphasis upon her role in the the divided nation; a series of interrelated and consequen- political and social institutions of Germany, Europe and the tial socioeconomic, political and intellectual events which world through 1918. Prereq.: Two courses in history or consent of instructor. profoundly affected the United States and its subsequent HIST-313B Twentieth Century Germany, 3 cr. Study of the history. Prereq.: Two courses in history or consent of instructor. problems faced by twentieth century Germany, including the HIST-325 Industrial and Progressive America 1877-1929, demise of the Weimar Republic and the political and social 3 cr. Study of the formative years of modern America from origins of the Nazi Movement, and the situation of post-war the conclusion of reconstruction, through the Progressive Germany. Prereq.: Two courses in history or consent of instructor. Era and the administration of Herbert Hoover with emphasis HIST-314A Russian History from the Varangians to 1855, on those ideas, institutions and factors which help explain 3 cr. The Russian people, state, and culture from their ori- the growth of present urban and industrial America. Prereq.: gins to the death of Nicholas I. Prereq.: Two courses in history or Two courses in history or consent of instructor. consent of instructor. HIST-326 The Era of Franklin D. Roosevelt, 1929-1945, 3. HIST-314B Russian and Soviet History, 1855 to the Pres- cr. In-depth study of the causes and consequences of the ent, 3 cr. The political, diplomatic, intellectual and social Great Depression, the New Deal response to the crisis, and development of the peoples of the Russian Empire and the the road to and involvement in World War II, with special Soviet Union from the accession of Alexander II to the pres- emphasis on the leadership of Franklin D. Roosevelt. Prereq.: ent. Prereq.: Two courses in history or consent of instructor. Two courses in history or consent of instructor. HIST-315 Women in Medieval Society, 3 cr. Survey of HIST-327 The United States in the Age of Crisis, 1945 to the status of women in medieval Europe beginning with the the Present, 3 cr. General survey of the political, diplomatic, settlement of the barbarians and ending with the high middle economic and social forces which have developed in the U.S. ages. Prereq.: Two courses in history or consent of instructor. since 1945 with particular emphasis on the crisis in domestic HIST-317 The French Revolution, 3 cr. Survey of the America. Prereq.: Two courses in history or consent of instructor. French Revolution (1789-1795), with special emphasis on HIST-329A African American History to 1865, 3 cr. The- the political and social principles of the Old Regime and the matic survey of the history of Black Americans from the era tension between established order and political discontent. of slavery to the conclusion of the Civil War with emphasis Prereq.: Two courses in history or consent of instructor. on racial ideologies, the experiences of both slaves and free HIST-320 Colonial History of the United States, 1607 to people of color, and the abolitionist crusade. Prereq.: Two courses 1775, 3 cr. The nature of colonial government, town life, in history or consent of instructor. literature, as well as a comparison of the development of HIST-329B African American History Since 1865, 3 cr. major colonies; key personalities of the period, such as Thematic survey of the history of Black Americans from the Benjamin Franklin, Cotton Mather, Jonathan Edwards and end of the Civil War to the present day with an emphasis on Thomas Jefferson are studied in detail; designed for American such topics as Reconstruction, African American thought and history majors. Prereq.: Two courses in history or consent of instructor. experience during the era of segregation, the great Migration HIST-321 The American Revolution, 1763 to 1789, 3 cr. and Cultural Renaissance of the 20’s, and the modern Civil Intensive study of the events leading to American Indepen- Rights Movement. Prereq.: Two courses in history or consent of instructor. dence; social and political changes accompanying inde- HIST-330A United States Social History, 1607-1865, 3 pendence; America under the Articles of Confederation; the cr. Introduction to the problems of social history, especially writing and adoption of the Constitution. Prereq.: Two courses in social structure, cohesion, conflict and attitudes applied to history or consent of instructor. the development of American sectional societies from the HIST-322 The Early National Period, 1789-1824, 3 cr. founding of the colonies to the end of the Civil War with Study of the formative years of the American Republic from special attention to the variety of forms of social organiza- tion and the growth of diversity in American culture. Prereq.: Two courses in history or consent of instructor.

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HIST-330B United States Social History, 1865-Present, HIST-340 History of U.S. Economic Institutions, 3 cr. 3 cr. The social dimensions of nationalization and industrializa- Historical changes from regional markets to national and tion, with special emphasis on the decline of geographically multinational markets and responses in business institutions, defined communities, the rise of communities of interest, land policies and agriculture; organizations for trade and rationalization of social structures, and the process of alien- commerce and for workers; impact of pacesetting industries. ation. Prereq.: Two courses in history or consent of instructor. Prereq.: Two courses in history or consent of instructor. HIST-331A Cultural and Intellectual History of the United HIST-342 The City In American History, 3 cr. General States, 1607-1865, 3 cr. Introduction to the major ideological survey of urban America with emphasis on various topics systems in the colonial and national periods: political and such as the changing function and character of cities, im- religious philosophy, as well as key individual thinkers. Prereq.: migration, reform, and urban planning. Prereq.: Two courses in Two courses in history or consent of instructor. history or consent of instructor. HIST-331B Cultural and Intellectual History of the United HIST-351 Central America and the Caribbean, 3 cr. History States, 1865 to Present, 3 cr. The modern period in intel- of Central America and of the major islands of the Carib- lectual history including social Darwinism, pragmatism, and bean, emphasizing the period since independence and the liberalism. Prereq.: Two courses in history or consent of instructor. relations with the United States. Prereq.: Two courses in history or HIST-332B United States Foreign Relations, 1914- Present, consent of instructor. 3 cr. The United States as a world power, the aftermath of HIST-353 History of Mexico, 3 cr. Early Indian civilization; World War I, new relationships with Latin America, Asia and colonial and national periods with emphasis on race rela- Europe; the United States and the Long Armistice; American tions, the class structure, the church, latifundia, intellectual involvement in World War II, and the Cold War. Prereq.: Two life, the revolution, and the impact of industrialization in the courses in history or consent of instructor. twentieth century. Prereq.: Two courses in history or consent of instructor. HIST-333 American Ethnic History, 3 cr. The role of eth- HIST-354 Contemporary Latin America, 3 cr. A survey nicity in the development of American history, with special of twentieth century political events and socio-economic emphasis on the era of industrialization and urbanization factors that have shaped Latin America, beginning with the including all major ethnic and racial groups, Blacks, American U.S. intervention in the Spanish-American War to the Age Indians, Hispanics, and western and eastern Europeans with of Privatization. Prereq.: Two courses in history or consent of instructor. attention to the social and cultural experience of slavery, HIST-360 History of Pre-Modern China, 3 cr. Introduction immigration, alienation, social mobility, acculturation and to the civilizations of China; philosophy, political history, assimilation, politics, and discrimination. Prereq.: Two courses in religion, literature, art, and material culture with emphasis on history or consent of instructor. both the specific data and broad interpretations of Chinese HIST-334 History of American Sports, 3 cr. The rise of history. Prereq.: Two courses in history or consent of instructor. organized sports from its simple pre-modern origins to its HIST-361 Modern Chinese History, 3 cr. Modern Chinese present complex state; the evolution of major amateur and history; institutional and intellectual changes and develop- professional sports in relation to prevailing historical devel- ments brought about in China by modernization, rebellion, opments, emphasizing the impact of industrial capitalism revolution, and war. Prereq.: Two courses in history or consent of instructor. and urbanization with attention to the role of ethnic and HIST-362 History of Japan to 1850, 3 cr. The development racial groups, social classes, gambling, gender, politics, of Japan from its prehistory until the mid-nineteenth century international relations, and social mobility. Prereq.: Two courses emphasizing the data of Japanese history and the major in history or consent of instructor. paradigmatic approaches to its study. Prereq.: Two courses in HIST-335 History of Crime and Violence in America, 3 cr. history or consent of instructor. Survey of the historic patterns of crime and violence, and the HIST-363 History of Japan Since 1850, 3 cr. History of Japan evolution of the criminal justice system in the United States from the mid-nineteenth century, including Japan’s opening from the colonial era to the present day. Prereq.: Two courses in to the West; the Meiji Restoration, industrialization, constitu- history or consent of instructor. tional government, imperialism, World War II, the American HIST-337 The History of the South, 1877 to Present, 3 Occupation, and postwar economic, political, and cultural cr. Intensive study of the politics of the South after Recon- developments. Prereq.: Two courses in history or consent of instructor. struction; the emergence of the industrial South; the Black’s HIST-370 Precolonial Sub-Saharan Africa, 3 cr. Histori- place in this new situation, and the rise of segregation at the cal survey of Sub-Saharan Africa until the early nineteenth turn of the century with particular attention to the problem century with emphasis on such topics as state formation of the Black American and the value system of the South in and traditional African politics, the historical significance of light of civil rights considerations. Prereq.: Two courses in history African culture, the influence of Christianity and Islam, the or consent of instructor. slave trade, and other consequences of contact with Europe. HIST-338 Women in American History, 3 cr. Survey, from Prereq.: Two courses in history or consent of instructor. colonial times to the present, of the role of woman in America including women’s reform movements. Prereq.: Two courses in history or consent of instructor.

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HIST-371 Nineteenth and Twentieth Century Africa, 3 cr. Studies require the approval of the instructor, department Critical issues in the history of sub-Saharan Africa during chair and the College Dean. Prereq.: Two courses in history or consent the nineteenth and twentieth centuries such as the historical of instructor. significance of African culture, the structure and function of HIST-395B Independent Study In History, 2 cr. (See HIST- traditional political institutions, European imperialism, the 395A for description.) Independent Studies require the ap- administration of colonial rule and consequent socioeconomic proval of the instructor, department chair and the College change, the impact of the world wars, the growth of African Dean. Prereq.: Two courses in history or consent of instructor. nationalist movements and the achievement of independence. HIST-395C Independent Study In History, 1 cr. (See HIST- Prereq.: Two courses in history or consent of instructor. 395A for description.) Independent Studies require the ap- HIST-372 History of Southern Africa, 3 cr. This course proval of the instructor, department chair and the College covers the major themes in the history of Southern Africa Dean. Prereq.: Two courses in history or consent of instructor. in the last 200 years. The primary focus is on the lives of HIST-395D Independent Study In U.S. History, 1 cr. In- Africans and how people shaped their world, especially tensive study in selected subjects and periods in American under the strains of colonialism and apartheid, and in their history. Independent Studies require the approval of the struggle for independence. Although the country of South instructor, department chair and the College Dean. Prereq.: Africa will occupy a significant place in the course, important consent of instructor. processes like industrialization affected the entire region, HIST-396 Internship I, 3 cr. Situates student interns in and surrounding colonies and countries also will be studied. workplace positions— museums, research organizations, Prereq.: Two courses in history or consent of instructor. publishers, advertising agencies, government offices, HIST-373 Women and Gender in African History, 3 cr. This business corporations, etc.—where historical background, course examines the related issues of women and gender analysis, and methodology may be put to practical use. in Africa, primarily in the last 200 years. Among the major Helps students to improve research skills as well as explore topics it covers are women’s experience in agricultural societ- career possibilities. Class consists of at least 8 hours per ies and in urban areas, and their roles as traders, laborers, week at the workplace, in addition to periodic meetings with and political leaders. It will also explore differences among faculty and other students. Independent Studies require the women in Africa, for example in social standing, religion, and approval of the instructor, department chair and the College ethnicity. Prereq.: Two courses in history or concent of instructor. Dean. Prereq.: two courses in history and consent of instructor. HIST-381 History of the Second World War, 3 cr. Intensive HIST-401 Historiography and Historical Method, 3 cr. His- study of the Second World War in its global aspects and torical understanding; philosophies of history and methods of implications, including post-war developments and the cold historical research. Prereq.: graduate standing, 18 hours of undergraduate war. Prereq.: Two courses in history or consent of instructor. history classes or consent of instructor. HIST-382 The World In the Twentieth Century, 3 cr. Con- HIST-410 Readings in Medieval History, 3 cr. Intensive temporary world developments, including the causes and reading and discussion on a selected topic in Medievel his- consequences of the two world wars, their impact on the tory, such as the Medieval family, church and state, economic non-European world, the rise of World Communism, the organization, the growth of universities, peasant society or breakup of the colonial empires, etc. Prereq.: Two courses in his- feudal society. Consult the Schedule of Classes for the tory or consent of instructor. specific topic. Prereq: same as HIST-401. HIST-391 Contemporary Historical Problems, 3 cr. Explo- HIST-411 Readings In Early Modern Europe, 3 cr. Intensive ration and analysis of important current political, economic, readings and discussions of aspects of European history social, and cultural issues. Consult the Schedule of Classes during the early modern period. Prereq.: same as HIST-401. for specific topics.Prereq.: Two courses in history or consent of instructor. HIST-412 Readings In English History to 1688, 3 cr. Topics HIST-392 Problems In History, 3 cr. Exploration and analysis in British history until the Glorious Revolution. Consult the of topics in history; relevant sources and scholarly research. Schedule of Classes for specific topics. Prereq.: same as HIST-401. Consult the Schedule of Classes for specific topics.Prereq.: HIST-414 Readings In Modern English History, 3 cr. In- Two courses in history or consent of instructor. tensive readings and discussion on aspects of the history HIST-393 Pro-Semlnar In History, 3 cr. Intensive reading of Modern England. Consult the Schedule of Classes for and discussion. Students will be assigned weekly readings, specific topics. Prereq.: same as HIST-401. prepare papers, and discuss some major aspect of history. HIST-415 Readings In 19th Century Europe, 3 cr. Intensive Prereq.: Two courses in history or consent of instructor. readings and discussion on aspects of nineteenth century European history. Consult the Schedule of Classes for specific HIST-394 Historical Tour, 6 cr. Study of the history of a topics. Prereq.: same as HIST-401. given region or country in conjunction with an on-the-spot investigation of historical and cultural sites and landmarks. HIST-416 Readings In 20th Century Europe, 3 cr. Intensive readings and discussion on aspects of twentieth century Eu- Prereq.: Two courses in history or consent of instructor. ropean history. Consult the Schedule of Classes for specific HIST-395A Independent Study In History, 3 cr. Intensive topics. Prereq.: same as HIST-401. study in selected subject and periods of history. Independent

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HIST-420 Seminar In Early Modern Europe, 3 cr. Research HIST-442 Seminar In Early National America, 3 cr. Research on various topics in the history of early Modern Europe. A on various topics in the Early National Period. A paper based paper based on primary sources is required.Prereq.: graduate on primary sources is required. Prereq.: same as HIST-420. standing, HIST-401 and one appropriate 400 level reading course. HIST-443 Seminar In 19th Century America, 3 cr. Research HIST-421 Seminar In English History, 3 cr. Research on on various topics in nineteenth century America. A paper various topics in English history. A paper based on primary based on primary sources is required. Prereq.: same as HIST-420. sources is required. Prereq.: same as HIST-420. HIST-444 Seminar In 20th Century America, 3 cr. Research HIST-422 Seminar In 19th Century Europe, 3 cr. Research on on various topics in twentieth century America. A paper various topics in nineteenth century European history. A paper based on primary sources is required. Prereq.: same as HIST-420. based on primary sources is required. Prereq.:same as HIST-420. HIST-445 Seminar In Cultural and Intellectual U.S. His- HIST-423 Seminar In Modern European Society, 3 cr. tory, 3 cr. Research on various topics in American cultural Research on various topics in the modern history of Europe. and intellectual history. A paper based on primary sources A paper based on primary sources is required. Prereq.: same is required. Prereq.: same as HIST-420. as HIST-420. HIST-446 Seminar In Women’s History of the United States, HIST-424 Seminar In Impact of War/Revolution In Europe, 3 cr. Research on various topics in the history of American 3 cr. Research on various topics related to war, revolution women. A paper based on primary sources is required. Pre- and their consequences for European history. A paper based req.: same as HIST-420. on primary sources is required. Prereq.: same as HIST-420. HIST-447 Seminar In Afro-American History, 3 cr. Research HIST-430 Readings In Colonial America, 3 cr. Intensive on various topics in Afro-American history. A paper based on readings and discussion on aspects of Colonial American primary sources is required. Prereq.: same as HIST-420. history. Prereq.: same as HIST-401. HIST-449 Seminar In American Social Hlstory, 3 cr. Re- HIST-431 Readings In American Revolution, 3 cr. Intensive search on various topics in American social history. A paper readings and discussion on aspects of the American Revolu- based on primary sources is required. Prereq.: same as HIST-420. tion. Prereq.: same as HIST-401. HIST-450 Readings In Colonial Latin American History, HIST-432 Readings In Early National America, 3 cr. Intensive 3 cr. Intensive readings and discussion on aspects of colonial readings and discussion on aspects of the Early National Latin America to 1825. Prereq.: same as HIST-401. Period. Prereq.: same as HlST-401. HIST-451 Readings In Modern Latin American History, HIST-433 Readings In 19th Century America, 3 cr. Intensive 3 cr. Intensive readings and discussion on aspects of readings and discussion on aspects of nineteenth century Modern Latin America, since 1825. Prereq.: same as HIST-401. American history. Prereq.: same as HIST-401. HIST-452 Seminar In Latin American History, 3 cr. Research HIST-434 Readings In 20th Century America, 3 cr. Intensive on various topics in the history of Latin America. A paper readings and discussion on aspects of twentieth century based on primary sources is required. Prereq.: same as HIST-420 America. Consult the Schedule of Classes for specific top- HIST-453 Seminar In History of Mexico, 3 cr. Research on ics. Prereq.: same as HIST-401. various topics in the history of Mexico. A paper based on HIST-435 Readings In Cultural and Intellectual U.S. His- primary sources is required. Prereq.: same as HIST-420. tory, 3 cr. Intensive readings and discussion on aspects HIST-460 Readings In Modern Japanese History, 3 cr. of American cultural and intellectual history. Consult the Intensive readings and discussion on the development of Schedule of Classes for specific topics. Prereq.: same as HIST-401. the modern Japanese state and society since the nineteenth HIST-436 Readings In Women’s History of the United century. Prereq.: same as HIST-401. States, 3 cr. Intensive readings and discussions on Ameri- HIST-461 Readings In Classical Chinese History, 3 cr. can Women’s history. Consult the Schedule of Classes for Intensive readings and discussion on Chinese history from specific topics. Prereq.: same as HIST-401. the Archaic Shang period (c. 1200 B.C.) through the seven- HIST-437 Readings In Afro-American History, 3 cr. Inten- teenth century. Prereq.: same as HIST-401. sive readings and discussion on aspects of Afro-American HIST-463 Readings In Modern Chinese History, 3 cr. history. Consult the Schedule of Classes for specific topics. Intensive readings and discussion on various aspects of Prereq.: same as HIST-401. modern Chinese history from the nineteenth century to the HIST-439 Readings in American Social History, 3 cr. present. Prereq.:same as HIST 401. Intensive readings and discussion on aspects of American HIST-470 Readings in African History, 3 cr. This course is social history. Consult the Schedule of Classes for specific designed to provide the graduate students in history an intro- topics. Prereq.: same as HIST-401. duction to the field of African history. Students will explore HIST-440 Seminar In Colonial America, 3 cr. Research on issues of sources and approaches which make African history various topics in Colonial American history. A paper based distinct from other fields. Students will trace the development on primary sources is required. Prereq.: same as HIST-420. of African history in the last few decades, examine some of HIST-441 Seminar In American Revolution, 3 cr. Research the major subjects, and study the most recent works to see on various topics in the American Revolution. A paper based where the field is headed.Prereq.: same as HIST-401. on primary sources is required. Prereq.: same as HIST-420.

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HIST-471: Seminar in African History, 3 cr. This course The program makes a special effort to involve and serve com- offers an introduction to research methodology on African munity groups. Field experience, focusing on advocacy for history. A paper based on primary sources is required. Pre- community justice and the ethics that inform those practices, req: graduate standing, HIST-401 and one appropriate 400 level reading course complements the academic program. HIST-480: Readings in History (Topics Vary), 3 cr. Explora- The Justice Studies major prepares students for human and tion and analysis of topics in history. Consult the Schedule social service work, research or advocacy positions, law of Classes for specific topics. Prereq:Same as HIST-401 school or graduate school. Criminal justice practitioners HIST-490 Independent Graduate Study In History, 3 cr. who wish to develop a comprehensive understanding of Intensive and guided study in selected subjects and periods social justice and social policy will find the program well- of history. Independent Studies require the approval of the suited to their needs. instructor, department chair and the appropriate College Dean. Prereq.: graduate standing and, consent of instructor. UNDERGRADUATE PROGRAMS HIST-496 Internship, 3 cr. Situates student interns in work- Major in Justice Studies for the Bachelor of Arts place positions—museums, research organizations, pub- Degree lishers, advertising agencies, government offices, business All Justice Studies majors take six required courses plus corporations, etc.—where historical background, analysis, eighteen credit hours of electives. Please consult your and methodology may be put to practical use. Helps students advisor about the sequence of courses. All students must to improve research skills as well as explore career possi- take a writing-in-the-discipline, “WIP” class. JUST-202 fulfills bilities. Class consists of at least 15 hours per week at the this requirement. workplace, in addition to periodic meetings with faculty and other students. Independent Studies require the approval of Required Courses: the instructor, department chair and the appropriate College JUST-101 Introduction to Social Justice...... 3 cr. Dean. Prereq.: graduate standing and consent of instructor. JUST-202 Justice and Inequality...... 3 cr. HIST-499 Thesis Seminar - History, 6 cr. Guidance of JUST-241 Skills for Inquiry I...... 3 cr. students conducting research and writing a thesis to fulfill JUST-301 Theories of Justice and Social Change...... 3 cr. requirements for the Master of Arts degree in History. In- Electives (six additional courses in Justice Studies)...... 18 cr. dependent Studies require the approval of the instructor, JUST-345 Practicum...... 3 cr. department chair and the appropriate College Dean. Prereq.: JUST-350 Field Work Seminar...... 6 cr. acceptance to master’s degree candidacy in history. Total 39 cr. The electives in Justice Studies must be selected in con- sultation with a faculty advisor and should be chosen in an JUSTICE STUDIES area of concentration related to the student’s academic and career interests. Cris E. Toffolo, Ph.D., Professor, Chair Shelley Bannister, J.D., Ph.D., Professor Minor in Social Justice (18 cr. hrs.) Loretta Capeheart, Ph.D., Associate Professor Required Courses: Maria E. De La Torre, Ph.D., Assistant Professor JUST-101 Introduction to Social Justice...... 3 cr. Nancy Matthews, Ph.D., Associate Professor JUST-202 Justice and Inequality...... 3 cr. Adam Messinger, Ph.D., Assistant Professor JUST-241 Skills for Inquiry I...... 3 cr. Dragan Milovanovic, Ph.D., Professor JUST-301 Theories of Justice and Social Change...... 3 cr. Two (2) electives in Justice Studies...... 6 cr. Theophilus Okosun, Ph.D., Assistant Professor In Justice Studies we seek to discover the social and historical Minor in Criminology (18 cr. hrs.) roots of justice and injustice and examine how popular under- Required Courses: standings of these shape public policies, including those of JUST-201 Introduction to Criminal Justice...... 3 cr. the criminal justice system. We study systematic explanations JUST-202 Justice and Inequality...... 3 cr. for the failure (or triumph) of justice in society and explore the JUST-241 Skills for Inquiry I...... 3 cr. potential for transformative justice. Through critical inquiry, JUST-312 Theories of Criminal Behavior...... 3 cr. social science investigation, and experiential learning, students Two (2) electives in Justice Studies...... 6 cr. develop an understanding of social and economic justice is- sues and critical criminology. We study the structural roots of Note: The program will accept a maximum of nine (9) crime and take up the legal and social concerns of socially transfer credit hours in Justice Studies, Criminal Justice or disenfranchised communities whose members are often clients Criminology from other colleges and/or universities toward of the criminal justice system, including the poor, people of the major and three (3) credit hours toward the minor, subject color, women, prisoners, immigrants, and refugees. to approval of the Chair.

158 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 JUSTICE STUDIES

COURSE OFFERINGS JUST-314 Police in the Minority Community, 3 cr. Overview JUST-101 Introduction to Social Justice, 3 cr. Examines of the social, political and economic consequences resulting the theme of justice as a foundational goal of all social in- from historical and contemporary treatment of U.S. minori- stitutions in a democracy. Introduces students to critically ties by law enforcement personnel, with emphasis on the examining social injustices, especially in institutions and development of policy focusing on police methodology in social structures. In order to arrive at a vision and practice controlling and creating levels of crime within urban areas. of justice we will study those “acceptable” injustices through Theoretical and practical issues involving bias, discretion the lens of justice and equality for all. and excessive force. JUST-201 Introduction to the Criminal Justice System, JUST-316 Crime, Violence, and Culture, 3 cr. Exploration of 3 cr. Overview of police, court, and prison practice with at- interpersonal and structural violence and aspects of culture tention to class, race, and sex discrimination in the criminal that promote it. The course considers: the criminalization of justice system. Emphasis on the relationship between crime some and tolerance of other violence; competing theories of and key political and economic structures. violence; and strategies for reducing and preventing violence. JUST-202 Justice and Inequality, 3 cr. Analysis of gender, JUST-317 White Collar Crime and Elite Deviance, 3 cr. This race, class, and related inequalities in the context of political course examines the problems of defining crimes of the elite, economy in the United States. Also focuses on consequent theories related to white collar crime and elite deviance, and biases in criminal justice and the intersectional nature of the impact of white collar crime and elite deviance on society discrimination in the delivery of justice. Includes identifying and justice. We also examine the impact of social institu- strategies for reducing these injustices. This course fulfills tions upon white collar crime and elite deviance, reactions the Writing Intensive (WIP) graduation requirement for Justice to these and the forms of punishment available. Studies majors. Prereq.: JUST-101 or consent of instructor. JUST-318 Gangs in Chicago, 3 cr. This course provides JUST-241 Skills for Inquiry I, 3 cr. Development of analytic an analysis of the history of, and theories about, gangs in and writing skills. Introduction to the methodology of the Chicago. It examines how and why gangs develop, how social sciences. Students develop research designs and they are structured, their gradual development, and how initiate studies on justice studies topics. Should be taken societal injustices impact the development of gangs gener- immediately after JUST-101 or JUST-201. Prereq.: JUST-101. ally, and in Chicago. JUST-301 Theories of Justice and Social Change, 3 cr. JUST-319 Latinos/as and the Criminal Justice System, Explores general theories of social change, such as social 3 cr. This course examines the relationship between Latinos/ evolutionism and historical materialism, and the relationship as and the criminal justice system. Issues addressed are between social change and the pursuit of justice. The starting what distinguishes Latinos/as from other racial and ethnic point is unjust social structures and processes, leading into groups in the criminal justice system? What sociological and analysis of how social change occurs, especially through criminological theories can explain these differences? Key social movements. Prereq.: JUST 101 and 202, or consent of instructor. variables that are discussed are historical context, race and JUST-309 Portrayal of Crime in the Media, 3 cr. Analysis ethnic relations, current criminal justice policies. of the media’s presentation of crime in the 20th century with JUST-321 Violence Against Women, 3 cr. Overview of the attention to the historical development of the portrayal of legal, sociological, psychological, and medical aspects of crime and its effect on public attitudes regarding “crime” and rape, battering and related forms of gendered violence. Ex- the “criminal.” Various forms of the media are individually plores social and cultural context of violence against women, considered, most notably television, film and newspaper. changing definitions of violence, and the criminalization of JUST-311 Women, Crime, and the Criminal Justice System, sexual assault and family violence, and responses to violence, 3 cr. The position of women in society; theories of female including the anti-rape and battered women’s movements. criminality; crimes committed by and against women such JUST-322 Women, Justice, & the Law, 3 cr. A discussion as prostitution, rape, woman abuse, and forced sterilization. of justice and its intersection with gender. The course fo- Treatment of women by various social and criminal justice cuses on federal statutes and their interpretation, on sexual agencies. harassment and employment, and state statutes focusing JUST-312 Theories of Criminal Behavior, 3 cr. Historic on family law and criminal law. overview of theories of crime from the classical school to JUST-323 Introduction to Child Advocacy Studies, 3 cr. currently popular viewpoints including Marxist and radical This course provides a survey of the emerging field of Child theories with emphasis on the relationship between theory and Advocacy Studies, which researches and seeks remedies for criminal justice policy formulation. Prereq.: JUST-101 or JUST-201. the maltreatment of children and youth, including specific acts JUST-313 Prisons and Jails, 3 cr. Study of the historic of violence and neglect, in the context of the pernicious effects development of prisons focusing on current practice and of racism, poverty, sexism, and heterosexism, including the emphasizing consequences of expanding the prison popu- unique problems faced by immigrant and displaced children. lation and community based alternatives to incarceration. The course examines the various economic, political, social and cultural circumstances that may contribute to the abuse

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 159 JUSTICE STUDIES and maltreatment of children and youth. It also teaches JUST-335 Legal Process, 3 cr. Analysis of common law students about the strategies and tactics used by various and the role of precedent with emphasis on appellate courts, local governmental and nongovernmental agencies, courts, particularly the U.S. Supreme Court. and medical establishments to address these problems. JUST-336 Postmodern Law and Criminology, 3 cr. This JUST-324 Women as Political Prisoners, 3 cr. This course course will introduce the core concepts of postmodern examines the three areas in which women can be defined as analysis and their application to law, criminology and social political prisoners: 1) women imprisoned for political acts; justice. It will be a challenge to modernist thought that has 2) women imprisoned for self-defense measures; 3) women dominated the social sciences whose basic assumptions imprisoned for petty ‘economic’ crimes such as prostitution. evolved from the Renaissance period. Discourse analysis JUST-325 Women and Revolution: Theories of Justice, and chaos theory along with other emerging perspectives 3 cr. Theories of justice informing revolutionary practice will be explicated. Causation, the subject, objectivity, order, with attention to the role played by women in revolution, linearity, neutrality of language, rationality, universals, among especially in liberation struggles in Central America. Prereq.: others, will be re-thought via postmodern analysis. A women’s studies course. JUST-337 Workers’ Rights and Human Rights, 3 cr. Basic JUST-326 Juvenile Justice System, 3 cr. Socio-economic labor law: workman’s compensation, unemployment com- analysis of the history of the juvenile justice system in an effort pensation, National Labor Relations Act, etc., discussions to understand how the system functions and whom it serves. of worker influence on factories. JUST-328 Social Justice & LGBTQ Issues, 3 cr. This JUST-338 Introduction to Human Rights, 3 cr. This course course explores lesbian, gay, bisexual, transgender and queer provides an introductory overview to human rights. Human social justice issues. Students will study LGBTQ issues and rights are examined from several different points of view: theories in the context of both historic and contemporary as a legal and moral discourse in which justice claims are social justice practices. This will include an examination of expressed; as an international regime consisting of many race, class, gender, and ethnicity in LGBTQ communities, different treaties, legal bodies, United Nations agencies, along with a discussion of legal, social, and political steps and non-profit organizations which seek to prevent, investi- taken and contemplated to end the oppression of LGBTQ gate, and punish human rights violations; as a global social people. Prereq.: JUST-101 or permission of the instructor. movement that promotes minimum universal standards of JUST-329 Politics of Punishment, 3 cr. Exploration, from human dignity and respect; as a contested philosophical a global perspective, of the history, development, and phi- concept that is compared and contrasted with other types losophies of punishment and of the debate within the United of moral claims; and as an increasingly important strategy States and the countries of Western Europe over the purpose being used by various communities in the United States to of correctional institutions. overcome many different types of social injustice. The main JUST-330 Legal Research and Bibliography in Criminal human rights organizations and their methods of working Law, 3 cr. Study of basic reference and source materials. will be explained. Visits to law libraries are required. Presentation of written JUST-339 Tenants Rights Clinic, 3 cr. Under the supervi- and oral argument required. sion of a licensed attorney, students study issues relating to JUST-331 Law and Racism in America, 3 cr. The nature of landlord/tenant disputes and conflicts. Students are trained racism, its essential features and their relationship to legal, to define and negotiate such problems. social, and economic practices in the United States. JUST-340 Sociology of Law, 3 cr. This course concerns JUST-332 Race and Ethnic Relations, 3 cr. Course pro- the development of law in society. We cover: historical de- vides critical examination of the social construction of race velopment of law; functions of law; the connection between focusing on how ethnicity, ancestry and phenotype are used political economy and law; various perspectives in studying historically to separate people. Students explore concepts, law; classical thinkers; current and emerging thought; the theoretical perspectives, and research patterns of coopera- emergence of lawyers and their language and form of rea- tion and conflict between different racial and ethnic groups. soning; the emergence of legal rights and the legal subject; Sources of prejudice, discrimination, power relations and substantive biases of law (gender, race, class, intersectional); stratification are discussed. Students examine contemporary how “realities” are constructed in the courtroom; and freedom problems and issues in the area of racial and ethnic relations and coercion in law. and global justice. Prereq.: JUST-101 and JUST-202. JUST-343 Conflict Transformation, 3 cr. Conflict is part of JUST-333 Community Law, 3 cr. General introduction to daily human experience. When properly managed, it can the impact of law on the public: consumer law, family law, lead to awareness, growth, and better human relationships. and individual rights. However, when misdiagnosed and mismanaged, it can sour JUST-334 Criminal Law and Procedure, 3 cr. The basic things and destroy relationships. It also leads to intra- and principles of American criminal law, current issues and con- interpersonal, intra- and inter-group/organizational violence, troversies surrounding the criminal justice process, and the as well as large-scale intra-state and international violence. constitutional rights of the accused. Prereq.: JUST-201. This course explores the connection between justice, peace,

160 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 JUSTICE STUDIES and conflict by seeking to understand social conflict and JUST-370 Immigration in Global Perspective, 3 cr. This the mechanisms used in its transformation. We begin by course looks at contemporary international population examining the theories of conflict analysis and resolution, movements and state policies in highly developed countries and conclude by exploring methods and best practices. through the prism of social justice. The course provides an JUST-345 Practicum in Justice Studies, 3 cr. Specific skills overview of the major theories explaining the nature, causes necessary for entry level agency/community work. Prereq.: JUST- and consequences of migration, including key dimensions 101, 202, 241, 301, & 3-4 electives; consent of advisor or chairperson required. such as control policies, integration, security, and citizen- JUST-350 Field Work Seminar, 6 cr. Application of the spe- ship. The course also analyzes current public conversa- cific skills learned in Practicum, as well as other classroom tions debating unauthorized immigration, assimilation, and theories and concepts, in an agency and community setting. membership and belonging. Through readings, lectures, 1 videos and newspaper articles, the course offers students Two-hundred volunteer hours at work in the field and a 1 /2 hour weekly seminar. Prereq.: JUST-345. tools for a critical understanding of migration by addressing JUST-361 Five-Hundred Years of Resistance, 3 cr. This questions of justice such as the rights of people to mobility, course is a basic study of the over 500-year history of to work, to equality, and to inclusion. colonization imposed by Europeans and Euro-Americans. JUST-371 U.S. Immigration Policy & Human Rights in the It also examines indigenous resistance to colonization and Americas, 3 cr. Historical overview of the United States’ globalization. In this course, critical thinking and reasoning relations with the Americas as these structure economic and are introduced through the evaluation of historical develop- security interests in the region and influence regime change, ments, key contributors, and principle issues of resistance human rights violations, and immigrant and refugee flows. and revolutionary theory. Prereq.: JUST-202. Analysis of contrasting U.S. immigration and refugee policies. JUST-362 Justice Issues in Africa, 3 cr. Having lived/liv- JUST-390 Social Justice and the Environment, 3 cr. This ing through probing explorers, colonists, imperialists, and course is a comprehensive overview of the connections be- natural resources hunters, Africa has also attracted good tween environmental justice, social justice, and animal ethics. intentioned development and international collaboration. The topics will be viewed from the following perspectives: 1) Even though independence gained from Western nations Justice and Sustainability; 2) Poverty, Economic Development has improved self-determination in some of its 53 countries, and Environmental Justice; 3) Eco-Feminist Perspectives on the struggle for justice continues to dominate many politi- Environmental Justice; 4) Native American Perspectives 5) cal and social activities. This course examines factors that Animal Ethics and the Relationship to Environmental Justice; generate inequalities in South Africa; conflict, race , class, and 6) Environmental Law. ethnic, gender violence, post-apartheid dynamics, neoliberal JUST-391 Independent Study in Social Justice, 1 cr. This politics, access, housing, the environment, and exploitation course provides a student with the opportunity to undertake issues in the light of global democracy and social justice. an individualized investigation into a topic of the student’s Prereq.: JUST-101 or consent of instructor. choice, under the personalized supervision of a Justice JUST-363 Globalization and the Pursuit of Justice, 3 cr. Studies faculty member. The student must fill out the Justice We live in a world interconnected through economics, politics, Studies department’s Independent Study form and get the communications, entertainment and migration. This course project approved two weeks before the semester begins. explores the emergence of globalization in its contemporary Prereq.: JUST-241, consent of instructor, chair and College Dean. form, and its implications for the lives of ordinary people in JUST-392 Independent Study in Social Justice, 2 cr. This the global north and south, east and west. Through case course provides a student with the opportunity to undertake studies, we will examine how globalization affects movements an individualized investigation into a topic of the student’s for democracy and justice, and vice versa. choice, under the personalized supervision of a Justice JUST-364 Terrorism in Media and Law, 3 cr. Whether Studies faculty member. The student must fill out the Justice used by governments, militaries, corporations, religious Studies department’s Independent Study form and get the institutions, gangs or individuals, terror is an intense, over- project approved two weeks before the semester begins. powering fear caused by the threat and use of violence. Prereq.: JUST-241, consent of instructor, chair and College Dean. This course examines five categories of terrorism. One case JUST-393 Independent Study in Social Justice, 3 cr. This study explores how the U.S. responded to 9/11 by fram- course provides a student with the opportunity to undertake ing a long-term “War of Terror.” Students will learn how to an individualized investigation into a topic of the student’s analyze the constantly changing images, propaganda, and choice, under the personalized supervision of a Justice tropes manufactured by media to know how to distinguish Studies faculty member. The student must fill out the Justice between terrorists, and those who use violence to defend Studies department’s Independent Study form and get the themselves from aggression and invasion. Also covered are project approved two weeks before the semester begins. how terrorism is addressed in law; how terrorism impacts Prereq.: JUST-241, consent of instructor, chair and College Dean. institutions/practices; causes of terrorism; ways to prevent/ stop terrorism. Prereq.: JUST-101 and 202.

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JUST-395 Hunger and Homelessness, 3 cr. This class The program will accept one elective course (3 cr.) from focuses on the lives of people who are underfed, homeless another college or university toward the minor, subject to or in precarious housing. Examined are paths to poverty the approval of the advisor. and how poverty is lived in America. Also explored are the structural barriers that prevent one from leaving poverty. These issues are looked at from a variety of perspectives that Course Offerings: are introduced through readings, service learning, and guest CAST-304 CAST Internship Seminar, 3 cr. The focus of speakers. One of the perspectives from which hunger and the CAST seminar course is to increase the student’s sense homeless is explored is from the point of view of advocacy: of confidence in practicing as beginning level practitioners. i.e., how can one advocate for homeless people? What as- This goal is achieved by building the student’s awareness of sumptions underlie such advocacy? her/his own strengths and limitations as a worker, along with the integration of knowledge, values and skills used in the generalist approach to practice with children, adolescents, Minor in Child Advocacy Studies (18 cr. hrs.) and their families. Utilizing a collaborative supervision model, Core Faculty this experiential course supports students in achieving further Susan Auman, M.S.W., Instructor, Social Work mastery in the knowledge and skills obtained throughout Saba Ayman-Nolley, Ph.D., Professor, Psychology, Chair the CAST coursework. Prereq.: CAST-301, 302 and 303, and permis- Shelley Bannister, J.D., Ph.D., Professor, Justice Studies & sion of the instructor. Women’s Studies Approved Electives Catherine Korda, M.S.W., Instructor, Justice Studies In consultation with the CAST coordinator, select two classes Christopher Merchant, Ph.D., Assistant Professor, from the following list. NOTE: Students may take two elec- Psychology tives in the same field as their major or another minor and Susan Stall, Ph.D., Professor Emeritus, Sociology have them count for both programs. Jade Stanley, Ed.D., Associate Professor, Social Work, Justice Studies Chair JUST-318 Gangs in Chicago Brett Stockdill, Ph.D., Associate Professor, Sociology, JUST-326 Juvenile Justice System Chair JUST-321 Violence Against Women

The Child Advocacy Studies minor provides students with Psychology knowledge and skills to deliver high quality services to PSYC-210 Parenting infants, children, youth and their families. The program’s PSYC-215 Child Psychology goal is to prepare emerging practitioners to work effectively PSYC-315 Advanced Child Psychology within various child-serving organizations and institutions. PSYC-319 Child Development in Cross Cultural The program includes a focus on immigrant children and Perspective their families as well as children who are at risk or who have PSYC-320 Adolescent Psychology been impacted by violence and trauma. It also includes col- PSYC-322 Emotional Disturbances of Adolescence laborative relationships with community-based providers that directly serve children and their families, and with advocates Social Work for equitable access to programs and services. SWK-301 Social Work and the Law SWK-307 Services to Children & Adolescents Minor Requirements SWK-308 Social Work Practice with Immigrants & To earn a CAST minor students must complete six classes Refugees (18 cr.) as follows: four required courses (12 cr.), and two SWK-314 Social Work Advocacy electives (6 cr.) drawn from the list of approved courses below. SWK-320 Domestic Violence Social Work: Theory and While completing the final required course, CAST-304: CAST Practice Internship Seminar, students work 80 hours in the field at a Sociology site that has been approved by the CAST advisor. SOC-329 Sociology of Violence Core Courses Required for Minor: SOC-358 Youth and Youth Culture CAST courses ...... 9 cr. CAST-304 CAST Internship Seminar...... 3 cr. Woman's Studies Approved Electives*...... 6 cr. WSP-150 Women’s Self Defense Total 18 cr. * Approved Electives are chosen from the selected interdis- ciplinary list of courses shown below.

162 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 LATINO AND LATIN AMERICAN STUDIES

countries and their constituencies who have emigrated to LATINO AND LATIN the United States and their U.S. born offspring. Through the coordination of the diverse offerings of various departments, AMERICAN STUDIES the program fosters an interdisciplinary approach to provide Brett Stockdill, Ph.D., Professor, Chair students with concepts and skills to interact effectively and Christina Gomez, Ph.D., M.B.A., Associate Professor, constructively in multi-cultural contexts. Program Coordinator Major in Latino & Latin American Studies (LLAS) Core Faculty for the Bachelor of Arts Degree Rene Luis Alvarez, Ph.D., Assistant Professor, Educational I. Latino Studies Concentration (36 credit hours) Inquiry and Curriculum Studies A. Core Courses Wifredo Alvarez, Ph.D., Assistant Professor, LLAS-101 Introduction to Latino Communication, Media and Theatre and Latin American Studies...... 3 cr. Brandon Bisbey, Ph.D., Assistant Professor, World LLAS-201 WIP: Culture and History of Latinos...... 3 cr. Languages and Culture LLAS-290 Critical Inquiry in Latino and Latin American Christina Bueno, Ph.D., Assistant Professor, History Studies*...... 3 cr. Loretta Capeheart, Ph.D., Associate Professor, Justice Studies B. Latin American Language...... 6 cr. Gabriel Cortez, Ph.D., Assistant Professor, Educational Two courses taught in Spanish, Portuguese, French or an Leadership and Development indigenous language from Latin America. Course levels are determined by the result of the World Languages and Maria de la Torre, Ph. D., Assistant Professor, Justice Cultures placement exam. Studies Laurie Fuller, Ph. D., Associate Professor, Women’s C. Six electives with at least Studies three courses at 300 level...... 18 cr. Emily Garcia, Ph.D., Assistant Professor, English Four electives from the Latino Studies concentration and two Francisco X. Gaytan, Ph. D., Assistant Professor, Social electives from the Latin American Studies concentration. See Work list of cross-listed courses. George Gerdow, Instructor, History D. Capstone Course ...... 3 cr. Dennis Grammenos, Ph. D., Associate Professor, LLAS-391 Capstone Course in Latino Studies* Geography & Environmental Studies Total 36 cr. Bradley Greenburg, Ph. D., Associate Professor, English Richard Grossman, Instructor, History II. Latin American Studies Concentration Jon B. Hageman, Associate Professor, Anthropology (36 credit hours) Sarah Hoagland, Ph. D., Professor, Philosophy A. Core Courses David Leaman, Ph. D., Associate Professor, Political LLAS-101 Introduction to Latino Science and Latin American Studies...... 3 cr. Timothy Libretti, Ph. D., Professor, English LLAS-201 WIP: Culture and History of Latinos...... 3 cr. LLAS-290 Critical Inquiry in Latino and Latin American Jose Lopez, Instructor, Latino and Latin American Studies Studies*...... 3 cr. Erica Meiners, Ph. D., Professor, Educational Leadership and Development B. Latin American Language...... 6 cr. Ava Nieves, Ph. D., Assistant Professor, Art Two courses taught in Spanish, Portuguese, French or an Victor Ortiz, Ph.D., Associate Professor, Latino and Latin indigenous language from Latin America. Course levels American Studies are determined by the result of the World Languages and Paul Schroeder-Rodriguez, Ph.D., Professor, World Cultures placement exam. Languages and Cultures C. Six electives with at least Joaquin Villegas, Ph. D., Associate Professor, Teacher three courses at 300 level...... 18 cr. Education Four electives from the Latin American Studies concentration and two electives from the Latino Studies concentration. See The Latino and Latin American Studies (LLAS) program list of cross-listed courses. focuses on the cultures and conditions of Latin America D. Capstone Course ...... 3 cr. and Latinos. It promotes understanding of the social and LLAS-392 Capstone Course in Latin American Studies* historical roots of these cultures and conditions. It attempts to provide systematic explanations of the interconnections Total 36 cr. among Latin American countries a well as between these *Pending approval. See LLAS coordinator for current information.

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Minor in Latino & Latin American Studies LLAS-312 Introduction to the Barrio, 3 cr. Students do (18 credit hours) research on their residential neighborhoods using historical A. Three Core Courses (9 credit hours) and demographic data, along with political and theoretical in- LLAS-101 Introduction to Latino sights from the social sciences and the students’ experiences. and Latin American Studies...... 3 cr. LLAS-345 Race, Class, Gender and Latinos, 3 cr. This LLAS-201 WIP: Culture and History of Latinos...... 3 cr. course is an analytical overview of the complexity of Latino LLAS-301 Field Seminar in Latin & Latin community/ies. The course aims towards the formulation American Studies...... 3 cr. of a sophisticated understanding of social and political life B. Three Elective Courses...... 9 cr. of Latinos in the current context. It combines theoretical Total 18 cr. insights and documentary information to examine the assets and current challenges of these communities. Courses must be distributed among at least two different disciplines or departments and are chosen from selected Cross-Listed Courses list of cross-listed courses. See list of cross-listed courses. Anthropology Of the eighteen credit hours, nine must demonstrate the- ANTH-221 Peoples of South America matic consistency. A minimum of nine credit hours must be ANTH-225 Peoples of Mexico, Central America and the at the 300 level. Caribbean ANTH-250 Latin American Archeology Course Offerings: ANTH-366 Mesoamerican Continuity and Change LLAS-101 Introduction to Latino and Latin American ANTH-373 Urban Anthropology * Studies, 3 cr. This course is an introduction to Latino and ANTH-374 The Maya Latin American Studies. It explores the diverse origins and ANTH-380 Archaeological Field School conditions of the multiple groups encompassed by the terms Art “Latino” and/or “Hispanic.” The course traces connections with ancestral Latin America in terms of its pre-Hispanic ART-305 Art and Architecture of the Ancient Americas and colonial past, as well as its post-colonial present. (This ART-306 Andean Art and Architecture course is a General Education course in the area of Social/ ART-307 Art of Latin American Behavioral Sciences) Educational Foundations LLAS-201 WIP: Culture and History of Latinos, 3cr. Culture EDFN 205 Social Foundations of Education and History of Latinos is intended to insure that Latino and EDFN 314 Social Issues in Educational Settings* Latin American Studies students understand the religious, social, economic and political aspects of Latino groups. It English explores their roles and conditions in the new demographic ENGL-365 West Indian Literature context of the United States as it largest ethnic minority group. ENGL-382 Chicano/a Literature LLAS-224 The Chicano Movement, 3 cr. This course is Geography and Environmental Studies an analytical overview of stories and histories of and about GES-302G Regional Geography: Caribbean people of Mexican ancestry or origin in the United States of GES-302X Regional Geography: Latin America America. The course examines involvements, events, and GES-347 Gentrification and Urban Redevelopment * conditions directly affecting the fates and opportunities of GES-348 Latino Metropolis this constituency through time. The course focuses on re- gional, class, and gender particularities as well as symbolic History and epistemological characteristics. HIST-111D World History: Latin America LLAS-225 Puerto Ricans and the Caribbean, 3 cr. This HIST-332B U.S. Foreign Relations 1914-Present course is an overview of people in the Caribbean and/or in HIST-333 American Ethnic History the U.S. with ancestral or migratory ties to the Caribbean. HIST-350 History of Brazil LLAS-301 Field Seminar in Latino and Latin American HIST-351 History of Central America & the Caribbean Studies, 3 cr. The course aims towards the formulation of HIST-352 History of Puerto Rico a sophisticated understanding of social and political life of HIST-353 History of Mexico Latinos in the current context. It combines theoretical insights HIST-354 Contemporary Latin America and documentary information to examine the assets and cur- HIST-392 Problems in History (check for approved topic) * rent challenges of these communities. This course serves as Justice Studies the cap-stone course for LLAS minors. Prereq.: LLAS 101, LLAS JUST-319 Latinos/as and the Criminal Justice System 201 and 9 credits of LLAS elective or cross-listed courses. JUST-371 U.S. Immigration Policy and Human Rights in the Americas

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Philosophy World Languages and Cultures PHIL-363 Latin American Philosophy WLC-200L Introduction to Latin American Culture PHIL-364 Critical Race Theory WLC-361 Latin American Novel in Translation PHIL-368 Multiculturalism Political Science PSCI-331 Latinos and Public Policy LINGUISTICS PSCI-332 Latinos and the Law Richard Hallett, Ph.D., Professor, PSCI-333 Immigration, Ethnicity & Citizenship Program Coordinator PSCI-365 Politics and Governments of Mexico, John Boyle, Ph.D., Assistant Professor Central America and the Caribbean Judith Kaplan-Weinger, Ph.D., Professor PSCI-366 Politics and Governments of South America Shahrzad Mahootian, Ph.D., Professor Psychology The Department of Linguistics is committed to providing stu- PSYC-317 Psychology of Latino Mental Health dents with a solid foundation in the study and understanding Social Work of human language as a convergence of genetic, psychologi- SWK-308 Social Work Practice with Immigrants and cal, and social systems and networks. Knowledge of how Refugees and why we communicate brings us closer to understanding SWK-324 Social Work and Latino Communities who we are and how we can affect our worlds. Exploring language from both theoretical and functional per- Sociology spectives, our program trains students to critically examine SOC-270 Sociology of Latinas and analyze the world within and around them—a skill that SOC-314 Urban Sociology * can be applied to teaching, curriculum development, cor- Teacher Education porate cultures, legal contexts, intercultural communication, BLBC-338 Bilingualism and Education forensics, artificial intelligence, publishing, product branding, BLBC-342 Assessment in the Bilingual Classroom counseling, and child development. ELED-315 Teaching in the Inner City Elementary School The Department offers a minor in Linguistics at the under- SCED-303F Teaching Modern Foreign Language in the graduate level and an MA in Linguistics at the graduate Secondary School level. Course work in linguistics is a recognized asset for careers in curriculum development, language teaching, Teacher English as a Second language publishing, product branding, speech pathology, natural TESL-320K Language and Culture: Latin America language processing, translation, law, education, and other Spanish professions within social and behavioral sciences, especially SPAN-314 Latin American Culture those concerned with language policies and practices in SPAN-321 Latin American Literature I multilingual settings. SPAN-323 Latin American Literature II Further information about our programs can be found on our SPAN-330 Latin American Culture through Music website: http://www.neiu.edu/~linguist/. SPAN-352 Puerto Rican Literature SPAN-356 Realism and Naturalism in Spanish American UNDERGRADUATE PROGRAM Literature The Department of Linguistics offers courses leading to a SPAN-358 El Modernismo minor in linguistics for liberal arts majors and for prospec- SPAN-360 The Essay in Spanish American Literature tive elementary school language arts teachers. In addition, SPAN-362 Contemporary Spanish American Poetry the department offers courses that are required for students SPAN-364 Chicago Latin@ Literature & Culture majoring in English education on the Secondary level, and SPAN-368 Latin America Cinema Bilingual-Bicultural Education. SPAN-371 Seminar: José Martí Minor in Linguistics (18 credit hours) SPAN-372 Alejo Carpentier SPAN-373 Spanish American Short Story Required Courses: (6 credit hours) SPAN-374 Isabel Allende LING-201 Introduction to General Linguistics...... 3 cr. SPAN-375 Literature of the Southern Cone LING-303 Grammars of English...... 3 cr. SPAN-376 Gabriel García Márquez Electives: (12 credit hours, 6 credits hours at the 300 SPAN-377 Caribbean Literature level—chosen in consultation with the undergraduate SPAN-378 Mexican Literature advisor) SPAN-389 Contemporary Latin American Novel LING-300 English Grammar in the Classroom...... 3 cr. * Requires LLAS Advisor approval LING-301 History of English Language...... 3 cr.

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LING-304 Introduction to Phonology...... 3 cr. social contexts and conversation), and dialectology (cultural LING-320 Language and Culture...... 3 cr. and geographic varieties of language use), and a look at the LING-320G Language and Culture: history of English and its relationship to other languages. Aboriginal Australia...... 3 cr. LING-300 English Grammar in the Classroom, 3 cr. This LING-320N Language And Culture: Native American.....3 cr. course introduces the basics of sentence structure in English LING-322 Sociolinguistics...... 3 cr. with the purpose of enabling future teachers to teach English LING-360 Seminar in Linguistics: Varies...... 3 cr. grammar successfully in a multicultural classroom. To this LING-361 Introduction to World Englishes...... 3 cr. end, students will learn the forms and functions of spoken and LING-362 Linguistics and Literature...... 3 cr. written English and learn grammatical terminology. They will Total 18 cr. also investigate issues related to standard and non-standard varieties of English and to the relationship between grammar ELEMENTARY AND EARLY CHILDHOOD MINORS and language instruction. Prereq: LING 120 or LING 201 Students in the Elementary Education and Early Childhood LING-301 History of the English Language, 3 cr. Histori- Education programs who have selected this minor must cal descriptive linguistic survey of English from its origins complete a minimum of 9 hours at the 300-level to meet to modern English. Prereq: LING-201 graduation and certification requirements. LING-303 Grammars of English, 3 cr. A descriptive and COURSE OFFERINGS historical analysis of English grammar. Prereq: LING-201 LING-109 FYE: Language and Diversity in Chicago, LING-304 Introduction to Phonology, 3 cr. Introduction to 3 cr. Hands-on research, using Chicago’s rich diversity of theories of sound patterning in language. Includes articulatory languages in contact as a laboratory, will enable you to phonetics, phonemics, morpheme structure, phonological understand the mechanisms, dynamics, and manipulations feature systems, and topics from generative phonology. of language and language use. Students will explore the Prereq: LING-201 following questions: LING-320 Language and Culture: Varies, 3 cr. Anthro- • What is language? pological, psychological and linguistic study of various • What makes it universal? aspects of the interconnections of language and culture. • What makes it unique? Topics may include Japan, Southeast Asia, Thailand, Maya, • How can it be used as a tool? Latin America, Native American, Afro-American, the hearing impaired. Cross-listed as TESL 320. Prereq: LING-201 • How does it unite or divide? LING-320G Language and Culture: Aboriginal Australia, • What is language contact and how does it affect you? 3 cr. This course focuses on the languages and cultures of • What is the relationship between language and Aboriginal Australia. It will examine a number of different identity? linguistic features (phonological, morphological, and syn- • What is language diversity and what brings it about? tactic) found in a variety of Australian languages. In Addition • How does an awareness of language make you a to structural features, the course will examine Aboriginal stronger, more confident communicator? languages and their interaction within the social and cultural LING-110 Lexicology: The Study of Words, 3 cr. Introduc- setting of traditional life as well as issues involving language tion to the study of words, with particular attention to English and cultural contact with European powers. Prereq.: LING-201. from an historical, structural, and sociolinguistic perspective. LING-320N Language And Culture: Native American, 3 cr. This course meets one of the Humanities requirements of This course focuses on the languages and cultures of Na- the General Education Program. tive America. It will examine a number of different linguistic LING-120 Language and Human Behavior, 3 cr. Introduction features (phonological, morphological, and syntactic) found to basic principles of psycholinguistics and sociolinguistics. in a variety of North American languages. In addition to Subjects covered may include dialect variation, language and structural features, the course will examine languages and the brain, child language acquisition, language and gender, their interaction with social and cultural domains as well as conversational analysis, non-verbal behavior, pidgins and issues of language contact. Prereq.: LING-201. creoles, and sign language. This course is designed for LING-322 Introduction to Sociolinguistics, 3 cr. A look students having no background in linguistics. This course at language variation based on social contexts. Includes meets one of the Humanities requirements of the General ethnic, regional and social dialects, language and gender, Education Program. and pidgin and creole language systems. LING-201 Introduction to General Linguistics, 3 cr. Nature LING-323 First and Second Language Acquisition, 3 cr. and structure of languages and of American English in par- Survey of recent theories and research on children’s acqui- ticular. An overview of the description of language systems sition of phonological, morphological, syntactic, semantic, in terms of phonology (sound systems), morphology (word and pragmatic systems of their first language. Survey of formation) and syntax (sentence organization). May also recent theories and research on second language acquisi- include an introduction to the areas of semantics (word tion. Prereq: LING-201. meaning), pragmatics (the rules of the use of language in

166 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 LINGUISTICS

LING-337 Linguistic and Sociolinguistic Aspects of the language, most typically the domain of courses in literature, Evaluation of Communicative Competence, 3 cr. This is also undertaken by linguists for the obvious reason that course adopts ethnographic methodology to explore the literature, as language, is composed of the structures and acquisition and performance of communicative compe- used for the functions that are the focus of formal and ap- tence in a variety of professional settings. The concept of plied linguistic analysis. Linguistics and Literature focuses communicative competence has its origins in the field of on the stylistic use of phonological, morphological, syntactic sociolinguistics - the branch of linguistics that studies the and semantic features; paralinguistic features of intonation, relationship between language and culture or, as sometimes pitch, rhythm, stress, loudness, and speed; and speech defined, language in society. Key to one segment of socio- acts and pragmatic conventions of indirectness, entailment, linguistic research and practice is the field of ethnography presupposition, implication, and persuasion. Prereq: LING 201 of communication, initiated by anthropological linguists Dell or permission of instructor. Hymes and John Gumperz. Ethnography of communication LING-391F Advanced Grammatical Analysis: Mandan, 3 focuses on identifying and analyzing "the situations and uses, cr. This is a course in advanced linguistic analysis. It focuses the patterns and functions of speaking as an activity in its own on the extremely endangered Siouan language, Mandan. right: (Hymes 1974). In so doing, the theory and application Students will learn how to do linguistic research through of this field focuses on identifying the norms of appropriate a critical analysis of existent Mandan texts and explore language use in interaction in given social domains. various aspects of Mandan grammar. Topics may include LING-338 Introduction to Syntactic Theory, 3 cr. Follow- any aspect of morphology, syntax, or narrative discourse ing the ground work established over the past 15 years, this structure. Prereq.: LING-201, LING-303, LING-322, and a minimum grade course will introduce students to modern syntactic theory as of a ‘B’ in the above courses. practiced within the Minimalist Program. An emphasis will be LING-391N Advanced Grammatical Analysis: Biloxi, 3cr. placed on the methodological and theoretical achievements This is a course in advanced linguistic analysis. It focuses of this area of research as developed in the past decade. on the extinct Siouan language, Biloxi. Students will learn Students will further examine the notions of functional and how to do linguistic research through a critical analysis of lexical projections, empty categories, feature checking op- existent Biloxi texts and explore various aspects of Biloxi erations, various kinds of movement and merge operations, grammar. Topics may include any aspect of morphology, and locality constraints. Prereq: LING-201, LING-303, and a minimum syntax, or narrative discourse structure. Prereq.: LING-201, LING- grade of ‘B’ in both courses. 303, LING-322, and a minimum grade of a ‘B’ in the above courses. LING-344 Linguistics and Reading, 3 cr. Relationship LING-391O Advanced Grammatical Analysis: Crow, 3 cr. between language and structure and the reading process This is a course in advanced linguistic analysis. It focuses with emphasis on the practical problems such as the variety on the endangered Siouan language, Crow. Students will of dialectically different sound-symbol-correspondences learn how to do linguistic research through a critical analysis in English, the perception of speech sounds, the reader’s of existent Crow texts and explore various aspects of Crow interpretation of syntactic and semantic structures, various grammar. Topics may include any aspect of morphology, alphabetic systems for teaching beginning reading, and an syntax, or narrative discourse structure. Prereq.: LING-201, LING- analysis of linguistic texts for teaching reading. Designed 303, LING-322, and a minimum grade of a ‘B’ in the above courses to be useful to the in-service classroom teacher as well as . to undergraduates. GRADUATE PROGRAM LING-360 Seminar in Linguistics: Varies, 3 cr. Advanced study of selected topics in theoretical linguistics. Each stu- Master of Arts in Linguistics dent will do a research project and present the result of work The graduate program offers work leading to a Master of done for evaluation. Topics may include the Development Arts degree in Linguistics. Our dynamic curriculum com- of American English, Linguistics and Literature, Semantic bines core studies in the structure of language [phonology, Analysis, Advanced Psycholinguistics. Prereq: consent of advisor. morphology, syntax, semantics] with current approaches in LING-361 Introduction to World Englishes, 3 cr. Exami- sociolinguistics, language acquisition, psycholinguistics, nation of issues involved in the development, spread, and language contact, World Englishes, endangered languages, maintenance of varieties of English throughout the world, discourse analysis, and identity studies. now commonly referred to as Global or World Englishes. This Requirements for Admission to the Program: course emphasizes the historical, political, and ideological Students must fulfill the requirements for admission to the issues of globalization, nativization, post-colonialism, stan- Graduate College of Northeastern Illinois University and dardization, and pedagogy of native and non-native varieties apply to the Linguistics Department (GC11) for admission of English. Prereq.: LING-201. to the degree program. A student-at-large may transfer no LING-362 Linguistics and Literature, 3 cr. This course more than 9 credit hours of graduate coursework into the presents an introduction to linguistic and discourse-analytic graduate Linguistics program. approaches to style in literary works. The study of literary

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The applicant must possess: LING-449 Anthropological Linguistics • a bachelor’s degree from an accredited college or LING-453 Language Contact university LING-454 Language and Identity • an undergraduate academic record with a grade point LING-471 World Englishes average of 2.75 or better (4-point scale). No GRE is LING-482 Stylistics required. LING-488 Languages & Cultures Of Iran • nine hours or the equivalent of college-level foreign LING-491E Translation And Linguistic Analysis: Aleut language study. LING-491F Translation: Mandan LING-491N Translation: Biloxi When students do not meet the language requirement, they may be given provisional admission and may complete their LING-492 Seminar: Linguistics and Related Fields required foreign language course work while enrolled in the LING-493 Seminar: Linguistic Theory MA program. The language requirement must be fulfilled LING-494 Seminar: Historical Linguistics before applying for degree candidacy. Non-native speakers OR of English must also score 600 (250 on the computer-based LING-499 Thesis Seminar exam) or higher on the TOEFL. In some instances a Test of Written English (TWE) score may also be required. Equivalent COMPLETION OF THE MA IN LINGUISTICS evaluations may be submitted to the advisor who will decide Students may choose to complete their MA degree through whether they are acceptable or not. Admission to the M.A. either a Capstone Experience or the Thesis Seminar. Both program may be restricted if a student possesses a bachelor’s options engage students in an assessment component that degree from a non-accredited or foreign institution. authentically addresses and evaluates their knowledge and skills in linguistics and applied linguistics. Students will have Requirements for the Degree: completed the 7 required courses with a B average or higher, 12 courses/36 hours of course work; Cumulative 3.0 GPA received candidacy for the Master of Arts in Linguistics, and in Linguistics courses with no more than 2 grades of C; have obtained the approval of their graduate advisor before successful completion and oral defense of a Linguistics registering for a capstone course or thesis. Capstone course or Thesis. The Capstone Required Courses The Linguistics MA capstone has two components. The first LING-401 Fundamentals of Modern Linguistics is completion of a capstone course (see list of Capstone LING-405 Typology or LING-409 Research Design Courses). The second component is a 20-minute presentation LING-422 Phonology based on the capstone paper at the NEIU Student Symposium LING-427 Morphology or LING-435 Semantics or at a Linguistics Department Student Colloquium. LING-437 Generative Grammar The Capstone offers students a unique opportunity to LING-446 Sociolinguistics integrate their MA linguistics education and demonstrate LING-450 First Language Acquisition comprehensive knowledge of linguistics. Students complete PLUS 4 electives their capstone research by demonstrating how their under- Elective courses may be selected from the list below or standing of a number of the linguistic sub-areas covered from one of the Capstone courses (without the Capstone in the required courses are relevant to the content of their requirement) capstone course and paper. The product of this capstone LING-433 Lexicology experience will be a research paper that is appropriate for LING-438 Syntax conference presentation and/or publication. LING-452 Psycholinguistics Thesis Option LING-472 American English--History and Growth Students will work with a committee of three Linguistics LING-473 The English Language-History faculty to conduct original research and to write a thesis. and Development Students will have completed the 7 required courses with a LING-475 Historical and Comparative Linguistics B average or higher, received candidacy for the Master of LING-481 Language and Tourism Arts in Linguistics, and have obtained the approval of their LING-483 Field Methods In Linguistics graduate advisor before registering for the thesis seminar. LING-484 Language Endangerment And Documentation MASTER OF ARTS IN TEACHING: LANGUAGE ARTS LING-489 Linguistics In The Professions MA Linguistics courses are open to students seeking an M.A. CAPSTONE in Teaching: Language Arts. Students may enroll in Linguistics To complete the Program, select one of the following courses courses as part of their 9 hours elective requirement. Please as a Capstone course or select the Thesis Seminar see the program coordinator or the graduate advisor to seek LING-430 Structure of Language approval for entrance into these classes. LING-448 Discourse Analysis

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MASTER OF SCIENCE IN INSTRUCTION: functions in the syntax of the language). The development LANGUAGE ARTS of morphological theory as well as the interaction between MA Linguistics courses are open to students seeking an morphology and phonology and morphology and syntax are M.S. in Instruction: Language Arts. Students may enroll in also examined. Prereq: LING 401 or TESL 402. Linguistics 401 to satisfy the Language Arts concentration LING-430 Structure of Language, 3 cr. Phonological and in the Secondary Sequence. They may also enroll in other grammatical structure of a selected language and its genetic Linguistics courses as part of their 9 hour elective require- relations to others of its family. Topics may include a variety ment. Please see the program coordinator or the graduate of languages from the Indo-European, Semitic, Siouan, Es- advisor to seek approval for entrance into these classes. kimo- Aleut, Caddoan, or Munda language families. Prereq: LING 401 or TESL 402, LING 422, and LING 437. Course Descriptions LING-430C Structure of Language: Lakhota, 3 cr. Lakhota LING-401 Fundamentals of Modern Linguistics, 3 cr. is a member of the Mississippi Valley branch of the Siouan Overview of language as a rule-governed system, with Language family. The language is an agglutinating one with particular emphasis on the following subfields of linguis- many synthetic characteristics. This course will examine the tics: phonetics (the sounds of a language), phonology (the structure of the Lakhota language, focusing on the phonol- functioning and patterning of sounds), morphology (the ogy, morphology, and syntax of the language. This will be analysis of word structure), syntax (the analysis of sentence accomplished by reading and comparing a number of gram- structure), and semantics (the analysis of meaning). This mars and sketches as well as examining original Lakhota course will also give a historical overview of the field of texts. Prereq.: LING-401, LING-422, and LING-437. linguistics. Other topics may include historical linguistics, LING-433 Lexicography, 3 cr. Review of the problems and language typology, pragmatics, sociolinguistics, the brain trends of word study in the past, especially the notions sur- and language, and computational linguistics. Prereq: Graduate rounding the concepts of authority and usage of language; standing or consent of instructor. scrutiny of the various types and sources of English vocabu- LING-405 Typology, 3 cr. Typology in linguistics is the study lary; recent linguistic insights considered in the light of their of the similarities and differences in human languages. value for various kinds of handbooks. Prereq: LING 401 or TESL 402. This course examines the major grammatical categories LING-435 Semantics, 3 cr. What is meaning? How does and constructions found in the world’s languages. Using a word meaning contribute to sentence meaning? This course cross-linguistic comparison we seek to understand absolute explores these two fundamental questions beginning with linguistic universals (things all languages share), universal basic assumptions about semantic compositionality and how tendencies (things that most languages share), and implica- it corresponds to syntax. The course introduces the funda- tional universals (if a language has X, then it has Y). This type mentals of logic as they apply to semantics and investigates of study allows us to better understand the human mind and the meanings of nouns, adjectives, and especially verbs how it processes language, what is possible and impossible through lexical semantics. Prereq: LING 401 or TESL 402, and LING 437. in human language, and how and if languages are genetically LING-437 Introduction to Generative Grammar, 3 cr. In related. Prereq: Graduate standing or consent of instructor. taking a scientific approach to the study of language, this LING-409 Research Design, 3 cr. Research Design is a course investigates the linguistic process of constructing survey course that reviews some of the major trends and formal grammars that reflect native speaker knowledge methodologies used in linguistics, language acquisition, and and, therefore, works towards arriving at a Universal Gram- language teaching. It will provide an exploration of primarily mar. Comparing data from a variety of languages, we look quantitative approaches used in language-specific inquiry for generalizations across languages that account for what by examining a variety of studies from the literature, their speakers know and how children learn language. We examine questions, their underlying assumptions, and their design. topics core to generative assumptions about language and Prereq: Graduate standing or consent of instructor. language study. Analytical skills developed in this course can LING-422 Phonology, 3 cr. The course provides an overview then be extended to further work on syntax or adapted to of current phonological theory and traces the development pedagogical applications. Prereq: LING 401 or TESL 402. of generative phonology, autosegmental theory, feature ge- LING-438 Syntax, 3 cr. Following the groundwork established ometry, lexical phonology and Optimality theory to account in LING 437, this course will introduce students to modern for cross-linguistic similarities and differences. We will also syntactic theory as practiced within the Principles and Pa- look at the interface between phonology, semantics and rameters/Minimalist approach. Although an emphasis will be pragmatics. Prereq: LING 401 or TESL 402. placed on the methodological and theoretical achievements LING-427 Morphology, 3 cr. Morphology is the study of word of the Minimalist Program of the past decade, contributions formation. This course examines a wide range of data from from other frameworks will be examined as well. Students a variety of languages in order to determine how words are will be introduced to the notions of functional and lexical composed. It focuses primarily on derivational morphology projections, empty categories, feature checking operations, (how words are composed in the lexicon) and inflectional various kinds of movement and merge operations, and locality morphology (how variation in word forms shows grammatical constraints. Prereq: LING 401 or TESL 402, and LING 437.

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LING-446 Sociolinguistics, 3 cr. Sociolinguistics studies LING-454 Language and Identity, 3 cr. This course explores the relationship between language and culture at both the the role of language in the construction of identities and the macro- and micro-analytic level. The language practices of significance of identity construction as a negotiated social individuals and communities correlate with social, cultural, action within language variation. The concept and construc- and personal factors. This course examines language varia- tion of identity is investigated at the individual, community, tion by focusing on topics such as interactional discourse, and global levels. The focus of the course is on how these ethnography of communication, language and gender, and multi-leveled identities are developed and realized through regional and social dialectology. the use of language. The course explores a wide range of LING-448 Discourse Analysis, 3 cr. Discourse analysis theoretical and methodological perspectives on identity in examines the structuring and use of language to promote mono- as well as multi-lingual contexts. Prereq: LING 401 or social action – i.e. language produced in recognition of and consent of instructor, and LING 446. response to its role in society and effects on others. Research LING-471 World Englishes, 3 cr. Examination of issues explores spoken, written, and visual texts and sociolinguistic involved in the development and maintenance of varieties aspects of the relationship between languages, cultures, of English throughout the world, now commonly referred to and individuals. Students will come to understand that iden- as World Englishes. Specifically, this course emphasizes the tity – personal, social, national – as well as ideology – are historical, political, and ideological issues of post-colonialism, constructed by and, in turn, serve to construct interactional globalization, nativization, standardization, hegemony, canon, discourse. Prereq: LING 401 or TESL 402, LING 437, and LING 446. and pedagogy of native and non-native varieties of English. LING-449 Anthropological Linguistics, 3 cr. Combining Prereq: LING 401 or TESL 402, and LING 446. the theory and methodology of the ethnographic analysis of LING-472 American English--History and Growth, 3 cr. culture with the theory and methodology of the sociolinguistic Phonology, morphology, syntax, lexicon of English in the analysis of contextualized talk and text, this course examines United States as well as its cultural history with reference to the social practice of language in use within and across cul- the mother country and the New World, both in colonial and tures. Through collection and analysis of naturally-occurring post-revolutionary times. Prereq: LING 401 or TESL 402. culturally-grounded data, students will identify and come to LING-473 The English Language--History and Develop- appreciate how language structures and reveals the systems ment, 3 cr. Survey of English phonology, morphology, syntax, that both influence and expose cultural knowledge. Students lexicon and cultural history through Old English, Middle can apply their awareness to culturally-bounded events in English, early Modern English and recent Modern English, settings such as education, corporations, families, and the using literary documents for the older periods, and literary world at large. Prereq: LING 401 or TESL 402, LING 437, and LING 446. as well as spoken records for the most recent times. Prereq: LING-450 First Language Acquisition, 3 cr. In this course LING 401 or TESL 402. we examine the stages through which a child passes towards LING-475 Historical and Comparative Linguistics, 3 cr. native language mastery of the phonological, morphological, This course examines some of the issues involved in language syntactic, and semantic systems. Various theories which at- variation and change. Using the comparative method and tempt to account for the child’s ability to acquire language data from a wide variety of languages and language families, will be considered in light of the context of monolingual students will learn how to classify languages, how to estab- and bilingual language acquisition. Prereq: LING 401 or TESL 402. lish genetic relationships between languages, and how to LING-452 Psycholinguistics, 3 cr. This course looks at the reconstruct proto-languages. In addition, students will learn interface between language and the brain as it pertains to how the reconstruction of proto-languages complements the the mapping, storage and access of language. We examine work currently being done in other fields such as population current psycholinguistic models of language organization and genetics, archaeology, and ancient history. Prereq: LING 401 or access from its smallest increment (sound) to the discourse TESL 402, and LING 422. level and discuss the implication of thee models vis-à-vis LING-481 Language and Tourism, 3 cr. Advanced work and various linguistic models and theories of language. Prereq: individual projects in language and tourism, a growing area LING 401 or TESL 402. of applied linguistics. Topics will include the sociolinguistics LING-453 Language Contact, 3 cr. This course examines of tourism, social/identity construction of not only tourists language contact and bilingualism as a sociolinguistic phe- but also of touristic locations, language use in tourism, dis- nomena and articulates its impact on individuals and society. cursive, visual semiotic, and ethnomethodological analyses It focuses on issues such as language choice, language of tourism materials. Prereq: LING 401 and LING 446. maintenance and language death in multilingual communities, LING-482 Stylistics, 3 cr. Adopting theory and techniques national and individual identity, the structure, function and of linguistic and discourse analysis, this course in stylistics impact of codeswitching, and controversial issues such as focuses on the linguistic analysis of literary texts. Both in bilingual language acquisition and the relationship between terms of their structure and their communicative functions, bilingualism and cognitive, linguistic and social development. literary texts participate in the construction and presentation Prereq: Ling 401 or TESL 402, LING 437, LING 446. of nations, regional and social communities, and individuals. The language of literature -- including word choice, sentence

170 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 LINGUISTICS structure, and paralinguistic cues -- functions to position LING-491F Translation: Mandan, 3 cr. This course is an characters and places by forging their identities. At the same, exercise in linguistic analysis. The Mandan language is an literary texts can be understood, in a social constructionist extremely endangered language comprising its own branch framework, to construct the identities of those who partake of Siouan. Employing a critical linguistic analysis of the in their consumption. Prereq.: LING-401 and LING-448 or permission existent texts, students will analyze some aspect of Man- of instructor. dan grammar. Topics can include any aspect of phonology, LING-483 Field Methods in Linguistics, 3 cr. This course morphology, syntax, or discourse structure. Prereq.: LING-401, will introduce students to the goals and methods of linguis- LING-405, LING-422, and LING-437. tics research, including both qualitative and quantitative LING-491N Translation: Biloxi, 3 cr. This course is an ex- methodologies. Topics include the scientific method, data ercise in linguistic analysis. The Biloxi language is an extinct collection and transcription, corpus research, psycholinguis- member of the Ohio Valley branch of Siouan. Employing a tic research, field methods, argumentation, structuring of critical linguistic analysis of the existent texts, students will abstracts and research papers, APA vs. MLA style, confer- analyze some aspect of Biloxi grammar. Topics can include ences, ethical issues, professionalization, and interpretation any aspect of phonology, morphology, syntax, or discourse of research articles. structure. Prereq.: LING-401, LING-405, LING-422, and LING-437. LING-484 Language Endangerment And Documentation, LING-492 Seminar: Linguistics and Related Fields, 3 cr. 3 cr. This course focuses on language endangerment and Advanced work and individual projects in a selected area documentation. It will look at issues of language shift and of linguistic specialization, such as psycholinguistics, so- discuss how languages become endangered and lost. It ciolinguistics, bilingualism and creole languages. Consult will also discuss how languages are best documented and the Schedule of Classes for specific topics.Prereq: graduate discuss how the field's Best Practices Guide has evolved. standing, LING 401, LING 422 or LING 427 or LING 435, LING 437, LING 446, Prereq.: LING-401, LING-405, LING-422, and LING-437. and a B average. LING-488 Languages & Cultures Of Iran, 3 cr. The language LING-493 Seminar: Linguistic Theory, 3 cr. Advanced work and culture of modern Iran are explored through academic and individual projects in a selected area of linguistic theory. readings, essays, autobiographies, and films as we delve Topics may include Readings in Linguistics, Semantics and into the question, Who are the Iranians? The languages and Syntax. Consult the Schedule of Classes for specific topics. identities of this multilingual nation are explored through Prereq: graduate standing, LING 401, LING 422 or LING 427 or LING 435, LING language variation, gender, age, class, and other social 437, LING 446, and a B average. variables. Special attention is given to social and linguistic LING-494 Seminar: Historical Linguistics, 3 cr. Advanced contact phenomena as we trace the history and evolution of work and individual projects in a selected area of historical the languages spoken in Iran and the communities who speak linguistics. Topics may include etymology and cultural con- them. The structure and use of modern Farsi, along with its texts. Consult the Schedule of Classes for specific topics. historical and social development will also be investigated. Prereq: LING 401, LING 422 or LING 427 or LING 435, LING 437, LING 446, Prereq.: LING-401, LING-405, LING-437, and LING-446. and a B average. LING-489 Linguistics In The Professions, 3 cr. Linguistics, LING-499 Thesis Seminar, 6 cr. Student will work with a defined as the scientific study of language, has both formal committee of three Linguistics faculty to conduct original re- aims in describing the structural components of language search and to write a thesis. Prereq: Candidacy for the MA in Linguistics, and functional aims in applying understanding of these for- completion of seven required LING courses with a B average, consent of advisor. mal systems to addressing matters pertinent to interactional discourse, the presentation of self, and the co-construction of social and personal identity. Linguistics offers its gradu- ates many varied opportunities for careers across numerous disciplines. This course offers students new to the field an introduction to many of those disciplines; as they continue their studies in our program, they can do so with the neces- sary schema for how they can apply what they learn. LING-491E Translation And Linguistic Analysis: Aleut, 3 cr. This course focuses on the translation of texts for a linguistic analysis of various aspects of the structure of the language in question. Students learn how to do a linguistic analysis of the target language focusing on some aspect of linguistics. The end project is a 15-20 page paper that can be presented at a professional conference. Students can focus on any area of the field of linguistics (these areas can include phonology, morphology, syntax, or discourse analysis). Prereq.: LING-401, LING-405, LING-422, and LING-437.

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Select two of the following:...... 6 cr. MATHEMATICS MATH-312 Foundations of Geometry Paul P. O’Hara, Ph.D., Professor, Chair MATH-321 History of Mathematics Tanya Cofer, Ph.D., Associate Professor MATH-322 Number Theory Sarah Cordell, D.A., Assistant Professor MATH-331 Foundations of Algebra Lidia Z. Filus, Advanced Degree, Professor MATH-337 Theory of Equations Marian Gidea, Ph.D., Professor Total 23 cr. P. Wagala Gwanyama, Ph.D., Professor For a complete description of the degree program in El- Anna Mitina, Ph.D., Professor ementary Education, see the Elementary Education section Anuj Mubayi, Ph.D., Assistant Professor of this catalog. Marina Polyashuk, Ph.D., Associate Professor Minor in Applied Mathematics (21 cr. hrs.) David H. Rutschman, Ph.D., Professor Required Courses: Nancy Wrinkle, Ph.D., Associate Professor MATH-187 Calculus I...... 4 cr. Zhonggang Zeng, Ph.D., Professor MATH-202 Calculus II...... 4 cr. The Department of Mathematics offers courses leading to the MATH-203 Calculus III...... 4 cr. degrees of Bachelor of Arts, Master of Arts for Elementary MATH-243 Linear Algebra I...... 3 cr. Teachers, and Master of Science. MATH-251 WIP: Discrete Mathematics...... 3 cr. An undergraduate major in mathematics provides prepara- Elective courses: Two courses from the tion for mathematics-related careers and for graduate study. approved list of courses...... 6 cr. Students may also combine a study of mathematics with Total 24 cr. teacher education. At least three classes in the minor must be taken at NEIU. UNDERGRADUATE PROGRAMS Students in the Elementary Education and Early Childhood The Department of Mathematics offers specializations in the Education programs who have selected this minor must areas of applied mathematics and secondary teaching. For complete a minimum of nine hours at the 300-level to meet complete details contact the Department of Mathematics graduation and certification requirements. Handbooks on BBH-214C) for a copy of the Handbook for Majors or visit both minor programs are available from the Department of the department website: www.neiu.edu/~math. Mathematics. Major in Mathematics for the Bachelor of Arts GRADUATE PROGRAMS Degree Master of Science in Mathematics Required Courses: The M.S. in Mathematics is designed for students with a strong MATH-187 Calculus I...... 4 cr. undergraduate background in mathematics wishing to better MATH-202 Calculus II...... 4 cr. prepare themselves for careers in applied mathematics or in MATH-203 Calculus III...... 4 cr. the teaching of mathematics. Students can concentrate on MATH-243 Linear Algebra I...... 3 cr. an area of applied mathematics or on secondary education MATH-251 Discrete Mathematics...... 3 cr. mathematics. For the latter concentration students may earn MATH-340 Computing for Mathematicians...... 4 cr. up to twelve hours of course work in education, and apply Additional courses in mathematics chosen in consultation them towards secondary teaching certification. Courses are with the appropriate departmental advisor...... 21 cr. scheduled to accommodate the evening student. Total 43 cr. Requirements for Admission to the Program: Students wishing to be certified to teach mathematics in Students must fulfill the requirements for admission to the secondary schools should consult the Secondary Education Graduate College. section of this catalog. Students must have six undergraduate courses in mathematics after calculus. A student with four or five courses after calculus Elementary Education and Humanities may be admitted conditionally at the discretion of the advisor. Mathematics Minor Students who are less well prepared must complete additional Required Courses: course work before applying to the program. MATH-187 Calculus I...... 4 cr. Requirements for the Degree: MATH-202 Calculus II...... 4 cr. All graduate credits must be at the 400 level, except for a MATH-243 Linear Algebra I...... 3 cr. maximum of three 300-level courses specifically approved MATH-251 WIP: Discrete Mathematics...... 3 cr. for graduate degree credits in a given Master’s degree pro- MATH-305 Probability and Statistics...... 3 cr. gram. This policy applies to all students entering graduate degree programs beginning with Fall 1997. Consult with your program advisor or the Graduate College for details.

172 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MATHEMATICS

The program consists of ten courses (30 credit hours). Requirements for Admission to the MA Program are: Required courses are listed in the department’s brochure The requirements for admission into the MA program are: Master of Science in Mathematics, which can be obtained 1. Students must fulfill the requirements for admission to at the Department of Mathematics office. Students select the Graduate College electives appropriate to their area of concentration in con- 2. Students must hold a current Illinois teaching certificate sultation with their advisor. for teaching elementary or middle school. The department offers concentrations in applied mathe- 3. Students must have successfully completed 6 or more matics and secondary mathematics teaching. The applied credit hours of college mathematics content courses. mathematics concentration can provide sound preparation 4. Application must include an essay (not to exceed 1000 for careers in applied mathematics, actuarial mathematics, words) describing a successful or unsuccessful elemen- and for two-year college teaching. The secondary concen- tary or middle grades mathematics lesson taught by the tration is designed for students currently holding secondary applicant. Essays must address mathematics content, certification. Also available is a dual enrollment option for teaching and learning those interested in completing teacher certification and the Exit Requirements: MS simultaneously. 1. One semester prior to their anticipated graduation date, As a part of the degree, students will prepare a thesis or a candidates should make an exit evaluation meeting written project for credit. A formal presentation of the pa- with their program advisor to discuss upcoming exit per is required. Students must also pass a comprehensive requirement deadlines. examination covering selected areas. 2. Upon completing MTHE 496, candidates should submit The student’s complete program must be approved by their their electronic portfolios for evaluation. academic advisor. 3. One semester prior to their anticipated graduation date, Further details are available from the Department of Math- candidates should submit a copy of their results on either ematics and on the website: www.neiu.edu/~math. the Praxis® Middle School Mathematics Exam (0069) Master of Arts in Pedagogical Content Knowledge or the Illinois Subject Matter Test in Mathematics. for Teaching Elementary and Middle School Note: the MATH prefix has changed to MTHE to avoid Mathematics confusion with courses in the MS in Mathematics program. The Department of Mathematics offers a Master of Arts (MA) Requirements for the Degree: All courses are required. degree in Pedagogical Content Knowledge for Teaching Students must have completed at least 24 program hours by Elementary and Middle School Mathematics. This program the time they complete MTHE 496. Course sequence must is designed for teachers who wish to improve their level of be chosen in consultation with the MA advisor. All courses competence in mathematics or wish to serve as Elementary are 3 credit hours. or Middle School Mathematics Specialists, Coordinators Required Courses: of Elementary or Middle School Mathematics Programs, MTHE-401 Number Systems and Operations for Elemen- or Teachers of Elementary or Middle School Mathematics. tary and Middle School Teachers...... 3 cr. The MA program is mathematics-content oriented with a MTHE-402 Patterns, Functions, and Algebra for Elemen- focus on content-specific pedagogy, mathematics teach- tary and Middle School Teachers ...... 3 cr. ing in diverse settings, and current Illinois educator and MTHE-403 Geometry and Measurement for Elementary student standards. Students study elementary and middle and Middle School Teachers ...... 3 cr. school mathematics content from an advanced perspec- MTHE-404 History of Mathematics for Elementary and tive, exploring the underlying concepts with the goal of Middle School Teachers...... 3 cr. improving their teaching of elementary and middle school MTHE-438 Data Analysis, Statistics, and Probability for mathematics. Successful completion of the program leads Elementary and Middle School to a middle school mathematics endorsement. To complete Teachers...... 3 cr. the degree, students must complete 30 hours of coursework MTHE-439 Technology for Elementary and Middle School at the 400-level. The degree requirements also include a Mathematics Teachers...... 3 cr. portfolio and exit exam. Students may complete the pro- MTHE-450 Equitable Mathematics Teaching for Elementary gram in two years by enrolling in two courses during each and Middle School Teachers ...... 3 cr. of the Fall and Spring semesters and two courses in the MTHE-451 Research Trends in Elementary and Middle intervening Summer. Admission preference will be given to School Mathematics Education ...... 3 cr. applicants with teaching experience. Students interested in MTHE-496 Graduate Seminar for Elementary and Middle 9-12 mathematics endorsement should contact the program School Mathematics Teachers...... 3 cr. advisor for more information. ELED-440 Current Issues in the Teaching of Elementary and Middle School Mathematics...... 3 cr. Total 30 cr.

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COURSE OFFERINGS nential and logarithmic functions; systems of equations and SPECIAL NOTES: an introduction to trigonometric functions. Problem solving with and without technology will be emphasized. Writing All Students: A grade of C or better is required in all assignments will be introduced as appropriate. This course mathematics courses used as prerequisites for other is linked with a Biology course. Prereq.: MATH-141. Prerequisite mathematics courses. verification required, contact MSTQE Program. MATH 104 College Algebra, 3cr. (See MATH-173) MATH-147 Statistical Concepts for Middle School Teach- MATH 105 Trigonometry (See Math-175) ing, 4 cr. This course has been designed keeping in mind both MATH-112 Statistics in Daily Life, 3 cr. Process of clas- the Illinois Professional Content (Mathematics) Standards for sifying and drawing conclusions from data obtained from Teaching and the content within the paired course in envi- observations, experiment, or sampling. Decision-making ronmental science. There will be three principal components under uncertainty with emphasis on the behavioral fields. of the course: 1) descriptive statistics, 2) basic probability Study of frequency distributions and their use in the decision theory and central limit theorem, 3) applied statistics in the making process. Usage of computer and prepared software form of confidence intervals and hypothesis testing. This plus a graphic calculator is required. Prereq.: MATH-092. Prereq- course is linked with an Environmental Studies course. uisite verification required.. Prereq.: MATH-141. Prerequisite verification required. Contact MSTQE program. MATH-113 Quantitative Reasoning, 3 cr. This course MATH-149 Math for Elementary Teachers I, 4 cr. This is provides a foundation for students to become confident a foundational class in mathematics for those interested in and critical users of quantitative information of all kinds: becoming elementary or middle grades teachers. Topics numerical, graphical and verbal. Students analyze data include place value, models for and the development of and ideas from a wide variety of fields, such as psychol- arithmetic, mental math, estimation, word problems, algo- ogy, economics, finance, sociology, and political science. rithms, factors, primes, proofs, prealgebra, fractions, ratios, The course is taught in a hands-on laboratory environment rates, and percentages. Emphasis on the development of where students are introduced to computer tools for data elementary mathematics from an advanced standpoint. analysis and presentation. Active learning and reasoning Prereq.: MATH-DEV-092 or consent of instructor. (Restricted to students ma- are emphasized, and technology is an integral part of the joring in Early Childhood Education, Elementary Education, Bilingual/Bicultural course. Students write critiques of quantitative arguments, Education, and TCP. Enrollment by permit only.) gather data and present arguments based on their analyses. MATH-150 Math for Elementary Teachers II with Problem Prereq.: MATH-092. Prerequisite verification required. Solving, 5 cr. This is a foundational class in mathematics for MATH-141, College Mathematics I, 3 cr. The purpose of this those interested in becoming elementary or middle grades course is to introduce the students to several of the mathematical teachers. Topics include measurement, geometric reason- tools that are used in all areas of mathematics including subjects ing, similarity and congruence, applications of geometry, that are strongly mathematics driven; these tools facilitate: 1) geometric proofs, area, volume, surface area, and probability problem-solving in mathematics, 2) mathematical communica- and statistics. Problem solving and mathematical thinking tion and connection with other branches and other disciplines. activities covering both number and operations and geometry Graphing calculator will be required and used to facilitate better content will be integrated. Emphasis on the development understanding of some mathematical models, algorithms and of elementary mathematics from an advanced standpoint. applications. Other topics include expressions, mathematical Prereq.: Math 149 or consent of instructor. (Restricted to students majoring in functions, equations, inequalities and complex numbers. Prereq: Early Childhood Education, Elementary Education, Bilingual/Bicultural Education, MATH-092 or consent of instructor. MATH-141 and MATH-143 are designed for and TCP. Enrollment by permit only.) students majoring in Early Childhood Education, Elementary Education, Bilingual/ MATH-163 Mathematical Modeling with Elementary Func- Bicultural-Elementary and TCP. Prerequisite verification required. tions for Business, 3 cr. This course, at the College Algebra MATH-143 College Mathematics II, 3 cr. The purpose of level, is designed to provide quantitative understanding and this course is to introduce the new teachers to the structure tools for business students. Students work extensively with of mathematics which include: mathematical reasoning; the most important functions and equations used for applica- mathematical communication and connection with other tions in their fields: linear, polynomial, rational, exponential branches and other disciplines; and problem-solving. Top- and logarithmic. Prereq.: MATH-092 or Math Placement score of “23” or ics: number theory, combinatorics, geometry, probability and higher. Prerequisite verification required. statistics, mathematics of finance.Prereq: MATH-092. MATH-141 MATH-164 Mathematical Modeling with Elementary and MATH-143 are designed for students majoring in Early Childhood Education, Functions for Business Seminar, 1 cr. Students engage Elementary Education, Bilingual/Bicultural-Elementary and TCP. Prerequisite in problem-solving in collaborative/cooperative environment verification required. to gain a deeper understanding of concepts and applica- MATH-145 Algebra Concepts for Middle School Teaching, tions. Prereq.: Restricted to students with concurrent registration in Math 4 cr. This course focuses on algebra concepts and is designed 163. Prerequisite verification required. to meet the needs of middle school mathematics teachers. Some of the concepts covered will be linear, quadratic, expo-

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MATH-165 Finite Mathematics for Business and the Social MATH-178 Mathematical Modeling with Elementary Sciences, 3 cr. Introduction to matrices, linear programming Functions for Science and Math Seminar, 1 cr. Students and probability with emphasis on mathematical models in the engage in problem-solving in collaborative learning groups social, managerial and behavioral sciences and mathematics on material derived from and complementing Mathematical of finance.Prereq.: MATH-163, prerequisite verification required. Modeling with Elementary Functions in the Sciences and MATH-167 Business Calculus I, 4 cr. Elements of analytic Mathematics to gain a deeper understanding of concepts and geometry, differential and integral calculus with application applications. The content of the seminar is closely aligned to business, economics and finance. Prereq: MATH-163. Prereq- with the content of Math 177. Prereq.: Restricted to students taking uisite verification required. MATH-177 concurrently. Prerequisite verification required. MATH-173 College Algebra, 3cr. The course is intended to MATH-185 Precalculus Mathematics, 4 cr. A functional provide basic algebra review and includes such topics as approach to College Algebra and Trigonometry, for students properties of linear, quadratic, polynomial, rational, exponen- who intend to continue with Calculus I. Prereq.: MATH-177 or tial and logarithmic functions, complex numbers, sequences MATH-173. Prerequisite verification required. and series. Prereq.: Math-092. Prerequisite verification required. MATH-186 Precalculus Seminar, 1 cr. Enrichment seminar MATH-174 Math Enrichment Workshop For College Alge- accompanying MATH-185. Students do problem solving in bra, 1 cr. Mathematics enrichment workshop for students collaborative learning groups on material derived from and currently enrolled in MATH 173. The workshops draw on supplementing Precalculus to gain a deeper understanding the Peer Led Team Learning (PLTL) and Emerging Scholars of concepts and applications. Prereq.: Restricted to students taking Program (ESP) models, which have been nationally identified MATH-185 concurrently. for increasing students' probability of earning higher grades MATH-187 Calculus I, 4 cr. Introduction to analytic geometry, in their required mathematics courses. Workshop partici- limits and derivatives, applications, integration, fundamental pants will attend a workshop during the same day and time theorem of calculus. Prereq.: MATH-185 or equivalent. Prerequisite each week; collaboratively solve problems related to their verification required. standard MATH 173 course within small peer groups; receive MATH-188 Calculus I Seminar, 1 cr. Enrichment Seminar guidance from math instructors who are specially trained accompanying MATH 187. Students do problem solving in to facilitate the workshops; and participate in social events collaborative learning groups on material derived from and with workshop peers during the semester. Prereq.: Restricted supplementing Calculus I to gain a deeper understanding to students taking Math 173 concurrently. (Prerequisite verification required.) of concepts and applications. Prereq.: Restricted to students taking MATH-175 Trigonometry, 3cr. The trigonometric functions; MATH-187 concurrently. Prerequisite verification required. solutions of triangles; identities and equations; complex MATH-202 Calculus II, 4 cr. Integration techniques, ap- numbers and DeMoivre‘s theorem; conic sections; polar plications, differential equations and series. Prereq.: MATH-187. coordinates, solid analytic geometry. Prereq.: Math-092. Prereq- MATH-203 Calculus III, 4 cr. 3-D analytic geometry, partial de- uisite verification required. rivatives, multiple integrals, and vector fields.Prereq.: MATH-202. MATH-176 Mathematics Enrichment Workshop For MATH-243 Linear Algebra I, 3 cr. Matrices and systems of Trigonometry, 1 cr. Mathematics enrichment workshop for linear equations, analytic geometry in n-space, introduction students currently enrolled in MATH 175. The workshops to vector spaces, linear transformations, determinants and draw on the Peer Led Team Learning (PLTL) and Emerging eigenvectors. Prereq.: MATH-187. Scholars Program (ESP) models, which have been nationally MATH-251 WIP: Discrete Mathematics, 3 cr. Introduction to identified for increasing students' probability of earning higher basic concepts of mathematics and mathematical reasoning. grades in their required mathematics courses. Workshop Logic, sets, number theory, mathematical induction, direct participants will attend a workshop during the same day and and indirect proofs. Prereq.: MATH-187 minimum grade of C or MATH time each week; collaboratively solve problems related to their 107 minimum grade of C or NEIU Math Placement Result 40 and ENGL-101 standard MATH 175 course within small peer groups; receive minimum grade of C. guidance from math instructors who are specially trained MATH-262 Calculus II Seminar, 1 cr. Enrichment Seminar to facilitate the workshops; and participate in social events accompanying MATH-202. Students do problem solving in with workshop peers during the semester. Prereq.: Restricted collaborative learning groups on material derived from and to students taking Math 175 concurrently, (Prerequisite verification required.). supplementing Calculus II to gain a deeper understanding MATH-177 Mathematical Modeling with Elementary of concepts and applications. Prereq.: Restricted to students taking Functions for Science and Math, 3 cr. This is an applica- MATH-202 concurrently. tion inspired college algebra course which covers linear, MATH-275 Statistics, 3 cr. Process of classifying and quadratic, general polynomial, exponential and logarithmic drawing conclusions from data obtained from observation, functions using applications from science and mathemat- experiment, or sampling. Decision-making under uncertainty ics. Arithmetic and geometric sequences are introduced as with emphasis on the behavioral fields. Study of frequency difference equations to motivate the study of quantities that distributions and their use in the decision-making process. change over time. Curve fitting is used to interpret data. Usage of computer software is required. Prereq.: MATH-092. Graphic calculator required. Prereq.: Math Dev 092 or Math Placement score of “23” or higher. Prerequisite verification required.

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MATH-280 Geometry Concepts for Middle School Teach- MATH-307 Probability Models for Operations Research, ing, 4 cr. This course focuses on the concepts of plane and 3 cr. Basic mathematical aspects of probability models with solid geometry and trigonometry. It is designed to meet the emphasis on problem solving. Topics include Markov pro- needs of a middle school teacher in accordance with the cesses, Markov Chains and Queuing Theory. Prereq: Math-305. National Council of Teachers of Mathematics Standards and MATH-309 Numerical Analysis II, 3 cr. Iterative methods for the Illinois State Board of Education’s Mathematics Standards. linear and non-linear systems of equations, approximation The topics include basic definitions and properties of plane of eigenvalues, initial value problems, ordinary and partial and solid figures, congruence, similarity, constructions, boundary value problems and approximation theory. Prereq.: measurements, transformations, Pythagorean Theorem, MATH-304. right angle trigonometry and the unit circle. Problem solving MATH-312 Foundations of Geometry, 3 cr. Axiomatic using a calculator and computer programs is emphasized systems and models of geometries. Projective and trans- throughout. Writing assignments as appropriate are also part formational geometry. Prereq: MATH 243 and MATH 251. of the course. This course is linked with a Physics course. MATH-321 History of Mathematics, 3 cr. Chronological Prereq.: MATH-141. Contact MSTQE Program. survey of the growth of mathematical ideas, and of famous MATH-281 Number Concepts for Middle School Teaching, mathematicians and their contribution to the development 4cr. This course has been designed keeping in mind both of modern mathematics. Prereq.: MATH-243 and MATH-251. the Illinois Professional Content (Mathematics) Standards MATH-322 Number Theory, 3 cr. Properties of integers, for Teaching and the content necessary to prepare students congruences, quadratic residues, and Diophantine equations. to be middle school mathematics and science teachers. A Prereq.: MATH-243 and MATH-251. wide range of topics across number theory and measurement MATH-324 Independent Study in Mathematics, 3 cr. In- will give the students a grasp of the depth and breadth of dividual investigation into a topic of interest of the student’s mathematics outside the traditional course structures. Prob- choice. Prereq.: consent of instructor. lem solving, estimation, measurements and construction of MATH-326 Real Analysis, 3 cr. An introduction to the simple theories of numbers will be treated with, and without, methods of classical analysis as applied to the formulation the use of technology. Writing assignments will supplant the of the theory of Riemann integrable functions and to the assignments typically found in a mathematics course. This theoretical examination of the behavior of sequences and course is linked with a Chemistry course. Prereq.: MATH-141. series of functions of a real variable. Prereq.: MATH-338. Contact MSTQE Program. MATH-328 Complex Variables, 3 cr. Introduction to the MATH-301 Ordinary Differential Equations I, 3 cr. An intro- functions of a complex variable: Cauchy-Riemann equations, duction to Ordinary Differential Equations and applications. Cauchy integral theorems, and series expansions. Prereq.: General first order and second order linear differential equa- MATH-338 or MATH-339. tions, linear systems of differential equations and numerical MATH-331 Foundations of Algebra I, 3 cr. Introduction to methods. Prereq.: MATH-203. abstract algebraic systems: groups, rings, fields, permuta- MATH-302 Ordinary Differential Equations II, 3 cr. Linear tions, and polynomials. Prereq.: MATH-243 and MATH-251. and nonlinear systems, matrix methods and applications MATH-332 Foundations of Algebra II, 3 cr. Continuation of to problems in the sciences. Existence and stability theory. topics addressed in MATH-331; Galois theory. Prereq.: MATH-331. Boundary value problems and Fourier series. Prereq.: MATH-301. MATH-334 Mathematical Statistics I, 3 cr. Fundamentals MATH-303 Partial Differential Equations, 3 cr. Introduc- of probability, expectations, moment generating functions, tion to partial differential equations and methods of finding distributions: (binomial, hypergeometric,geometric, negative solutions. Prereq.: MATH-301. binomial, Poisson, uniform, gamma, exponential, chisquare, MATH-304 Introduction to Numerical Analysis, 3 cr. Solu- normal, beta, student-t, F), central limit theorem, convergence tions of equations of one variable, interpolation and polynomial in distribution. Prereq: MATH-203. approximation, numerical integration and methods of solu- MATH-336 Mathematical Statistics II, 3 cr. Study of esti- tions of linear systems. Prereq.: MATH-203, MATH-340 and MATH-243. mation procedures including point and interval estimation, MATH-305 Probability and Statistics, 3 cr. Fundamentals tests of hypotheses, general procedures for developing and axioms; probability spaces; comblnatorlal probability; tests. Prereq.: MATH-334. conditional probability; random variables; binomial, Poisson, MATH-337 Theory of Equations, 3 cr. Study of algebraic uniform, normal, chi-square, Student’s t-distribution; central equations, existence and properties of solutions; algebraic limit theorem; Statistical Data Analysis: descriptive statistics, methods of solution; numerical and algorithmic methods of point and interval estimation, elements of hypothesis testing, solution. Prereq.: MATH-202 and MATH-251. small vs. large samples. Prereq.: MATH-202. MATH-338 Advanced Calculus: Single-variable, 3 cr. MATH-306 Linear Programming and Extensions, 3 cr. Advanced treatment of topics from single variable calculus, Linear programming models; geometric and algebraic founda- differentiation, integration, power series, improper integrals, tions of the simplex algorithm; duality theory; the revised and gamma functions and Laplace transforms with emphasis on dual algorithms; sensitivity analysis; integer programming. both theory and applications. Prereq.: MATH-203 and MATH-251. Prereq.: MATH-203 and MATH-243.

176 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MATHEMATICS

MATH-339 Advanced Calculus: Multi-variable, 3 cr. MATH-430 Discrete Mathematical Structures, 3 cr. Advanced treatment of topics from the calculus of several Provides a working knowledge of mathematical logic, sets, variables using topology and linear algebra as tools. Partial relations, functions, graphs, and counting techniques. Prereq.: differentiation, multiple integration, Green’s theorem are admission to the MS Mathematics program. treated both theoretically and with a view towards applica- MATH-435 Mathematics Structure II, 3 cr. The real number tions. Prereq.: MATH-203 and MATH-243. system, mathematical systems, inductive and deductive MATH-340 Computing for Mathematicians, 4 cr. Funda- methods, permutations and combinations. Prereq.: graduate mentals of computer programming, experimentation, and standing and MATH-408. simulation in mathematics with Maple programming language. Introduction to documentation, electronic communication MATH-441 Multivariate Statistical Analysis, 3 cr. The and problem solving in mathematical sciences. No prior essential methods of the multivariate statistical analysis; computer skills required. Coreq.: Math-202 Hotteling’s T, discriminant function, principal components, MATH-343 Linear Algebra II, 3 cr. A continuation of factor analysis, canonical correlations and cluster analysis MATH-243 with emphasis on computational methods and with emphasis on applications and real data analysis. Prereq.: applications, LU, QR and SVD Factorizations. Prereq.: MATH- graduate standing and MATH-336. 203 and MATH-243. MATH-442 Applied Regression Analysis, 3 cr. Methodol- MATH-365 Statistical Computer Packages, 3 cr. Study of ogy of regression analysis with attention to model building, topics from current statistical packages such as SAS, SPSS, evaluating fit, and examining reliability of the model; regression BMDP, and MINITAB. Prereq.: MATH-334 and MATH-340. and general least squares theory, estimation of regression MATH-380 Calculus Concepts for Middle School Teaching, coefficients, polynomial regression, step-wise regression, 4 cr. This course has been designed keeping in mind both residual analysis, choice of transformation for variables and the Illinois Professional Content (Mathematics) Standards forecasting; with applications and real data analysis. Prereq.: for Teaching and the understanding that the students are graduate standing and MATH-336. preparing to be middle school mathematics teachers. Topics MATH-443 Experimental Design, 3 cr. One-way and two-way are consistent with those in a standard calculus course, but analysis of variance, fixed and random effects models, mul- emphasis will be on concepts, not procedures. This course tiple comparsions, completely randomized and randomized is linked with a Teaching Methods course. Prereq.: MATH-141. block designs. Prereq.: graduate standing and MATH-336. Enrollment by permit only. MATH-457 Recent Trends in Mathematics, 3 cr. Extended MATH-406 Linear Programming: Theory and Practice, applications of mathematical thinking, operations research, 3 cr. Optimization models; theoretical foundations of simplex mathematical models, information theory, theory of games, algorithms and duality; revised and dual algorithms; sensitiv- and linear programming. Prereq.: graduate standing and MATH-435. ity and analysis; additional topics from extended LP integer MATH-464 Advanced Topics in Real Analysis, 3 cr. Possible programming, networks, recent trends. Prereq.: graduate standing. topics include measure and integration, functional analysis, MATH-408 Mathematics Structures for Elementary School Banach algebras, topological groups, calculus of variations, Teachers I, 3 cr. Mathematics topics and techniques that are constructive real analysis, non-standard real analysis. Consult relevant to advanced mathematics learning and the teaching the Schedule of Classes for specific topics.Prereq.: graduate of mathematics in the schools: Elementary logic, elementary standing and MATH-326. sets, binary operations, introduction to algebraic structures, MATH-465 Advanced Topics in Numerical Analysis. 3 cr. number systems, geometry and elements of graph theory. Possible topics include numerical linear algebra, iteration Prereq.: Admission to the MA program in Mathematics methods and convex programming, numerical methods for MATH-409 Mathematical Functions for Elementary School ordinary and partial differential equations, functional approxi- Teachers, 3 cr. For elementary school teachers. The function mation and data analysis, digital spectral analysis, design concept; polynomial functions; solution of linear and quadratic and analysis of mathematical software, and mathematical equations; simultaneous equations; the binomial theorem; methods in computer graphics. Consult the Schedule of circular functions; solution of triangles; trigonometric identi- Classes for specific topics.Prereq.: graduate standing and MATH-304. ties and equations; exponential and logarithmic functions; MATH-466 Galois Theory: Historical and Modern, 3 cr. rectangular and polar coordinate systems; the conic sections. Classical and modern Galois theory. Cardano's formulas, Graphics calculator required. Prereq.: MATH 408 symmetric polynomials, permutation groups, field extensions, MATH-410 Modern Analysis for the Elementary School field automorphisms, the fundamental theorem of Galois Teacher, 3 cr. Limits and continuity, derivatives, applica- theory. Prereq.: graduate standing and Math 331. tions, integral calculus, applications. Prereq.: graduate standing MATH-469 Advanced Topics in Mathematical Statistics, and MATH-435. 3 cr. Possible topics include simultaneous stochastic equa- MATH-421 Modern Geometry, 3 cr. Classification of geo- tions models, multivariate analysis, analysis of variance and metrical systems; introduction to Euclidean and non- Eu- covariance, non-parametric statistics, Bayesian inference, clidean geometries, projective geometry; finite geometries. and sampling theory. Consult the Schedule of Classes for Prereq.: graduate standing, MATH-312, or consent of instructor. specific topics.Prereq.: graduate standing and MATH-336.

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MATH-471 Introduction to Stochastic Models, 3 cr. Mar- fractions, percents, and ratios. Students will also examine how kov Chains: the Poisson process; continuous time Markov course topics connect to the elementary and middle school processes; Renewal Theory; Queueing Theory. Prereq.: graduate curriculum. Prereq.: Admission to the program or consent of instructor. standing and MATH-307. MTHE-402 Patterns Functions, and Algebra for Elementary MATH-472 Simulation Modeling and Analysis, 3 cr. Design and Middle School Teachers, 3 cr. Patterns, Functions, and and analysis of computer simulations of complex systems. Algebra for Elementary and Middle School Teachers explores Network, discrete event and continuous models are treated in the "big ideas" in algebraic thinking. Topics include: finding, a unifying setting. Computer models of a variety of systems describing, and using patterns; using functions to make pre- are implemented and analyzed using a general purpose dictions; understanding linearity and proportional reasoning; simulation language. Prereq.: graduate standing, MATH-305. understanding non-linear functions; and understanding and MATH-474 Mathematical Modeling, 3 cr. Formulation, exploring algebraic structure. Students will also examine how analysis and interpretation of mathematical models de- course topics connect to the elementary and middle school scribing phenomena from the natural and social sciences. curriculum. Prereq.: Admission to the program or consent of instructor. Topics may include: model construction, explicative versus MTHE-403 Geometry and Measurement for Elementary predictive models, model fitting, optimization, empirical and Middle School Teachers, 3 cr. Geometry and Measure- models, simulation models, dynamical models, dimensional ment for Elementary and Middle School Teachers introduces analysis and other related topics. A term project (team or geometric reasoning as a method for problem-solving and individual) will be required. Prereq: Acceptance into the Master of examines some of the major ideas in measurement. Topics Science in Mathematics program. include: properties of geometric figures; making constructions MATH-475 Advanced Topics in Operations Research: using pencil and paper; using dynamic software; practice Mathematical Programming, 3 cr. This course offers an using mathematical language to express ideas and justify overview of deterministic optimization models and methods your reasoning; the basis of formal mathematical proofs including linear programming methods, multi-objective op- and solid geometry; procedures for measuring and learning timization, methods of discrete optimization, and nonlinear about standard units in the metric and customary systems; programming methods. Prereq.: Math 243 and 339 or equivalent. the relationship among units; and the approximate nature of MATH-491 Independent Study in Mathematics, 1 cr. In- measurement. Students will also examine how course topics dividual investigation into a topic of interest of the student’s connect to the elementary and middle school curriculum. choice. Prereq.: graduate standing and consent of instructor. Prereq.: Admission to the program or consent of instructor. MATH-492 Independent Study in Mathematics, 2 cr. (See MTHE-438 Data Analysis, Probability, and Statistics MATH-491 for description.) for Elementary and Middle School Teachers, 3 cr. Data MATH-493 Independent Study in Mathematics, 3 cr. (See analysis, Probability, and Statistics for Elementary and Middle MATH-491 for description.) School Teachers introduces statistics as a problem-solving MATH-494 Thesis Seminar—Mathematics, 6 cr. Students process. Students will build their skills through investiga- conduct research and write a thesis to fulfill requirements for tions of different ways to collect and represent data and to the Master of Science degree. Prereq.: acceptance to degree candi- analyze and interpret variation in data. The course covers dacy for the Master of Science in Mathematics and approval of the department. the following topics: statistics as problem solving; data MATH-495 Project in Mathematics, 3 cr. Students prepare representations; describing distributions; the five-number a project involving both the theory and computational tools summary; variation about the mean; designing experiments; learned in their concentration. Students present both written bivariate data and analysis; probability; and sampling and estimation. Students will also examine how course topics and oral reports to the department. Prereq.: acceptance to degree connect to the elementary and middle school curriculum. candidacy for the Masters in Mathematics, and approval of the department. Prereq.: Admission to the program or consent of instructor. MTHE Courses MTHE-401 Number Theory for the Elementary School Teacher, 3 cr. Number and Operations for Elementary and MATHEMATICS Middle School Teachers examines the three main catego- ries in the Number and Operations strand of Principles and DEVELOPMENT Standards of School Mathematics (NCTM)-- understanding Thomas Blackburn, Coordinator numbers, representation, relationships, and number systems; Paul O’Hara, Ph.D., Professor Chair the meanings of operations and relationships among those Freshman students are initially placed into mathematics operations; and reasonable estimation and fluent computa- courses by their MATH ACT scores, or the results of the tion. Topics include: what is a number system?; number NEIU Mathematics Placement Test, or by an appropriate nets, infinity, and zero; place value; meanings and models score on the Advanced Placement Test in Calculus. Course for operations; divisibility tests and factors; fractions and work indicated by these standards is required. decimals; rational numbers and proportional reasoning; and

178 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 music

Transfer students with a grade of “C” or higher from another Undergraduate programs are available in: college or university in a developmental course in “Intermedi- Performance ate Algebra” should contact the Mathematics Department K-12 Music Education: Vocal or Instrumental as to whether this course would be recognized as a pre- Graduate program: requisite for a college mathematics course at Northeastern. Applied Music Pedagogy COURSE OFFERINGS Minors are available in: Math-090 Elementary Algebra, 3cr. This course develops Individualized Music Minor the foundations of algebra beginning with the real number Music Education for Elementary Ed. majors system and its operations. Topics include variable expres- Individualized Dance Minor sions, linear equations and inequalities, exponents and Teacher Certification Program (See College of Education) polynomials, factoring, the rectangular coordinate system, and graphing linear equations. Applications of proportion, Undergraduate Admission percent, and the use of formula develop problem solving The music major curriculum is designed to begin the first skills. Prereq.: MATH ACT “15 or less” or MPT score of “00”. term of the freshman year. Students intending to major in Math-091 Intermediate Algebra I, 3cr. This course focuses music should contact the department to arrange an interview/ on the concepts and structures of algebra. Topics include audition for admission to the program. Accepted students linear equations and inequalities, interval notation, graphing should declare their major in music in the first term of en- linear equations in two variables, slope of a line, equations of rollment at the University. Students applying to the major a line, polynomials, factoring, systems of linear equations, and must have a background which includes music reading rational expressions. Prereq.: MATH ACT “16 to 18” or MPT score of “01”. ability and performance ability at the college level. Those Math-092 Intermediate Algebra II, 3cr. This course further without such a background will need to complete additional develops the concepts and structures of intermediate algebra. preparation for acceptance as a major which will extend the A review of linear equations, polynomials, and factoring, time to graduation. prepares students for the study of linear, quadratic, expo- Transfer students nential, and logarithmic equations and functions. Additional Transfer students should request a departmental evalua- topics to prepare students for college algebra include ratio- tion of transferred credits for acceptance toward the major nal expressions and equations, complex numbers, rational or minor requirements during their first term of enrollment. exponents, and properties of logarithms. Prereq.: MATH ACT “19 to 21” or MPT score of “02”. Teacher Certification Program (TCP) for Post-Baccalaureate Students This program is designed for returning students with a degree in music who wish to obtain K-12 Music teaching certification. The program is administered through the Col- MUSIC lege of Education (See Special Certification Programs in the R. Shayne Cofer, Ph.D., Professor, Chair Teacher Education section of this catalog). Once accepted Peter Chang, Ph.D., Professor into the program, students meet with the appropriate music Travis Heath, D.M., Assistant Professor advisor to determine required music coursework to obtain Robert Heitzinger, D.M., Assistant Professor state certification. Students must pass an audition to enroll. Phyllis Hurt, D.M.A., Professor Program Advisors Elyse J. Mach, Ph.D., Professor Each music major, minor, and Teacher Certification Program Nelson Mandrell, D.M.A., Associate Professor student is assigned a faculty advisor who guides the student Christopher Owen, D.M.A., Assistant Professor in selecting courses and in fulfilling academic and depart- Rose Sperrazza, D.M.A., Associate Professor mental requirements for graduation. Majors should obtain Venetia Stifler, Ph.D., Professor (Dance) their advisor’s approval for each semester prior to registra- Susan Tang, D.M.A., Assistant Professor tion. Students must also be aware of the General Education The Department of Music at Northeastern Illinois University requirements for the Bachelor's degree. All students must is committed to providing students with a solid foundation in complete a minimum of 24 semester hours at the 300 level music and dance that fosters quality, creativity, and access to graduate. to opportunity. Our guiding principle is to provide a variety of Departmental Requirements experiences and programs which promote professionalism, In addition to completing course requirements, music ma- human enrichment, and diverse cultural perspectives. jors and minors must fulfill departmental requirements for The Department of Music offers courses leading to the graduation. degrees of Bachelor of Arts, Master of Arts, and to Teacher Certification

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 179 MUSIC

Ensemble Requirement: Music majors, Teacher Certification Applied Music in the major Program, and graduate students are required to participate performance area...... 16 cr. in a large ensemble. Large ensembles are as follows: Wind, Private study in voice: brass, and percussion students enroll in Band; string students At least eight credit hours selected from: enroll in Orchestra; piano students enroll in Accompanying; MUS-152 Applied Music...... 2 cr. guitar students enroll in Guitar Ensemble; and voice students At least eight credit hours are selected from: enroll in University Chorus, Chamber Singers, Opera Workshop, MUS-352 Applied Music...... 2 cr. or Musical Theater (see Vocal Music Education program for Piano*...... 6 cr. specific requirements). Graduate students must complete MUS-112 Class Piano I*...... 2 cr. three semesters of a large ensemble. MUS-113 Class Piano II*...... 2 cr. Concert Attendance: Recorded attendance at Department of MUS-114 Class Piano III or Music sponsored events is required of all majors and minors. MUS-152W Applied Music: Piano...... 2 cr. Music majors must attend a total of 80 concerts, seventy of (Students may fulfill up to 6 required piano hours which must be music department concerts. Ten concerts from with music electives after successfully completing off-campus venues will be accepted with advisor approval. a piano skill placement audition). Music minors must attend 20 music department concerts. MUS-210 Music Diction I: Italian/French...... 2 cr. Five concerts from off-campus venues will be accepted MUS-211 Music Diction II: German/English...... 2 cr. with advisor approval. It is the student’s responsibility to MUS-328 Repertoire Seminar: Voice...... 3 cr. submit attendance validation records. Concerts in which MUS-331 Applied Music Pedagogy I: Voice...... 3 cr. the student participates/performs are not counted towards Large Ensemble...... 8 cr. the attendance total. Selected from MUS 221A, 222A, 222C, 222D Electives...... 9 cr. Convocation: Music majors are required to attend the monthly One course in Theory selected from MUS-305, Department of Music Convocation, which is scheduled dur- 307, 308, or 398; One course in Music History selected ing activity hour (Tuesday / Thursday 3:05 - 4:05 p.m.). A from MUS-312, 321D, or dept. approved course. missed Convocation will result in the removal of two recital MUS-250 Junior Recital...... 1 cr. attendance cards from the students’ file. MUS-300 Senior Recital...... 1 cr. Applied Music: Students taking Applied Lessons must be Total 78 cr. music majors, minors or registered in an ensemble. Music Majors are expected to audition for 300-level applied music Vocal performance majors must also take: upon achieving junior standing (60-89 hrs.). Music majors Foreign Language...... 6 cr. failing to reach 300-level after the second attempt may be Two courses selected from FL-Ger 101, dropped from the music major program. All students will FL-FREN-101, or FL-ITAL-101 (satisfies two General participate in small ensembles as part of the required Ap- Education requirements) plied Lesson studio class. Students in Applied Lessons are * Music Majors take the following courses concurrently: not permitted to study simultaneously with two teachers in Theory I and II (MUS-121 and 122) are taken concurrently the same field. with Class Piano I and II (MUS-112 and 113). Students with Students must earn a grade of “C” or higher in all courses piano skill may audition for advanced placement. Theory counted toward major or minor requirements. III and IV (MUS-201 and 202) are taken concurrently with Sight Singing and Ear Training I and II (MUS-124 and 125). UNDERGRADUATE PROGRAMS Emphasis Ib: Instrumental Performance Major in Music for the Bachelor of Arts Degree Required Courses: Emphasis Ia: Vocal Performance MUS-121 Music Theory I* ...... 3 cr. Required Courses: MUS-122 Music Theory II*...... 3 cr. MUS-121 Music Theory I*...... 3 cr. MUS-201 Music Theory III*...... 3 cr. MUS-122 Music theory II* ...... 3 cr. MUS-202 Music Theory IV...... 3 cr. MUS-201 Music Theory III* ...... 3 cr. MUS-124 Sight Singing and Ear Training I*...... 1 cr. MUS-202 Music Theory IV*...... 3 cr. MUS-125 Sight Singing and Ear Training II*...... 1 cr. MUS-124 Sight Singing and Ear Training I*...... 1 cr. MUS-308 Orchestration...... 3 cr. MUS-125 Sight Singing and Ear Training II*...... 1 cr. MUS-203 Music Before 1600...... 3 cr. MUS-203 Music Before 1600...... 3 cr. MUS-204 Music From 1600 through Beethoven...... 3 cr. MUS-204 Music From 1600 through Beethoven...... 3 cr. MUS-205 Music After Beethoven...... 3 cr. MUS-205 Music After Beethoven...... 3 cr. MUS-210 Basic Conducting...... 2 cr. MUS-210 Basic Conducting...... 2 cr. MUS-223 Instrumental Conducting...... 2 cr. MUS-224 Choral Conducting...... 2 cr.

180 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 music

Applied Music in the major MUS-124 Sight Singing and Ear Training I*...... 1 cr. performance area...... 16 cr. MUS-125 Sight Singing and Ear Training II*...... 1 cr. Private study in an instrument: MUS-203 Music Before 1600...... 3 cr. At least eight credit hours selected from: MUS-204 Music From 1600 through Beethoven...... 3 cr. MUS-152 Applied Music...... 2 cr. MUS-205 Music After Beethoven...... 3 cr. At least eight credit hours are selected from: MUS-210 Basic Conducting...... 2 cr. MUS-352 Applied Music...... 2 cr. MUS-224 Choral Conducting...... 2 cr. Piano*...... 6 cr. Applied Music in the major MUS-112 Class Piano I*...... 2 cr. performance area...... 8 cr. MUS-113 Class Piano II*...... 2 cr. Private study in voice: MUS-114 Class Piano III or At least four credit hours selected from: MUS-152W Applied Music: Piano...... 2 cr. MUS 151 Applied Music...... 1 cr. (Students may fulfill up to 6 required piano hours At least four credit hours selected from:...... with music electives after successfully completing MUS 351 Applied Music...... 1 cr. a piano skill placement audition). Piano...... 6 cr. Large Ensemble...... 8 cr. MUS-112 Class Piano I*...... 2 cr. Selected from MUS 231, 226, 234E (piano), or MUS-113 Class Piano II*...... 2 cr. 234M (guitar) MUS-114 Class Piano III or Small Ensemble...... 5 cr. MUS-152W Applied Music: Piano...... 2 cr. MUS-228 Repertoire Seminar...... 3 cr. (Students may fulfill up to 6 required piano hours with Electives...... 8 cr. music electives after successfully completing a One course in Theory selected from MUS-305, piano skill placement audition). 307, or 398; One course in Music History selected MUS-106 Orientation to Music Ed...... 1 cr. from MUS-312, 321D, or dept. approved course. MUS-210 Music Diction I: Italian/French...... 2 cr. MUS-250 Junior Recital...... 1 cr. MUS-211 Music Diction II: German/English...... 2 cr. MUS-300 Senior Recital...... 1 cr. MUS 331 Vocal Pedagogy I...... 3 cr. Total 78 cr. MUS-342 World Music...... 2 cr. MUS-391 Contemporary Music K-12...... 3 cr. * Music Majors take the following courses concurrently: TED SCED-303I Methods and Techniques of Teach- Theory I and II (MUS-121 and 122) are taken concurrently ing Music in the Secondary Schools: with Class Piano I and II (MUS-112 and 113). Students with Instrumental (taken concurrently with piano skill may audition for advanced placement. Theory III MUS-393L)...... 3 cr. and IV (MUS-201 and 202) are taken concurrently with Sight TED SCED-303V Methods and Techniques of Teaching Singing and Ear Training I and II (MUS-124 and 125). Music in the Secondary Schools: **Piano Majors must replace MUS-112, MUS-113 and Vocal (taken concurrently with MUS-114 with: MUS-393L)...... 3 cr. MUS-127 Harmony and Ear Training MUS-393L Seminar in Music Education, at the Keyboard I...... 2 cr. (Clinical Field Experience)...... 2 cr. MUS-128 Harmony and Ear Training (See piano proficiency requirement below). at the Keyboard II...... 2 cr. Large Ensemble...... 8 cr. Elective...... 2 cr. Students must select 6 credits from MUS 221A or Junior and Senior Recitals: Students must select a com- 222A and 2 credits from MUS 222C or 222D. mittee of two music faculty in conjunction with their applied Total 70 cr. teacher (a total of three members). Students must pass a SCED-305N K-12 Student Teaching hearing before the recital is presented, prepare approved and Seminar in Music...... 9 cr. program notes, and receive a passing grade by the com- mittee at the conclusion of the recital. * Music Majors take the following courses concurrently: *Students must perform 30 minutes of music for a junior Theory I and II (MUS-121 and 122) are taken concurrently recital and 60 minutes for a senior recital. with Class Piano I and II (MUS-112 and 113). Students with Emphasis II a: K-12 Music Education: Vocal piano skill may audition for advanced placement. Theory III and IV (MUS-201 and 202) are taken concurrently with Required Courses: Sight Singing and Ear Training I and II (MUS-124 and 125). MUS-121 Music Theory I*...... 3 cr. MUS-122 Music theory II*...... 3 cr. Students should also consult the Secondary Education and MUS-201 Music Theory III*...... 3 cr. General Education section of this catalog. MUS-202 Music Theory IV*...... 3 cr. NOTE: K-12 Music Education: Majors must obtain de-

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 181 MUSIC partmental approval for admission to student teaching. MUS-393L Seminar in Music Education, Music Education Majors are required to pass the Piano (Clinical Field Experience)...... 2 cr. Proficiency Exam prior to enrolling in MUS-393L. The (See piano proficiency requirement Proficiency Exam is given once each semester. See below). advisor for schedule. Large Ensemble...... 8 cr. Wind, brass, and percussion students select MUS-231; Upon attaining Junior status Music Education majors String students select MUS-226 must apply for a Music Education Junior Interview. This MUS-115 Instrumental Music Studies- interview serves as a general review of skill and knowledge Brass Instruments...... 1 cr. applicable to the field of Music Education. The student’s MUS-116 Instrumental Music Studies- progress will be assessed and suggestions for improve- Percussion Instruments...... 1 cr. ment will be made. Contact the Music Education faculty MUS-117 Instrumental Music Studies- for specific requirements and scheduling. String Instruments...... 1 cr. Emphasis II b: K-12 Music Education: Instrumental MUS-118 Instrumental Music Studies- Woodwind Instruments I (flute/clarinet)...1 cr. Required Courses: MUS-119 Instrumental Music Studies- MUS-121 Music Theory I*...... 3 cr. Woodwind Instruments II MUS-122 Music theory II*...... 3 cr. (oboe/bassoon/saxophone)...... 1 cr. MUS-201 Music Theory III*...... 3 cr. Total 71 cr. MUS-202 Music Theory IV*...... 3 cr. MUS-124 Sight Singing and Ear Training I*...... 1 cr. SCED-305N K-12 Student Teaching and MUS-125 Sight Singing and Ear Training II*...... 1 cr. Seminar in Music...... 9 cr. MUS-203 Music Before 1600...... 3 cr. Students should also consult the Secondary Education and MUS-204 Music From 1600 through Beethoven...... 3 cr. General Education section of this catalog. MUS-205 Music After Beethoven...... 3 cr. NOTE: K-12 Music Education: Majors must obtain De- MUS-210 Basic Conducting...... 2 cr. partmental approval for admission to student teaching. MUS-223 Instrumental Conducting...... 2 cr. Music Education Majors are required to pass the Piano Applied Music in the major Proficiency Exam prior to enrolling in MUS-393L. The performance area...... 8 cr. Proficiency Exam is given once each semester. See Private study on an instrument: advisor for schedule. At least four credit hours are selected from: MUS-151 Applied Music...... 1 cr. Guitar, Piano, Computer/Electronic Music Media students At least four credit hours are selected from: must be proficient at the 300 level in voice (vocal track) or MUS-351 Applied Music...... 1 cr. on a band or orchestral instrument (instrumental track) to Piano*...... 4 cr. complete the music education program. Students must MUS-112 Class Piano I*...... 2 cr. take Applied Lessons in voice or a band or orchestral MUS-113 Class Piano II*...... 2 cr. instrument until they pass the upper division 300 level MUS-114 Class Piano III* or jury in order to complete the music education degree. MUS-152W Applied Music: Piano...... 2 cr. The student's program must be approved by the advisor (Students may fulfill up to 4 required piano and may extend the time to degree. hours with music electives after successfully Upon attaining Junior status Music Education majors completing a piano skill placement audition.) must apply for a Music Education Junior Interview. This MUS-110 Class Voice I...... 2 cr. interview serves as a general review of skill and knowledge MUS-106 Orientation to Music Ed...... 1 cr. applicable to the field of Music Education. The student’s MUS-308 Orchestration...... 3 cr. progress will be assessed and suggestions for improve- MUS-342 World Music...... 2 cr. ment will be made. Contact the Music Education faculty MUS-391 Contemporary Music K-12...... 3 cr. for specific requirements and scheduling. TED SCED-303I Methods and Techniques of Teaching Minor in Music (23 cr. hrs.) Music in the Secondary Schools: In consultation with the Music Minor Advisor, the student Instrumental (taken concurrently with designs an individualized and appropriately balanced program MUS-393L)...... 3 cr. to meet personal interests and needs. Courses are selected TED SCED-303V Methods and Techniques of Teaching from the departmental curriculum and may not include MUS- Music in the Secondary Schools: 101. Students must obtain the advisor's approval for the total Vocal (taken concurrently with program plan and declare the minor prior to coursework. MUS-393L)...... 3 cr. The curriculum plan must include: Music Theory (6 credits), Music History (3 credits), and Music Technology (3 credits).

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Individual applied instruction and ensemble credits may be Dance Ensembles include: combined for a maximum of 5 credits. Applied and ensemble Repertory Ensemble credits must be approved by the minor advisor in advance. All Spanish Dance Ensemble music minors must attend a total of 20 concerts sponsored by the Department of Music. A total of five concerts occurring Computer/Electronic Music and Technology in off-campus venues may be applied to the required 20 if Qualified students may enroll in courses utilizing the Com- approved in advance by the student’s Music Minor Advisor. puter/Electronic Music Studio, a facility equipped with professional quality MIDI and Digital Audio Workstations. Students in the Elementary Education and Early Childhood Education programs who have selected this minor must Multimedia Learning Resources Center complete a departmental course of study and a minimum of The Multimedia Learning Resources Center is a music study 9 hours at the 300-level to meet graduation and certification facility with computer assisted study materials, fully equipped requirements. listening stations, and approximately 4000 recordings and scores. The Multimedia Learning Resource Center is located Minor in Dance (30 cr. hrs.) on the third floor of the Ronald Williams Library. In consultation with the Dance Minor Advisor, the student designs an individualized and appropriately balanced program CMENC to meet personal interests and needs. The NEIU Collegiate Chapter of the Music Educators National Conference provides opportunities for professional orienta- Students entering the program must demonstrate technical tion and development, and opportunities to attend music ability and must obtain the advisor’s approval for the total education festivals, conventions and meetings. program plan. Students must complete 6 hours of DANC- 360 Dance Composition and 3 hours of DANC-390 Seminar NEIU Brass Club in Dance Performance to satisfy dance minor requirements. The NEIU Brass Club is open to all instrumentalists and ex- Students in the Early Childhood Education programs who ists to promote communication among brass players and to have selected this minor must complete a minimum of 9 hours improve the artistic level of performance, teaching, and litera- at the 300-level to meet graduation and certification require- ture associated with brass players. The Brass Club supports ments. Some dance classes may be taken more than once. departmental programs and sponsors activities that renew Consult with the Coordinator of Dance for more information. the fervor and importance of music in our lives. Concert Series Resources in Dance Approximately 100 afternoon and evening concerts are The department sponsors The Ruth Page Dance Series, a offered on-campus each year including student recitals, professional dance series which showcases diverse styles departmental concerts, the Jewel Box Series, the Ruth Page of dance. Students also have the opportunity to apprentice Dance Series, Chicago Clarinet Ensemble, Chicago Brass with professional dance companies. Ensemble Espanol, the Festival, American Spanish Dance Festival, Faculty Artist professional company in residence, offers qualified dance Series, and the Performing Arts Series. Complete information students opportunities to participate in intensive workshops is published in the Department of Music Concert Calendar throughout the year, and performs on campus regularly. The and on the music website. Department offers the American Spanish Dance Festival each Performing Groups summer with Ensemble Espanol and international guest art- A variety of instrumental and vocal ensembles perform in ists. Qualified dance students may enroll for credit. concerts both on and off-campus and rehearse on a regu- Awards lar basis throughout the year. The ensembles are open to Scholarships are available to outstanding students in Mu- university and community members with appropriate choral/ sic and Dance. Undergraduate Talent Scholarships (tuition instrumental/vocal experience through audition and a com- waivers) in Music and in Dance are awarded through audi- mitment to artistic performance. Students may enroll for tion. Qualified students must not hold a bachelor’s degree. credit in a maximum of three ensembles per term. Graduate Scholarships are also available through audition. Large Ensembles include: Complete information is available in the Department. Band Orchestra GRADUATE PROGRAM University Chorus Chamber Singers Opera Workshop Musical Theater Master of Arts in Music Guitar Ensemble Piano Accompanying The graduate program in music offers and Applied Music Small Ensembles include: Pedagogy. It serves (1) students preparing for college level teaching, (2) students preparing for advanced graduate Jazz Band Jazz Combo studies, and (3) in-service elementary and secondary school Brass Ensemble Woodwind Ensemble teachers. The program is designed especially for the conve- String Ensemble Percussion Ensemble nience of the part-time student. Multi Media Ensemble New Music Ensemble Chamber Ensemble

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Requirements for Admission to the Program ate students must join the Music Graduate Student group Students must fulfill the requirements for admission to the through NEIUport or Blackboard for information and on-line Graduate College and apply to the Department of Music for discussions of relevant topics. admission to the degree program. To qualify for acceptance Applied Music Pedagogy in the program, applicants must: MUS-424 Music Bibliography and Research...... 3 cr. 1. Demonstrate, through department Graduate Placement MUS-431 Advanced Applied Music Pedagogy I...... 3 cr. Examination (by the end of the first semester of study) MUS-432 Advanced Applied Music Pedagogy II...... 2 cr. knowledge and skills in the following areas: MUS-428 Music Repertoire Seminar...... 6 cr. a. Harmony — written, aural, and keyboard Applied Music (400-level)...... 8 cr. b. Sight-singing, and melodic, harmonic, MUS-481 Thesis Seminar...... 3 cr. and rhythmic dictation Electives (one course chosen in Music History MUS 312, 321, 471, or 472; one course in Music c. History and Literature of Music Theory MUS 405, and the remainder from Graduate Placement Examinations must be taken by the Performance courses MUS 329, 425, 411, 412, end of the first semester of graduate study. The deadline 413, 414, 423,426, 434)...... 7 cr. for passing the placement exams or completing deficien- Total 32 cr. cies in music history and music theory is one year or 18 credits. COURSE OFFERINGS 2. In the Applied Pedagogy program, students must MUS-101 The Musical Experience, 3 cr. A non-technical audition in their performance area before the course designed to increase the listener’s understanding and appropriate committee or submit a fifteen-minute tape enjoyment of music. Not applicable towards music major or to the committee to demonstrate ability. Students minor requirements. must be approved to enroll at the 400-level for MUS-104 Music Concepts: An Introduction, 3 cr. Elements applied lessons. Provisional admission may be given of music, forms and styles; lectures, discussions, readings, to students at the 300-level if the applied teacher recordings, and attendance at musical performances. Open approves and considers the students’ potential for to all students; recommended for prospective majors and 400-level status to be a positive one. required for Elementary Education majors. 3. A student-at-large may transfer no more than 9 credit MUS-105 Basic Materials in Music Theory, 2 cr. Introduction hours of graduate course-work into the graduate music to notation and perception of pitch and rhythm, including: program. intervals, triads, scales, meter, and key signatures, time signatures, and basic concepts of sight singing and ear Requirements for the Degree training. Recommended for prospective majors. The following sequences require a total of 32 credit hours, all MUS-106 Orientation to Music Education, 1 cr. A broad of which must be earned in 400-level courses or approved view of Music Education in Public Schools K-12 required 300-level courses. Participation in large or small ensembles of all Music Education majors; included are visits to all lev- for a minimum of three terms is required. els and areas and guests to discuss teaching music. This Candidacy and Comprehensive Examination course is designed to help students decide whether Music Before students are admitted to candidacy, a committee of Education K-12 is the appropriate career choice and what four faculty members must be chosen in consultation with the the total job entails. graduate advisor. The committee must have one memberin MUS-110 Class Voice I, 2 cr. For beginning students in each of the areas to be addressed by the comprehensive voice; fundamentals of vocal technique. examination. MUS-111 Class Voice II, 2 cr. Continuation of MUS-110. All degree candidates will be given written comprehensive Prereq.: MUS-110 or consent of instructor. final exams in music research, history, music theory, and MUS-112 Class Piano I, 2 cr. For beginning piano students. their area of specialization. The comprehensive exam is Fundamentals of reading and writing music. Basic keyboard scheduled by the graduate advisor. Core courses must be skills in major and minor keys. Outside practice required. completed before the comprehensive exam can be taken. MUS-113 Class Piano II, 2 cr. Continuation of MUS-112. Students must pass all sections of the comprehensive exam Expanded theoretical concepts and keyboard technique. prior to candidacy approval. Outside practice required. Prereq.: MUS-112 or consent of instructor. Community of Learners: MUS-114 Class Piano III, 2 cr. Keyboard skills in all major The Department of Music requires graduate students to and minor keys. Piano literature of diverse styles. Outside participate in a community of students and faculty for the practice required. Prereq.: MUS-113 or consent of instructor. sharing of experiences, ideas, and knowledge. Graduate MUS-115 Instrumental Music Studies — Brass Instru- students are required to participate in special master classes ments, 1 cr. Introduction to the techniques and skills of and seminars presented by the faculty. In addition, all gradu- playing brass instruments. Care and maintenance. Study and

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evaluation of the music literature available for the various formance, music printing, and assisted instruction. Prereq.: brass instruments. Prereq.: MUS-121 or consent of instructor. consent of instructor. MUS-116 Instrumental Music Studies — Percussion MUS-150 Applied Music, .5 cr. One-half hour weekly lesson. Instruments, 1 cr. Introduction to the techniques and skills Individual study in voice or any instrument for development of playing percussion instruments. The use of percussion of performing skills and musical understanding; knowledge instruments in various types of instrumental ensembles. of the repertoire for the voice or specific instrument at an ap- Prereq.: MUS-121 or consent of instructor. propriate level of performing ability. Students will participate MUS-117 Instrumental Music Studies — String Instru- in small ensembles as part of the applied music studio class. ments, 1 cr. Introduction to the techniques and skills of Students taking Applied Lessons must be music majors, playing string instruments. Care and maintenance. Study and minors or registered in an ensemble. Prereq.: consent of instructor evaluation of the music literature available for the various or department chairperson. string instruments. Prereq.: MUS-121 or consent of instructor. MUS-151 Applied Music, 1 cr. One-hour weekly lesson for MUS-118 Instrumental Music Studies — Woodwind In- music education majors. Individual study in voice or any struments I, 1 cr. Introduction to the techniques and skills instrument for development of performing skills and musical of playing flute and clarinet. Care and maintenance. Study understanding; knowledge of the repertoire for the voice or and evaluation of the music literature available for the various specific instrument at an appropriate level of performing woodwind instruments. Prereq.: MUS-121 or consent of instructor. ability. Students will participate in small ensembles as part MUS-119 Instrumental Music Studies — Woodwind of the applied music studio class. Students taking Applied Instruments II, 1 cr. Introduction to the techniques and Lessons must be music majors, minors or registered in an skills of playing oboe, bassoon, and saxophone. Care and ensemble. Prereq.: consent of instructor or department chairperson. maintenance. Study and evaluation of the music literature MUS-152 Applied Music, 2 cr. One-hour weekly lesson available for the various woodwind instruments. Prereq.: for performance majors. Individual study in voice or any MUS-121 or consent of instructor. instrument for development of performing skills and musical MUS-120 Class Guitar I, 2 cr. Basic skills in guitar; basic understanding; knowledge of the repertoire for the voice or chords and chord progressions, strumming techniques, specific instrument at an appropriate level of performing playing a simple melodic line, and reading guitar tablature ability. Students will participate in small ensembles as part as well as standard musical notation. of the applied music studio class. Students taking Applied MUS-121 Music Theory I, 3 cr. Study of harmonic materials Lessons must be music majors, minors or registered in an in tonal music and standard notational practice. Includes ensemble. Prereq.: consent of instructor or department chairperson. written and aural skills development. Structure, doubling, MUS-201 Music Theory III, 3 cr. Study of seventh chords, spacing, voice-leading, triads and inversions. secondary dominants, altered nonharmonic tones, modula- MUS-122 Music Theory II, 3 cr. Continuation of MUS-121. tion, borrowed chords, augmented sixth chords. Advancing Advancing written and aural skills. Phrase structure, ca- analytical and written skills. Prereq.: MUS-122 or consent of instructor. dences, harmonic progression, harmonization techniques, MUS-202 Music Theory IV, 3 cr. Writing and analysis. Study nonharmonic tones. Prereq.: MUS-121. of Neapolitan sixth; diminished sevenths; altered dominants; MUS-123 Class Guitar II, 2 cr. Continuation of MUS-120. chromatic mediants; modulation to foreign keys; ninth, elev- More complex and varied chord formations and strumming enth and thirteenth chords. Prereq.: MUS-201 or consent of instructor. techniques; note reading of more difficult melodic lines; basics MUS-203 Music Before 1600, 3 cr. Survey of musical styles, of classical guitar technique. Prereq.: MUS-120 or consent of instructor. types, and forms from Gregorian Chant through the Renais- MUS-124 Sight-Singing and Ear Training I, 1 cr. Practice sance. Prereq.: MUS-121 or consent of instructor. and application of sight-singing techniques, ear training MUS-204 Music From 1600 Through Beethoven, 3 cr. procedures, and related aural/oral skills. Prereq.: MUS-121 or Survey of musical styles, types, and forms in representative consent of instructor. composers of the Baroque and Classical Periods. Prereq.: MUS-125 Sight-Singing and Ear Training II, 1 cr. Continu- MUS-121 or consent of instructor. ation of MUS-124. Prereq.: MUS-124 or consent of instructor. MUS-205 Music After Beethoven, 3 cr. Survey of musical MUS-127 Harmony and Ear Training at the Keyboard I, styles, types, and forms, in representative composers of the 2 cr. Skills in applying harmonic and melodic concepts and Romantic Period and the Twentieth Century. Prereq.: MUS-121or consent of instructor. techniques at a keyboard instrument. Prereq.: MUS-121 and MUS- 112 or consent of instructor. MUS-210 Music Diction for Singers I: Italian and French, MUS-128 Harmony and Ear Training at the Keyboard II, 2 cr. Introduction to proper pronunciation of English, Ital- ian, French and German texts in classical vocal music. Use 2 cr. Continuation of MUS-127. Prereq.: MUS-127 or consent of of the International Phonetic Alphabet symbols applied to instructor. the singing of songs and arias. Prereq.: four credit hours of MUS MUS-131 Computer Literacy for Musicians, 3 cr. This is a preparatory course for music students who wish to pursue APPL-151, 152 or 153. further study in the use of computers for composition, per-

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MUS-211 Music Diction for Singers II: German and English, form and unique forms. Prereq.: MUS-201 or consent of instructor. 2 cr. Introduction to proper pronunciation of English and Ger- MUS-307 Class Composition, 3 cr. Composition and per- man texts in classical vocal music. Use of the International formance of students’ original works. Prereq.: consent of instructor. Phonetic Alphabet symbols applied to the singing of songs MUS-308 Orchestration, 3 cr. Instrumental timbres and the and arias. Prereq.: four credit hours of MUS APPL-151, 152 or 153. capabilities of instruments; scoring for instruments in a variety MUS-220 Basic Conducting, 2 cr. Basic techniques of of combinations, including the orchestra and instrumental/ conducting: meter, dynamics, cuing, etc., applicable to both vocal combinations. Prereq.: MUS-122 or consent of instructor. instrumental and choral conducting. Serves as prerequisite MUS-309 Studies in Instrumental Music, 3 cr. Selected to specialized Instrumental and Choral Conducting courses. topics in instrumental literature. Consult the Schedule of Prereq.: MUS-122 or consent of instructor. Classes for specific topics.Prereq.: MUS-122, MUS-203, MUS-204, MUS-221 Chorus, 1 cr. This activity is open to all students. MUS-205 or consent of instructor. Opportunities for school and public performance.Prereq.: MUS-310 Studies in Vocal Music, 3 cr. Selected topics consent of instructor. in vocal literature. Consult the Schedule of Classes for MUS-222 Vocal Ensemble, 1 cr. Opera Workshop, Chamber specific topics.Prereq.: MUS-122, MUS-203, MUS-204, MUS-205 or Singers, Musical Theater, and Music Production. Open to consent of instructor. all enrolled students. Opportunities for school and public MUS-311 Studies in Keyboard Music, 3 cr. Selected top- performance. Prereq.: consent of instructor. ics in keyboard literature, including dance types, character MUS-223 Instrumental Conducting, 2 cr. Techniques of pieces, variations, prelude, fugue, toccata, suite, and sonata. conducting and score reading; rehearsal techniques and Consult the Schedule of Classes for specific topics.Prereq.: interpretation. Prereq.: MUS-122 or consent of instructor. MUS-122, MUS-203, MUS-204, MUS-205 or consent of instructor. MUS-224 Choral Conducting, 2 cr. Choral conducting MUS-312 Beethoven, 3 cr. Representative compositions of techniques; ability to read and analyze choral scores; choral Beethoven, with emphasis on the evolution of early, middle, repertoire. Prereq.: MUS-122 or consent of instructor. and late period style characteristics. Prereq.: MUS-122, MUS-203, MUS-226 Orchestra, 1 cr. Open to all students with instru- and MUS-204 or MUS-205, or consent of instructor. mental experience by audition. Opportunities for schooland MUS-314 Selected Studies in Music, 3 cr. Special topics in public performance. music history and/or theory. Consult the Schedule of Classes MUS-231 Band, 1 cr. Open to enrolled students with in- for specific topics.Prereq.: junior standing. strumental experience. Opportunities for school and public MUS-318 Music of the Twentieth Century, 3 cr. Consider- performance. Prereq.: consent of instructor. ation from a historical point of view of structural, stylistic and MUS-234 Instrumental Ensemble, 1 cr. Open to enrolled formal aspects of the musical art of the twentieth century. students with instrumental experience. Opportunities for Prereq.: MUS-122, MUS-203, MUS-204, or MUS-205, or consent of instructor. school and public performance. Prereq.: consent of instructor. or MUS-205, or consent of instructor. MUS-235 Instrumental Ensemble: (Jazz Band, Jazz MUS-320 Independent Study in Music, 1 cr. Individual Combo), 1 cr. Open to enrolled students with instrumental investigation into a topic of the student’s choice. Prereq.: experience. Opportunities for school and public performance. consent of instructor, department chair, and College Dean. Prereq.: consent of instructor. MUS-321E Seminar in Music History: Bach, 3 cr. This MUS-250 Junior Recital, 1 cr. A formal ½ hour recital given seminar explores major issues in Bach study through the after the music performance major reaches the 300 level in most relevant literature concerning Bach's life, musical style, applied instruction and during their junior year. Students select aesthetics and the socio-cultural forces shaping his ideas a recital committee of three faculty members including, and and music through reading, listening and analyzing his music, in conjunction with, their applied instructor. The student must discussions over the reading material, and individualized pass a hearing presented to the recital committee before research projects. Prereq.: Consent of instructor. the recital is given. Once the recital is presented, a grade MUS-321F Seminar in Music History: Jazz, 3 cr. This of pass or fail will be determined by the recital committee. seminar explores major issues in the history of jazz through MUS-300 Senior Recital, 1 cr. A formal 1 hour recital given most the relevant literature concerning development, musi- after the music performance major reaches the 300 level in cal style and prominent musicians through reading, listening applied instruction and during their senior year. Students and analyzing music, discussions over the reading material, select a recital committee of three faculty members including, and through individualized research projects. Prereq.: Consent and in conjunction with, their applied instructor. The student of instructor must pass a hearing presented to the recital committee before MUS-322 Independent Study in Music, 3 cr. (See MUS- the recital is given. Once the recital is presented, a grade 320 for description.) of pass or fail will be determined by the recital committee. MUS-324 Independent Study in Music, 2 cr. (See MUS- MUS-305 Form and Analysis I, 3 cr. Structural and stylistic 320 for description.) features in their musical context; motif, phrase and period; MUS-325 Performance Seminar, 2 cr. Performance and binary and ternary form, theme and variations, rondo, sonata critical analysis of others’ performances based upon stylistic,

186 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 music structural, and technical factors. Consult the Schedule of of the applied music studio class. Students taking Applied Classes for specific topics.Prereq.: consent of instructor. Lessons must be music majors, minors or registered in an MUS-326 Songwriting, 3 cr. Techniques of songwriting; ensemble. Prereq.: consent of instructor or department chairperson. consideration and analysis of classical and folk song models; MUS-391 Contemporary Music Education K-6, 3 cr. emphasis on writing lyrics, melody and accompaniment. A study of philosophy, methods, materials, and assessment Prereq.: ability to read and write music and consent of instructor. techniques suitable for developing music potential in elemen- MUS-328 Repertoire Seminar, 3 cr. Survey of the standard tary school-aged children. Special areas of focus include repertoire for different performance areas. Content varies ac- long and short term lesson planning, sequencing concepts cording to performance area studied. Consult the Schedule and skills, ethnic music, music in Special Education, and of Classes for specific topics. Prereq.: ten credit hours in major assessment correlated with State and national Standards performance area or consent of instructor. for Arts Education. Prereq.: consent of instructor. MUS-329 Advanced Conducting, 2 cr. Rehearsal techniques MUS-393 Seminar in Music Education, 2 cr. Concentrated involved in the performance of advanced orchestral and band study of specific aspects of a music education curriculum literature; refinements of baton technique; careful attention including approaches, skills, materials, and media, with em- to interpretation of selected repertoire. Prereq.: MUS-223. phasis on current trends. Consult the Schedule of Classes MUS-331 Applied Music Pedagogy I, 3 cr. Methods for for specific topics.Prereq.: in-service teacher, or consent of instructor. Applied Music teaching for prospective and experienced MUS-394E Creative Approaches in Music, 3 cr. This course teachers. Prereq.: twelve credit hours of Applied Music or consent of instructor. is designed to provide the instructor an opportunity to design MUS-332 Applied Music Pedagogy II, 2 cr. Primarily a a course/workshop of his/her own specialty for practicing practicum for prospective and experienced teachers; class musicians and working professionals and is open to enroll- discussion, practice teaching. Prereq.: MUS-331 or consent of ment (instructor approval) based upon the needs/desires of instructor. the department/instructor. MUS-333 Internship in Music, 3 cr. Field experience in MUS-396 Practicum in Music, 1 cr. Concentrated study schools, community organizations, or industry. Detailed of specific aspects of music performance, music theory, or information is available in the departmental office.Prereq.: music history and literature. Consult the Schedule of Classes consent of departmental Music Internship Committee. for specific topics.Prereq.: in-service teacher, or consent of instructor. MUS-342-World Music, 2 cr. A study of world music and MUS-397A Practicum in Music: Chamber Music, 3 cr. The various cultures as reflected in the arts, especially music; purpose of this course is to give the student an opportunity experiencing music through performance on ethnic instru- to explore important chamber music literature as well as ments, listening to recordings of authentic music, as well as the opportunity to work with other chamber musicians. The map study, and attendance at live performances. student will need to be prepared for each rehearsal (2-3 MUS-350 Applied Music, .5 cr. One-half hour weekly lesson. hours daily practice is required), and you may be asked to Individual study in voice or any instrument for development perform on the student recital and participate in recruiting of performing skills and musical understanding; knowledge performances. of the repertoire for the voice or specific instrument at an MUS-398B Practicum in Music: Computer Music Studio, appropriate level of performing ability. Students will participate 3 cr. The course addresses a broad range of technical and in small ensembles as part of the applied music studio class. aesthetic issues relevant to the creation of music and artistic Students taking Applied Lessons must be music majors, manipulation of sound. The course combines theoretical con- minors or registered in an ensemble. Prereq.: consent of instructor ceptual and practical information with hands-on experience or department chairperson. with software and hardware. Students design and realize MUS-351 Applied Music, 1 cr. One-hour weekly lesson for projects in consultation with the instructor for presentation in music education majors. Individual study in voice or any class or public forum. Projects may incorporate elements of instrument for development of performing skills and musical audio recording, audio editing, MIDI, sound synthesis, sound understanding; knowledge of the repertoire for the voice or design, combined media or other innovative concepts which specific instrument at an appropriate level of performing develop as technology and art combine. ability. Students will participate in small ensembles as part MUSC-398C Practicum in Music: Computerized Notation, of the applied music studio class. Students taking Applied 3 cr. Computer notation address issues of musical notation Lessons must be music majors, minors or registered in an and current software used in creation, duplication and pub- ensemble. Prereq.: consent of instructor or department chairperson. lication of music. The course will develop knowledge and MUS-352 Applied Music, 2 cr. One-hour weekly lesson skills required for accurate and appropriate notation using for performance majors. Individual study in voice or any the computer. Class time will be used for hands-on work instrument for development of performing skills and musical with computers and related equipment as well as lectures, understanding; knowledge of the repertoire for the voice or discussion groups and exercises designed for a variety of specific instrument at an appropriate level of performing ensembles and genres. The course assumes music reading ability. Students will participate in small ensembles as part ability.

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MUS-405 Form and Analysis, 3 cr. This course focuses MUS-424 Music Bibliography and Research, 3 cr. Study upon advanced analysis of linear, vertical and structural of basic reference and research materials in music and dimensions of western music. Large and small scale works introduction to methods of research appropriate to music. from various historical periods and for a variety of media Prereq.: graduate standing. will be considered. Procedures as appropriate to style and MUS-425 Performance Seminar: (Piano, Voice, Brass, period will be applied with an emphasis upon development Strings, Percussion or Woodwind), 2 cr. This seminar is an of analytical skill as an interpretive tool leading to more extension and complement to the student’s Applied (Piano, insightful performance. Voice, Brass, Strings, Percussion or Woodwind) lesson. It MUS-411 Vocal Ensemble Chorus, 1 cr. The University focuses on the art of performance. Chorus is a large choral ensemble which explores the great MUS-426 Orchestra, 1 cr. Open to all students with instru- choral literature from the Middle-Ages and Renaissance pe- mental experience by audition. Opportunities for school and riods to the present day in preparation for public and school public performance. Prereq.: Graduate status. performances. Emphasis is on choral rehearsal techniques, MUS-428 Repertoire Seminar: (Piano, Voice, Brass, appropriate vocal technique, historical performance practice Strings, Percussion, or Woodwind), 3 cr. Over the course for the works being prepared, and research on composers of two semesters, the seminar will consist of an in-depth and compositions being studied. Prereq.: Graduate Music status. study of principal styles and forms of repertoire, with styles MUS-412 Chamber Singers, 1 cr. Chamber singers explores ranging from early to modern music. the art of ensemble singing through the preparation and MUS-431 Advanced Applied Music Pedagogy I: performance of choral literature composed for a smaller (Piano,Voice, Brass, Strings, Percussion or Woodwind), 3 ensemble. Emphasis is on choral rehearsal techniques, ap- cr. At an advanced level this course explores various aspects propriate vocal technique and performance practice for the of the field of (Piano, Voice, Brass, Strings, Percussion or works being prepared, and research about the composers Woodwind) teaching, including available methods and ma- and the compositions being studied. Prereq.: Graduate status. terials and learning the techniques of teaching students at MUS-413 Opera Workshop, 1 cr. A practical workshop in various ages and levels of advancement. Also, it will focus learning and performing opera literature and exploring the on various approaches to (Piano, Voice, Brass, Strings, art of singing opera through research, preparation and Percussion or Woodwind) technique, placing them in histori- performance of scene excerpts and complete opera produc- cal context, and learning how to apply them to students at tions. Graduate students are expected to sing the leading different levels of advancement. roles and/or assist the director in staging, managing and MUS-432 Advanced Applied Music Pedagogy II: (Piano, research. Prereq.: Graduate status in Music. Voice, Brass, Strings, Percussion or Woodwind), 2 cr. This MUS-414 Musical Theater, 1 cr. A practical workshop in course builds upon the knowledge gained in Pedagogy I and learning and performing musical theater repertoire and explor- continues its exploration of advanced topics in (Piano, Voice, ing the art of singing and acting through research, preparation Brass, Strings, Percussion or Woodwind) pedagogy, includ- and performance of a complete musical theater production. ing learning theories and their application to the teaching Graduate students are expected to sing the leading roles of (Piano, Voice, Brass, Strings, Percussion or Woodwind), and/or assist the director in staging, managing and research. analysis from a pedagogical point of view of teaching rep- MUS 415 Music Production, 1 cr. A practical course in ertoire, and a further exploration of (Piano, Voice, Brass, learning and executing the technical aspects of a full music Strings, Percussion or Woodwind) technique in relation to theater/opera production. This course will encompass, but teaching students of differing levels of advancement. Special is not limited to: staging, costume design, set design and emphasis will be placed on the difficult problem of matching construction, lighting design and execution, props, wigs, repertoire with students, i.e., of choosing teaching material make-up and stage crew. which appropriately challenges the student in terms of his/ MUS-420 Independent Study in Music, 1 cr. Individual her musical, technical and psychological development. investigation into a topic of the student’s choice. Prereq.: MUS-434 Instrumental Ensemble: (Brass, Percussion, graduate standing and consent of instructor, department chair, and College Dean. Strings, Woodwinds, Accompanying, Piano, Guitar), MUS-421 Independent Study in Music, 2 cr. (See MUS- 1 cr. Open to enrolled students with instrumental experience. 420 for description.) Opportunities for school and public performance. Prereq.: MUS-422 Independent Study in Music, 3 cr. (See MUS- consent of instructor. MUS-451 Applied Music, 1 cr. (summer session only) Indi- 420 for description.) vidual study in voice or any instrument for continued devel- MUS-423 Band, 1 cr. Band is a large performing ensemble opment of performing skills and musical artistry; knowledge exploring standard wind band repertoire. Performance of of the repertoire for the specific voice or instrument at an two public and school concerts each semester is required. appropriate level of performing ability. Prereq.: consent of instructor Graduate students are expected to perform solos, be sec- or department chairperson, and graduate standing. tion leaders and assist the director in conducting rehearsals.

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MUS-452 Applied Music, 2 cr. One-hour weekly lesson. DANC-161 Spanish Dance I, 2 cr. Continuation of DANC- Individual study in voice or any instrument for continued 131 with emphasis on the mastery of two important repertory development of performing skills and musical artistry; knowl- styles and their dances: Regional and Flamenco. Prereq.: edge of the repertoire for the specific voice or instrument DANC-131 or consent of instructor. at an appropriate level of performing ability. Prereq.: consent of DANC-203U Field Experiences: Dance in Chicago I, 3 cr. instructor or department chairperson,and graduate standing. Field experience in studios or schools. Detailed information MUS-463 Women in Music, 3 cr. A study of some of the is available in the departmental office. Prereq.: consent of the most notable women composers and musicians from the Dance committee. Middle Ages to the present. Designed both for musicians and DANC-203V Field Experiences: Dance in Chicago II, 3 cr. non-musicians, the course will focus equally upon aspects Advanced field experience in studios or schools. Detailed of the music of the historical, social, and cultural milieu. information is available in the departmental office.Prereq.: MUS-471 Seminar in Music History: Baroque, 3 cr. In-depth consent of the Dance Committee. study of selected topics in the music history and literature DANC-203W Field Experiences: Hispanic Dance I, 3 of the Baroque. Individual research topics. Prereq.: graduate cr. Hispanic dance field experience in studios or schools. standing and consent of instructor. Detailed information is available in the departmental office. MUS-472 Seminar in Music History: Classic Era, 3 cr. Prereq.: consent of the Dance Committee. In-depth study of selected topics in the music history and DANC-204 Repertory Ensemble, 1.5 cr. Open to enrolled literature of the Classic era. Individual research topics. students with at least intermediate skills in dance technique Prereq.:graduate standing and consent of instructor. (ballet, modern, jazz, or combination). Prereq.: consent of instructor. MUS-480 Graduate Internship in Music, 3 cr. Advanced DANC-251 Modern Dance I, 2 cr. Practice of movement as field experience; a practicum in either traditional or non- an art form suggesting ideas and conveying feelings, including traditional areas of music. Main responsibility for researching, axial and locomotor movements, spontaneous and planned developing and completing the project lies with the student. interpretive response, and choreography. Prereq.: admission to M.A. Music program, or graduate standing and consent DANC-254 Modern Dance: II, 2 cr. Continuation of DANC- of program advisor. 251. Strength, flexibility, coordination, and balance; locomotor MUS-481 Thesis Seminar — Music, 3 cr. Guidance of stu- combinations and creative exploration of rhythm and dynamic dents preparing a thesis, project or recital to fulfill requirements elements of dance. Prereq.: DANC-251 or consent of instructor. for the Master of Arts in Music. Music Education students will DANC-255 Jazz Dance I, 2 cr. Fundamental techniques of complete a thesis or project in their area of specialization. jazz dance for the beginning student; blues, musical comedy, Prereq.: master’s degree candidacy in music. hard-rock, street dancing, and dramatic styles. MUS-491 Seminar in Research in Music Education, 3 cr. DANC-256 Ballet I, 2 cr. Fundamentals of ballet techniques Study of basic reference and research materials in music for the beginning student; attendance at performances; education and introduction to methods of research appropri- analysis of filmed performances. ate to music education. Prereq.: graduate standing. DANC-261 Spanish Dance II, 2 cr. Continuation of DANC- MUS-492 Seminar in Administration and Supervision of 161 further exploring the Classical, Regional and Flamenco School Music, 3 cr. Responsibilities of the music supervisor styles with emphasis on mastery of technique, styles, music or the music department chairperson in secondary schools, and theatrical history. Prereq.: DANC-161 or consent of instructor. including curriculum development, public relations, program DANC-351 Modern Dance III, 3 cr. Continuation of DANC- finance, and scheduling.Prereq.: MUS-203 and graduate standing. 254. Techniques of Graham, Limon, and Cunningham; atten- MUS-493 Dynamics of a Music Curriculum, 3 cr. Problems dance at professional dance presentations and rehearsals; and procedures related to the planning, development, and research. Prereq.: DANC-254 or consent of instructor. implementation of a music curriculum for kindergarten through DANC-355 Jazz Dance II, 2 cr. Continuation of DANC-255; grade twelve, including current trends in music curricula. more polished techniques and expression; blues, musical Prereq.: graduate standing. comedy, hard-rock, street dancing, and dramatic styles. Dance Prereq.: DANC-255 or consent of instructor. DANC-101 The Dance Experience, 3 cr. A non- techni- DANC-356 Ballet II, 2 cr. Continuation of DANC-256. Skill cal introduction to the art of dance designed to enhance in performance of “school” steps and combinations. Prereq.: appreciation of styles, tradition, history, choreography, DANC-256 or consent of instructor. aesthetics and personalities. Lectures, films, discussion and DANC-357 Ballet III, 2 cr. Continuation of DANC-356. De- participatory classes. velopment of greater strength, flexibility, balance, stamina; DANC-131 Introduction to Spanish Dance, 3 cr. Introduc- adagio, allegro, and center work. Expressive and creative tion to the three types of Spanish dance: Classical, Regional elements. Prereq.: DANC-256 and DANC-356. and Flamenco with emphasis on basic technique, and on Spain’s varied music; Classical, Flamenco and Regional from the 13th through the 20th centuries.

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DANC-360 Dance Composition, 3 cr. Practical aspects of dance design and theoretical aspects of dance as an art. PHILOSOPHY Creation of dance compositions is required. Prereq.: consent Jeanine Ntinirageza, Associate Professor, Chair of instructor. John Casey, Ph.D., Assistant Professor DANC-365 Dance Production, 3 cr. Costuming, make-up, Alfred Frankowski, M.A., Assistant Professor marketing, and lighting for dance. Dan Milsky, Ph.D., Associate Professor, DANC-370 Musical Resources for Dance, 3 cr. Music Program Coordinator sources of particular interest to the dancer and choreographer Affiliate Faculty: from primitivism to trends in new music. Students develop Sophia Mihic, Ph.D., Associate Professor research techniques and resource files in major areas: jazz, Philosophy, broadly defined, is the systematic inquiry into ballet, modern and world music forms, new music, etc. some of the problems of human existence. These problems Prereq.: consent of instructor. are ones which cannot be dealt with by the methods of the DANC-371 Theory and Philosophy of Dance and the sciences, and ones whose structures are based strictly on Related Arts, 3 cr. The nature of dance and its historical rational argument. In this sense, the study of philosophy, interrelatedness with other art forms: poetry, drama (opera), through the broad humanistic background that it provides, painting, and music; the role of the critic. Prereq.: consent of has always been an essential, perhaps the most essential, instructor. ingredient of a liberal education. DANC-380 Contemporary Dance Education, 3 cr. Applica- tion of educational methods to the field of dance in various Development of the abilities to reflect, analyze and think settings, such as conservatory and community, and specific critically, which result from the study of philosophy, enables the student to understand and correlate all the insights age and interest groups. Prereq.: consent of instructor. garnered from other disciplines. The varied perspectives DANC-382 Dance Management and Grantsmanship, 3 that philosophy provides, from the fields of religion, ethics, cr. Methods of management and financing in dance.Prereq.: politics and art, guide the student in his or her search for a consent of instructor. sound sense of values. At the same time, philosophy adds a DANC-390B Jazz Dance, 3 cr. This course is designed to distinctive emphasis on questions of meaning, from linguistic provide students with practical experience in the area of Jazz expressions to life itself, and calls for justification of claims dance technique, movement development, and expressive to knowledge from any source. movement performance. The goal of the course is to provide students the opportunity to improve their ability to integrate The primary goals of the program are to contribute significantly and maintain correction in the areas of jazz technique and to the liberal education of university students, to prepare Jazz movement development. Advanced Jazz styles are majors for advanced studies in their chosen field, and to explored. Prereq.: Consent of instructor. help students in their various future professional activities DANC-390D Seminar in Dance Performance: Spanish by acquainting them with applied philosophy. Dance, 3 cr. This 300 level seminar is designed to incorporate UNDERGRADUATE PROGRAMS and continue the technical and stylized materials presented in Introduction to Spanish Dance-131, Spanish Dance I-161, and Major in Philosophy for the Bachelor of Arts Spanish Dance II-261. Via the study and rehearsal of Spanish Degree (33 cr. hrs.) dance choreographic works created and taught by faculty Required Courses: and guest artists and along with regular class instruction, PHIL-201 Logic I...... 3 cr. lectures, films, and viewing professional dance companies PHIL-210 Writing Intensive Program: in performance, each student will be focused on a high level Arguing Philosophically...... 3 cr. of professional achievement. Prereq.: Consent of instructor. PHIL-213 Ethics...... 3 cr. DANC-390E Seminar in Dance Performance: Styles, Two courses in the History of Philosophy 3 cr. This course is designed to provide students with practi- (222, 231, 241, 390, 391)...... 6 cr. cal experience in the areas of dance technique, movement PHIL-332 Contemporary Philosophy...... 3 cr. development, and expressive movement performance. The PHIL-383 Seminar in Philosophy...... 3 cr. goal of the course is to provide students the opportunity to Six hours of electives at the 300-level...... 6 cr. improve their ability to integrate and maintain correction in Additional Electives...... 6 cr. the areas of technique and movement development. Prereq.: Total 33 cr. Consent of instructor. DANC-391 Internship in Dance, 3 cr. Practicum in arts Minor in Philosophy (18 cr. hrs.) agencies, dance companies, community organizations, or Required Courses: arts-related industries designed by the student, a dance PHIL-213 Ethics...... 3 cr. faculty advisor, and generally an off-campus agent. Prereq.: One course in the History of Philosophy...... 3 cr. consent of instructor. One course at the 300-level...... 3 cr.

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Electives...... 9 cr. PHIL-214 Medical Ethics, 3cr. This course will focus on Total 18 cr. the ethical dilemmas both doctors and patients confront as practitioners and patients in medicine. We will pay careful Students in the Elementary Education and Early Childhood attention to the issues of paternalism, voluntary informed con- Education programs who have selected this minor must sent and personhood and apply these ideas to actual cases. complete a minimum of 9 hours at the 300-level to meet PHIL-215 Business Ethics, 3 cr. Philosophical introduc- graduation and certification requirements. tion to the ethical content of some of the current problems COURSE OFFERINGS confronting the business community, such as the social PHIL-101 Critical Thinking, 3 cr. Introduction to the study responsibility of business, poverty and equal rights, the ethi- of persuasive devices, semantic pitfalls, informal fallacies, cal implications of ecology, advertising, and consumerism. rational vs. emotional appeals, and the techniques used in PHIL-222 History of Ancient Philosophy, 3 cr. Critical evaluating arguments. survey of the development of philosophy in the West from PHIL-102 Introduction to Philosophy, 3 cr. Introduction the presocratics to Plotinus. to the main problems of philosophy, i.e. knowledge, reality, PHIL-231 History of Medieval Philosophy, 3 cr. Critical morality, religion, and art. survey of the development of philosophy in the West from PHIL-105 Feminist Philosophy, 3 cr. Analysis of recent the rise of Christendom to the dawn of the Renaissance. work in feminist theory in order to investigate woman’s situ- PHIL-241 History of Modern Philosophy, 3 cr. A critical ation and its foundations in culture, perception, and reality. survey of the development of philosophy in the West in the PHIL-201 Logic I, 3 cr. Introductory course in symbolic seventeenth and eighteenth centuries. logic, dealing with propositional calculus, quantification PHIL-243 19th Century Continental Philosophy, 3 cr. The theory, and the logic of relations and classes. study of the responses to Kant’s Ethics and Metaphysics as PHIL-202 Comparative Religion, 3 cr. A comparative detailed in the work of philosophers such as Hegel, Fichte, study of the main beliefs and practices of early and primal Comte, Kierkegaard, Schopenhauer, and Nietzsche. religions, Hinduism, Buddhism, Confucianism, Taoism, PHIL-247 Phenomenology and Hermeneutics, 3 cr. This Judaism, Christianity, and Islam. course will focus directly on the main views and debates in PHIL-210 WIP: Arguing Philosophically, 3 cr. For as long the phenomenological tradition which studies consciousness as people have reasoned philosophically, they have noticed as experience from the first-person point of view and then that there is something about successful arguments which look at one of its offshoots, hermeneutics, the study of inter- compels any rational listener to either embrace the conclu- pretive practices. The course covers the works of Husserl sion or, barring that, to offer equally compelling reasons for and Heidegger, Scheler and Derrida, Gadamer and Ricoeur. rejecting it. Indeed, what makes for a compelling reason is PHIL-251 Philosophy of Art, 3 cr. An examination of art a matter worthy of careful investigation. Compelling reasons and aesthetic experience, including personal, social and come in various forms-from the extremely compelling deduc- political significance. Issues explored may include artistic tive arguments of formal logic, to the comparatively weak concepts pertaining to form and content, representation forms of everyday presumptive reasoning. While we will cover and expression, meaning and truth, critical interpretation some of the former, we will focus our study of philosophical and evaluation. argument on the various forms of non-deductive argument- PHIL-291 Philosophical Foundations of Oppression, inductive, presumptive, and defeasible argument. While our 3 cr. Analysis of concepts emerging from Anglo-European aim is to participate in the exploration of argument, our goal philosophy which support domination, particularly as they will be the decidedly practical one of analyzing actual argu- function in colonialism, racism, anti-Semitism, sexism, and ments in ordinary language. Prereq.: ENGL-101 minimum grade of C. heterosexism. PHIL-211 Philosophy of Religion, 3 cr. Philosophical scrutiny PHIL-303 Logic II, 3 cr. Study of the theory and devel- of some of the central themes in religion, i.e. the existence opment of axiomatic systems, including the problems of of God, the problem of evil, human freedom and immortality, definability, completeness, and consistency.Prereq.: PHIL-201 the nature of faith, and the role of reason in theology. or consent of instructor. PHIL-212 Topics in Social Ethics, 3 cr. Readings and PHIL-312 Topics in Social Ethics: Philosophy of Literature- discussions of essays dealing with the major moral issues East/West, 3 cr. This course will track the intersections and of the contemporary scene, such as freedom and authority, deviations between contemporary literature and philosophy war and peace, drugs, suicide, and medical ethics. Consult from a global perspective. To achieve this, the course will the Schedule of Classes for specific topics. consider such radically creative movements as surrealism, PHIL-213 Ethics, 3 cr. Introduction to some of the main hyper-realism, futurism, minimalism, neo-romanticism, post- problems of ethics, including the nature of morality, the mean- structuralism, and existentialism in order to apprehend the ing of ethical terms, standards for evaluating choices and extreme and unforeseen possibilities for the writing-act and actions, and the major ideas of important moral philosophers. its future within literature and philosophy. Prereq: Junior standing or consent of instructor.

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PHIL-313 Ethical Theory, 3 cr. Study of theories about the Mahayana, and the Vajrayana. The course will include a meaning and justification of moral judgments: good and bad, study of current global trends, such as the rise of politcal right and wrong, human rights, justice, punishment, freedom and social engagement and the impact of Buddhism on and responsibility, self-interest, the common good, pleasure western philosophical traditions including existentialism and and happiness, religion and morality, relativism, subjectiv- phenomenology. Prereq.: Sophomore standing or consent of instructor. ism, and scepticism. Prereq.: junior standing, or consent of instructor. PHIL-345 Social and Political Philosophy, 3 cr. Systematic PHIL-332 Contemporary Philosophy, 3 cr. Critical survey investigation of some of the salient issues currently discussed of the salient schools of contemporary philosophy, notably by social and political philosophers, such as the nature and idealism, pragmatism, logical positivism, analytic philosophy, origin of the state, political obligation, justice, human rights, phenomenology, and existentialism. Prereq.: junior standing, or authority, liberty, and evaluation of social and political institu- consent of instructor. tions. Prereq.: sophomore standing or consent of instructor. PHIL-333 American Philosophy, 3 cr. Intensive study of PHIL-351 Sexism and the Philosophy of Language, 3 cr. the trends prevalent in the modern American philosophical Analytic investigation of sexism in English in order to facilitate scene, notably pragmatism, idealism, naturalism, positivism, discussion of the relation between language, thought, and philosophical analysis, and phenomenology. Prereq.: junior reality. Prereq.: sophomore standing or consent of instructor. standing, or consent of instructor. PHIL-353 Feminism and the Philosophy of Science, 3 cr. PHIL-335 Analytic Philosophy, 3 cr. Critical survey of the Analytic examination of the concept of femininity as found in development of analytic philosophy in the twentieth century. the biological and social sciences in order to facilitate discus- Prereq.: junior standing, or consent of instructor. sion of the nature of objectivity and scientific investigation. PHIL-337 Existentialism, 3 cr. Intensive study of selected Prereq.: sophomore standing or consent of instructor. works of existentialist thinkers such as Kierkegaard, Ni- PHIL-361 Topics in Philosophy and Contemporary Issues, etzsche, Sartre, and Camus. Prereq.: sophomore standing or consent 3 cr. Systematic examination of one important contemporary of instructor. issue, controversy, or problem. Consult the Schedule of PHIL-339 Post Modernism, 3 cr. This course will examine the Classes for specific topics.Prereq.: sophomore standing or consent rise of modernity as an “age of unrest”, and therein delineating of instructor. the confrontation between contemporary philosophy and the PHIL-362 Philosophy of Law, 3cr. In this course, we will current epoch. To this end, we will assess the precise ways engage in an examination of law and legal systems, as well in which modernity has cast itself forward as a historical and as of the ideas, ideologies, and principles that are at the core epistemological rupture of devastating proportions, one that of the establishment and interpretation of law. The pervasive irrevocably alters our understanding of knowledge, society, presence of law in our lives should encourage us not only to power, technology, language, and the question of human understand it, but to scrutinize its foundations and presup- experience. Prereq: Junior standing or consent of instructor. positions. Toward this end, we will pay special attention to PHIL-341 Metaphysics, 3 cr. Systematic analysis of some three aspects of philosophy of law: analytic jurisprudence, of the main problems of metaphysics, such as existence, normative jurisprudence, and critical law theory. Prereq.: Junior substance and attribute, change and permanence, essence standing or consent of instructor. and accident, universals and particulars, mind and body, PHIL-363 Latin American Decolonial Theorizing, 3 cr. identity, individuation, and causality. Prereq.: junior standing, or Latin American decolonial theorists argue that European consent of instructor. Modernism's beginnings lie in 1492 with the Spanish oc- PHIL-343 Religion and Globalization, 3cr. The course will cupation of what we call the Americas, and that Enlighten- examine the impact on various forms of religious expres- ment ideals are embedded in practices developed through sion of secularization and the resulting marginalization of conquest and colonization. Highlighting the Eurocentrism of regional ideological perspectives that are a result of increased Anglo-European Philosophy, these theorists offer significantly globalization. Attention will be given to the roles played by different and interesting philosophical understanding which religious nationalism and fundamentalism as they stand in attend to colonial power relations, and move us toward tension with growing ecumenicalism, religious parochial and polycentric thinking and action. In addition, we will explore relativistic pluralism, and the increased growth of alternative a particular history of resistance from within the Indigenous religions. Special attention will be given to the philosophical Zapatista movement in Mexico against global capital. And arguments that are employed in support of these conflict- we will explore texts of popular education in challenging the ing perspectives. Prereq.: Sophomore standing or consent of instructor. theory/practice divide. Prereq.: Junior standing or consent of instructor. PHIL-344 Buddhism, 3cr. The course will begin with an PHIL-364 Critical Race Theory, 3 cr. This course begins with analysis of Buddhism's origins within Hinduism and the the recognition that racism is prevalent in the United States. early development of its religious beliefs and philosophical Critical Race Theorists confront the historical centrality of concepts in India. It will continue with an in depth look at its white supremacy and the complicity of the law in uphold- spread throughout Asia and the transformation of its core ing, indeed constructing, racism. Following the challenge beliefs and concepts within the main traditions of Theravada, to ahistoricism and acontextualism embedded in standard legal practice brought by Critical Legal Theorists, Critical

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Race Theorists address racism as embedded in U.S. legal PHIL-375 Philosophy of Science, 3 cr. Examination of some structure. We will examine the law's role in the construction of the main problems currently discussed by philosophers and maintenance of social domination and subordination in of science, such as the methodology and foundations of order to understand and articulate a critical race theoretical empirical science, the meaning and verification of scientific approach to the intersections of race, gender, class and the statements, theories, laws, hypotheses, and explanations. law. Prereq.: Consent of instructor. Prereq.: junior standing, or consent of instructor. PHIL-365 Environmental Ethics, 3cr. How ought we be- PHIL-381 Independent Study in Philosophy, 3 cr. Read- have towards nature and what are the implications of human ings, discussions, and reports on a special topic with faculty interaction with ecosystems? We will pay special attention supervision. Normally open to majors in their junior or senior to the value of restored nature and whether it is a form of year. Prereq.: consent of instructor. human domination or whether restoration is a legitimate PHIL-383 Seminar in Philosophy, 3 cr. Intensive study endeavor to be pursued out of moral obligation. We will of one important philosopher, problem, school, or period. integrate actual cases into the class in order to flesh out Consult the Schedule of Classes for specific topics.Prereq.: the policy implications of our philosophical commitments. major or minor in philosophy or consent of instructor. Prereq.: Sophomore standing or consent of instructor. PHIL-384 Seminar in Philosophy of Religion, 3cr. This PHIL-366 Feminist Ethics, 3 cr. What is feminism? What seminar course examines questions concerning the existence, is Feminist Ethics? How do feminists differ in their ways of nature and evidence for the primary and fundamental objects thinking about the good life and acting in the world than a of religious belief. Topics may include the following: 1) Can non-feminist? Why do they differ in their understanding of we demonstrate God's existence? 2) Is faith irrational? 3) these issues? How should we live our lives in a way that re- Can we know anything about God? 4) Is the existence of flects feminist values? These are just some of the questions evil evidence against the existence of God? 5) Is religion we will explore in this class. Specifically, we will explore the necessary for morality? Prereq.: Major or Minor in philosophy and key concepts of different types of feminist ethics and the Junior or Senior standing. ways to apply it to our everyday lives. Prereq.: Consent of instructor. PHIL-385 Philosophy of Mind, 3cr. This course examines PHIL-367 Postcolonialism, 3 cr. In this course we will move the central issues and debates in philosophy of mind from toward not a postcolonialism that transcends colonialism, but both historical and contemporary perspectives. Topics cov- thinking with those who work toward a practice of decolonial ered may include theories of the mind's relation to the body thinking. While there have been many empires which have (dualism, monism, functionalism, behaviorism, identity theory, plundered pre-existing cultures and civilizations, modern eliminative materialism), theories of mental content, free will, colonialism did more than extract tribute, goods and wealth personal identity and first-person experience, among others. from conquered countries. It restructured economies, soci- Prereq.: Junior standing or consent of instructor. eties, languages, histories. Thus, while political colonialism PHIL-387 Seminar in Arendt, 3 cr. In this course, we will is over in many locales, economic and cultural colonialism investigate the work of Hannah Arendt on politics, society reverberate within both former colonies and colonizing coun- and political action. Our primary questions will be what does tries. Postcolonial theorists write from the margins of and political action require and what can it accomplish? But we in resistance to reverberating colonial cultural productions. will also pay careful attention to how Arendt thinks politics, Prereq.: Consent of instructor. because she moves with ease between theoretical abstrac- PHIL-368 Multiculturalism, 3 cr. The U.S. is mono-cultural tion and concrete political practice. Our readings will include in its structural institutions such as the law, along with the texts on civil disobedience, the relationship between history way it represents itself. It is multicultural in that it is made and political theory, the meanings of power and violence, up of peoples of many different cultures all of whom have colonialism, totalitarian rule during the Third Reich and the contributed in significant ways to its formation and continued Soviet era, and on racial prejudice as political tool. Prereq.: existence. In this class we will explore the difference between Consent of instructor. ornamental and structural multiculturalism. While liberal PHIL-388 Philosophy of Language Seminar, 3 cr. This multiculturalism ignores asymmetries of power, we are going course focuses on language use and begins with theoretical to take up polycentric multiculturalism, a multiculturalism challenges from both the analytic (Wittgenstein) and conti- that recognizes many centers and the racial, gendered, and nental (Derrida) traditions in philosophy to idealized theories classed structural framings of our worlds of sense. Prereq.: of language, particularly the reference theory of language Consent of instructor as well as the idea that language is a pure and formal unity. PHIL-371 Theory of Knowledge, 3 cr. Systematic inquiry into We will explore strategies of using language to construct the nature of knowledge, with a consideration of such topics consensus through both syntax and semantics, generating as ways of knowing, perception, memory, personal identity, commitment to particular and tacit understandings. We and other minds. Prereq.: sophomore standing or consent of instructor. will also work on theories of metaphor and performatives PHIL-373 Advanced Feminist Philosophy, 3 cr. Analytic to become skilled in articulating practical complexities of investigation of the latest feminist theory in order to study language use. Prereq.: Consent of instructor. the development of feminism. Prereq.: junior standing, or consent of instructor.

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PHIL-389 Foucault Seminar, 3 cr. Michel Foucault is and microscope, a wide array of sophisticated electronic, nuclear, will remain one of the most influential thinkers of the 20th and optical instruments, a Mössbauer effect apparatus, a century. His work is influential not only in philosophy, but fully equipped cryogenics laboratory, a fully equipped op- in history, sociology, gender studies, justice studies, art, tics laboratory including a Spiricon Laser Beam Analyzer, a and literary theory. We will focus on the shorter works and vacuum laboratory, and a 14” reflecting telescope. Students interviews found in Dits et Écrits both because they are are encouraged to undertake independent projects of their often easier to read than the books, and because Foucault own choosing. presents his philosophical conclusions most succinctly there. Qualified undergraduate majors and minors are eligible to Prereq.: Consent of instructor. apply for a limited number of tuition waivers, scholarships, PHIL-390 Classical Political Theory, 3 cr. Analysis of the and part-time jobs offered. Contact the Physics Advisor for concept of a political community in terms of obligations, information and application forms. rights, the public interest, the just state, and the just in- dividual. Selected writings of Plato, Aristotle, Sophocles, Newly admitted students-at-large, and all entering freshmen and transfer students who intend to major in physics must Aristophanes, Xenophon, and others. Prereq: Sophomore standing consult the Physics Advisor before their first registration. or consent of instructor. PHIL-391 Modern Political Theory, 3 cr. Study of the dilem- UNDERGRADUATE PROGRAMS mas of political order that compel the development of modern political philosophy and practice. The course will address the Major in Physics for the Bachelors of Science emergence of modern humanism and Machiavelli’s republican Degree vision, analyze obligation and the rule of law in the contract tradition represented by Hobbes, Locke and Rousseau, and *PHYS-206 University Physics I...... 3 cr. examine ongoing conflicts between authority and freedom PHYS-203 Physics I Laboratory...... 1 cr. and power and equality that plague the 19th, 20th, and now *PHYS-207 University Physics II...... 3 cr. 21st centuries. Additional readings will include works by PHYS-204 Physics II Laboratory...... 1 cr. Marx, Hegel, Wollstonecraft, J.S. Mill, Nietzsche and others. PHYS-305 Modern Physics I...... 3 cr. Prereq.: Sophomore standing or permission of the instructor. PHYS-306 Modern Physics II...... 3 cr. PHYS-307 Modern Physics Laboratory...... 3 cr. PHYS-308 Introductory Mathmatical Physics...... 3 cr. PHYS-311 Mechanics I...... 3 cr. PHYS-321 Electricity and Magnetism I...... 3 cr. PHYS-330 Intermediate Physics Lab...... 3 cr. PHYSICS PHYS-335 Thermal Physics...... 3 cr. Paulo Acioli, Ph.D., Associate Professor, Chair PHYS-335 Quantum Mechanics I...... 3 cr. Gregory Anderson, Ph.D., Associate Professor Physics- 300 Level Electives...... 6 cr. Paul J. Dolan, Jr., Ph.D., Professor Total 35 cr. Sudha Srinivas, Ph.D., Associate Professor *An equivalent course may be substituted. Physics offers a program leading to the Bachelor of Science Required Mathematics Courses: degree. An undergraduate minor is also available. MATH-107 Calculus I...... 4 cr. All 300-level courses in Physics are offered in the evening. MATH-202 Calculus II...... 4 cr. Students should also be aware of the University requirements MATH-203 Calculus III...... 4 cr. for the Bachelor's degree. All students must complete a MATH-301 Ordinary Differential Equations...... 3 cr. minimum of 24 semester hours at the 300 level. Total 15 cr. Goals of the program are to: Cognate Electives 1. provide students with a solid foundation in classical Three of the following STEM Cognate electives. These elec- and modern physics; tives must be chosen from at least two different departments. 2. develop skills which enable students to enter careers CHEM-211 Gen. Chem. I...... 5 cr. in business, teaching, research, and technology; CHEM-212 Gen. Chem II...... 4 cr. CS-200 Programming I...... 3 cr. 3. prepare students for further graduate study in physics. CS-207 Programming II...... 3 cr. Courses offered at the 100 level are for non-majors, and can CS-334 Open Source Systems...... 3 cr. be used to fulfill General Education program requirements, BIOL-201 General Biology I...... 4 cr. and require minimal math preparation. BIOL-202 General Biology II...... 4 cr. Facilities available to students include computer worksta- BIOL-301 Cell Biology ...... 4 cr. tions, a BEOWULF supercomputer, a scanning tunneling BIOL-311 History of Science ...... 3 cr.

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ENVI-301 Environmental Methods ...... 4 cr. PHYS-201 College Physics I, 3 cr. Kinematics and dynamics ESCI-207 Atmosphere and Oceans ...... 4 cr. of particles and rigid bodies: Newton’s laws, energy, momen- ESCI-211 Physical Geology ...... 4 cr. tum and angular momentum. Physics of fluids, vibration and ESCI-306 Rocks and Minerals ...... 4 cr. sound. Heat and thermodynamics. Prereq.: MATH-185. Concurrent ESCI-312 Historical Geology ...... 4 cr. registration in PHYS-203 strongly recommended. ESCI-335 Meteorology ...... 4 cr. PHYS-202 College Physics II, 3 cr. Electrostatics, Coulomb’s ESCI-337 Principles of Hydrology ...... 4 cr. law, electric fields, electric potentials, currents, Ohm’s law, MATH-243 Linear Algebra I ...... 3 cr. magnetism, magnetic fields, the forces on or due to moving MATH-302 Ordinary Diff. Eq. II ...... 3 cr. charges, induction, electromagnetic radiation, wave motion, MATH-303 Part. Diff. Eq...... 3 cr. physical and geometrical optics. Prereq.: PHYS-201. Concurrent MATH-304 Numerical Analysis ...... 3 cr. registration in PHYS-204 strongly recommended. MATH-305 Probability and Statistics ...... 3 cr. PHYS-203 Physics I Laboratory, 1 cr. Laboratory course MATH-328 Complex Variables ...... 3 cr. covering the subject matter of Physics I, and meant to be MATH-340 Computing for Mathematicians ...... 3 cr. taken concurrently. Coreq.: PHYS-201 or PHYS-206. Total 9-13 cr. PHYS-204 Physics II Laboratory, 1 cr. Laboratory course covering the subject matter of Physics II and meant to be Minor in Physics (20 cr. hrs.) taken concurrently. Coreq.: PHYS-202 or PHYS-207. Prereq.: PHYS-203. Required Courses: PHYS-206 University Physics I, 3 cr. This is the first term PHYS-206 University Physics I*...... 3 cr. of a three-term sequence intended for students majoring in PHYS-203 Physics I Laboratory...... 1 cr. physics, chemistry, or mathematics, PHYS 206, 207, 215. PHYS-207 University Physics II or...... 3 cr. Kinematics and dynamics of a particle and systems of par- PHYS-204 Physics II Laboratory ...... 1 cr. ticles, momentum, energy, angular momentum, conservation PHYS-305 Modern Physics I ...... 3 cr. laws, applications to problems involving collisions, oscillatory PHYS-306 Modern Physics II...... 3 cr. motion and motion in a gravitational field, rigid body motion, Two 300-level physics courses...... 6 cr. temperature, heat, the laws of thermodynamics, application Total 20 cr. to thermodynamic engines, and ideal gases are discussed. COURSE OFFERINGS Prereq.: MATH-187. Concurrent registration in PHYS-203 strongly recommended. PHYS-207 University Physics II, 3 cr. Charges, Coulomb’s PHYS-103 The Universe: Past, Present, and Future, 3 cr. and Gauss’s laws, conductors and dielectrics, Ohm’s law, An introductory-level Astronomy/Astrophysics course for magnetic fields, Ampere’s law, motion of charges in a mag- non-science majors requiring no previous college-level sci- netic field, Faraday’s law, inductance, simple L.R.C. circuits, ence background. The evolution of the universe: Big Bang magnetic properties of matter, electromagnetic waves, kine- creation, expansion of the universe, formation, development matics of wave motion, reflection, refraction, interference, and properties of stars, endings of the universe; as well as and diffraction. Prereq.: PHYS-206. Concurrent registration in PHYS-204 the history of our understanding of the universe from the strongly recommended. perspectives of culture, philosophy, and science. Knowl- PHYS-211 Physics I Seminar, 1cr. Enrichment Seminar ac- edge of basic algebra skills is assumed. Prereq.: MATH-091 or companying PHYS 201 or PHYS 206. Students do problem Intermediate Algebra Placement. solving in collaborative groups on material derived from and PHYS-104 Energy, 3 cr. A course for non-science majors supplementing University Physics I or College Physics I to requiring no previous college-level mathematics or science gain a deeper understanding of concepts and applications. background. Physics and its application to the problems of Coreq.: restricted to students taking either PHYS-201 or PHYS-206 concurrently. energy consumption and production are discussed. Topics PHYS-212 Physics II Seminar, 1cr. Enrichment Seminar ac- include the need for nuclear reactors and the implications companying PHYS 202 or PHYS 207. Students do problem thereof, the dumping of nuclear waste at sea and alternatives, solving in collaborative groups on material derived from and better energy sources and energy depletion, the motion of supplementing University Physics II or College Physics II to pollutants through the environment, and other related topics. gain a deeper understanding of concepts and applications. PHYS-110 Physics in Everyday Life, 3 cr. A laboratory Coreq.: restricted to students taking either PHYS-202 or PHYS-207 concurrently. oriented course for the non-science major. Central con- PHYS-215 Physics III, 4 cr. Introduction to the physics of cepts of physics (the laws of mechanics and electricity, the the twentieth century, including applications to related fields properties of light, atoms and nuclei) and how they are ap- such as biology, chemistry, earth science, and engineering. plied in the modern world (rockets, electric motors, optical Fundamental concepts of special relativity, quantum mechan- instruments, automobiles, toys, etc.). Knowledge of basic ics, and statistical physics as applied to atomic, molecular, algebra skills is assumed. Lecture 2 hours, lab 2 hours. nuclear and solid state physics. Prereq.: PHYS-202 or PHYS-207. Prereq.: MATHDEV-092 or ACT score 24 or higher.

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PHYS-301 Independent Study in Physics, 1 cr. Research, PHYS-324 Advanced Classical Physics, 3 cr. Introduction laboratory work, study or tutorial in a specific area of phys- to advanced topics in classical physics in preparation for ics under faculty supervision. Prereq.: consent of department chair the study of modern physics. Topics include the Lagrangian and College Dean. formalism of classical mechanics and its application to the PHYS-302 Independent Study in Physics, 2 cr. (See PHYS- theories of planetary motion, small oscillations, rigid body 301 for description.) mechanics; Maxwell’s equations, radiation and propagation PHYS-303 Independent Study in Physics, 3 cr. (See PHYS- of electromagnetic waves, the theory of special relativity. 301 for description.) Prereq.: PHYS-311 and PHYS-321. PHYS-305 Modern Physics I, 3 cr. This course covers the PHYS-330 Intermediate Physics Lab, 3 cr. An introduc- advances made in the discipline of physics during the first tion to scientific measurement procedures, with special half of the twentieth century that continue to drive the tech- attention paid to the examination of error and uncertainty nologies we use today. Topics that will be covered include an and to certain widely used experimental techniques and introduction to the theory of relativity, elementary quantum their applications. Techniques used include those in optics, theory, and its applications to atomic, molecular and nuclear electronics, and atomic, solid state and nuclear physics. physics. Prereq.: Undergraduate level PHYS 207 Minimum Grade of C or Experiments are chosen according to the individual student’s Undergraduate level PHYS 202 Minimum Grade of C. needs and interests. This course may be taken up to three PHYS-306 Modern Physics II, 3, cr. Modern Physics II is the times. Prereq.: junior standing. second part of a two course sequence covering advances PHYS-331 Optics, 4 cr. The fundamental principles of made in physics during the twentieth century. This content geometrical and physical optics and their application to the includes aspects of the general theory of relativity, cosmology, design of modern instruments as well as atomic spectra, and applications of elementary quantum theory to atomic properties of photons, and lasers. Principles discussed in physics, molecular physics, nuclear physics, particle physics the lecture will be explored in various lab exercises. Lecture and condensed matter physics. Prereq.: PHYS-305. 2 hours, Lab 4 hours. Prereq.: PHYS-202 or PHYS-207, PHYS-204, PHYS 307 Modern Physics Laboratory, 3 cr. An introduction and MATH-202. to intermediate experimental methods, scientific writing, and PHYS-332 Electronics, 4 cr. Laboratory and lecture covering investigations which provided the experimental foundation both the basic structure of various electronic components, for the major revolutions in 20th century physics. Students and their use and behavior in circuits. The course begins will perform classic modern physics experiments which with linear elements, such as resistors, inductors, and demonstrate quantization in nature, wave particle duality, capacitors, and proceeds through various semiconductor and the properties and interactions of fundamental particles. devices, diodes, transistors, and operational amplifiers, and Students will present written results of their investigations in culminates with the structure and use of logic circuits. Major a variety of formats common in the discipline. Prereq.: PHYS- emphasis is placed on laboratory work where the properties 306 and ENGL-101. and interactions of various circuits are investigated. Lecture PHYS-308 Introductory Mathematical Physics, 3 cr. Vector 2 hours, Lab 4 hours. Prereq.: PHYS-204. and tensor analysis, matrices, and matrix algebra, ordinary PHYS-335 Thermodynamics and Kinetic Theory, 3 cr. differential equations with constant coefficients; Fourier Thermodynamic systems; pressure and temperature; ideal series, introduction to complex variables. Prereq.: PHYS-207 (or gas laws; heat, work and energy; entropy; kinetic theory. PHYS-202 and MATH-203) Prereq.: PHYS-206 and MATH-202 or consent of instructor. PHYS-309 Fortran and Numerical Analysis for Scientists, 3 PHYS-336 Quantum Mechanics I, 3 cr. First part of a two cr. Introduction to the use of computers in solving scientific term sequence dealing with quantum physics. Review of the problems; Fortran programming is described and applied experimental evidence for the wave properties of light and to several fundamental problems. Prereq.: MATH-202, or consent discussion of atomic spectra and electron spin, elementary of instructor. wave mechanics, the hydrogen atom, the properties of many PHYS-311 Mechanics I, 3 cr. Statics of particles and rigid electron atoms and the periodic table, and the structure of bodies, kinematics and dynamics of particles (including molecules. Prereq.: three 300-level physics courses. damped and forced harmonic oscillators), work and energy, PHYS-337 Modern Physics Lab, 2 cr. A series of experi- linear and angular momentum, conservation laws, dynamics of ments chosen according to each student’s needs and interests rigid bodies, introduction to special relativity. Prereq.: PHYS-308. in the fields of optics, electronics, and atomic, nuclear, and PHYS-321 Electricity and Magnetism I, 3 cr. Coulomb’s solid state physics. Prereq.: junior standing. law, electric fields and electrostatic potential, Gauss’s law, PHYS-338 Quantum Mechanics II, 3 cr. Second part of Poisson’s equation, capacitance, dielectric media, current a two term sequence dealing with quantum physics with density, simple circuits, magnetic fields, Lorentz force, mag- primary emphasis on the physics of bulk matter: review netic media, induction, Ampere’s law, inductance, Maxwell’s of thermodynamics, classical and quantum statistics, the equations. Prereq.: PHYS-308. nuclear properties of solids, conductors, semi- and super- conductors, ferromagnetism, nuclei, and elementary particles. Prereq.: PHYS-336.

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PHYS-344 Introduction to Solid State Physics, 3 cr. Crystal PHYS-369 Instrumentation Electronics, 4 cr. Lecture and Structure, crystal bonding, thermal properties of solids, dielectric laboratory course on the properties and uses of electronic properties, free electron model of metals, band theory of solids, scientific instruments used in making physical measurements, magnetism, superconductivity, current applications. Prereq: PHYS- 336. including computer interfacing. The instruments are studied PHYS-350 Field Experience in Physics, 3 cr. Practical from input transducer to final output. A major emphasis is experience in industrial or government physics laboratories placed on laboratory work, where actual instrumentation under the joint supervision of the department and the labo- circuits are built and tested. The course culminates with each ratory. There are six hours of field experience required per student building an actual scientific instrument. Lecture 2 week. This course may be taken up to three times. Prereq.: hours, Lab 4 hours. Prereq.: PHYS-332 or consent of instructor. sixteen credit hours of physics courses and consent of department. PHYS-391 Astrophysics, 3 cr. An introduction to such PHYS-361 Materials I: Structural, Mechanical and Thermal topics in astrophysics as the formation, structure, evolution, Properties, 3 cr. An introductory course on the properties of and death of planets, stars, clusters, galaxies, the universe materials for students in all areas of science and technology. (Big Bang), and other esoteric objects such as black holes, Topics include structural, thermal and mechanical properties neutron stars, and quasars. Significant application of physics of metals, alloys, ceramics, and plastics, and their explana- and mathematics is assumed. Prereq.: PHYS-202 and MATH-202 or tion in terms of molecular and atomic properties. Lecture 2 consent of instructor. hours, Lab 2 hours. Prereq.: PHYS-215 or consent of instructor. PHYS-392 Beyond The Cosmos’ Creation, 3 cr. Modern PHYS-362 Materials II: Electronic and Optical Proper- theories for the development of the universe from the Planck ties, 3 cr. Companion course to Materials I with primary Time through the Radiation era and Matter era, to the possible emphasis on the electronic properties of materials and their end scenarios, as well as pertinent experimental evidence; industrial use. Topics include conductors, semiconductors, Hubble’s Law; the Big Bang; the inflationary Big Bang; the superconductors, ferromagnetism and ferroelectricity, opti- evolution of the universe with time and temperature; is the cal and infra-red properties. Lecture 2 hours, Lab 2 hours. universe open or closed; Dark Mass?; current developments. Prereq.: PHYS-215 or consent of instructor. Prereq.: PHYS-215 and PHYS-311 or consent of instructor. PHYS-365 Microprocessor Electronics, 4 cr. The course acquaints the students with the basics of microprocessor technology, both from the point of view of understanding POLITICAL SCIENCE the theory of operation, and in learning to program and use Jeffrey S. Hill, Ph.D., Professor, Acting Chair these devices to accomplish a given task. The Motorola 6800 Sangmin Bae, Ph.D., Associate Professor is the principal example, and each student has access to a Russell Benjamin, Ph.D., Associate Professor microprocessor trainer for practical lab experiences. Interfac- Ellen Cannon, Ph.D., Professor ing microprocessors to each other and to the outside world Martyn De Bruyn, Ph.D., Assistant Professor is included, and the course culminates with each student David E. Leaman, Ph.D., Associate Professor completing a major interfacing project. Lecture 2 hours, Lab Sophia Mihic, Ph.D., Associate Professor 4 hours. Prereq.: PHYS-332 or consent of instructor. Gregory Neddenriep, Ph.D., Assistant Professor PHYS-366 Communication Electronics, 3 cr. The course covers tuned circuits, radio frequency amplifiers, intermediate Marshall Thompson, Ph.D., Assistant Professor frequency amplifiers, cavity resonators and U.H.F. amplifiers, Political Science is central to an understanding of all basic modulation, detection, R.F. power amplifiers, transmitters, social issues; therefore, an understanding of political life is transmission lines, antennas, television, and special topics indispensable for any well-educated person. The department in communication electronics, including digital methods currently offers an undergraduate major, a minor in political and telemetry. Lecture 2 hours, lab 2 hours. Prereq.: PHYS-332 science, a minor in public administration, and a graduate or consent of instructor. program leading to the Master of Arts degree. PHYS-367 Transducer and Special Purpose Electronics, Areas of political science in which courses are offered include 4 cr. Lecture and laboratory on the characteristics of devices American Politics and Public Affairs; International Relations which convert physical quantities such as heat, light, motion, and Comparative Politics; and Political Theory. Within each and sound into electrical signals. This includes both the practi- area, major themes are explored (e.g., public policy and cal aspects of using such devices and the intrinsic physical administration, political values and change, elite-mass re- properties which make their use possible. Sensors used lationships, and political parties and groups.) include thermistors, thermopiles, microphones, solar cells, Students interested in majoring in political science are urged and piezoelectric/pyroelectric films. The course culminates to register as a major at the departmental office early, to meet with each student doing a major project, which may include with their advisors regularly, to check the current Schedule computer interfacing to the transducers. Lecture 2 hours, of Classes each term, and to become well acquainted with Lab 4 hours. Prereq.: PHYS-332 or consent of instructor. the requirements for political science majors. Information is available in the departmental office.

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This course fulfills the teachers’ certification requirement course to the Minor. In that case total credit hours will be 21. in American government and the Human Relations requirements. This applies only to students in the Elementary Education PSCI-216 American National Government...... 3 cr. and Early Childhood Education Programs. Students should also be aware of the University requirements Minor in Public Administration (18 cr. hrs.) for the Bachelor's degree. All students must complete a This minor will be of interest to students who would like to minimum of 24 semester hours at the 300 level, and 18 at broaden the career opportunities available to them, students the 200- or 300-level. interested in public affairs and administration and students in non-traditional programs, such as the BA in Interdisciplinary UNDERGRADUATE PROGRAMS Studies program, who wish to focus on governmental pro- Major in Political Science for the Bachelor of Arts cesses. Students who are also majoring in Political Science Degree are discouraged from minoring in Public Administration. Students majoring in political science must take at least 33 Instead, public administration courses can be incorporated credit hours in political science. into their major program. Required Courses: Required Courses: Two introductory courses selected from:...... 6 cr. PSCI-216 American National Government...... 3 cr. PSCI-275 Introduction to World Politics PSCI-341 Public Administration...... 3 cr. PSCI-251 Comparative Political Systems At least two courses from the following:...... 6 cr. PSCI-291 Concepts of Political Science PSCI-325 Public Policy...... 3 cr. PSCI-216 American National Government PSCI-344 Public Organization Theory...... 3 cr. (These introductory courses are not open to majors PSCI-345 Government Budgeting...... 3 cr. in their senior year.) PSCI-346 Public Personnel Administration...... 3 cr. PSCI-210 Introduction to Political Science...... 3 cr. Two 300-level courses relevant to Public Administration (PSCI-210 must be among the first four chosen with the aid of a departmental advisor, including, political science courses taken.) if desired, one or two additional courses from the list Eight 300-level courses...... 24 cr. of four above...... 6 cr. to be distributed among: Total 18 cr. 5 courses in one area of emphasis* GRADUATE PROGRAM 2 courses in a second area 1 course in a third area Master of Arts in Political Science Total 33 cr. Students have two options to choose from to fulfill the mas- ter’s degree program requirements: *The broad areas of emphasis recognized by the depart- ment are American Politics and Public Affairs; International 1. Thirty credit hours of course work, a thesis for six credit and Comparative Politics; and Political Theory. These eight hours, and an oral examination, or courses must be at the 300-level. 2. Thirty-six credit hours of course work, a written com- prehensive examination, and an oral examination. Minor in Political Science (18 cr. hrs.) A student interested in the thirty credit thesis option must A minor in political science may be structured to complement secure approval of the department. Only students who have a student’s major in another department or to develop an demonstrated high proficiency in various aspects of graduate area of interest. An assigned advisor will counsel a student studies (writing, discussion, analysis, creativity, etc.) will be in choosing six appropriate courses. permitted to write a thesis. The following two courses are required: One course selected from PSC-275, PSCI-291, PSCI-251 or PSCI- 216; and the Requirements for Admission to the Program: general survey of the discipline, PSCI-210. At least three Students must fulfill the requirements for admission to the courses should be taken at the 300-level. Graduate College. (These are set out in the academic cata- logue in the section “The Graduate College.” Applications Students in the Elementary Education and Early Childhood may be secured from the Graduate College, located in B-159). Education programs who have selected this minor must complete a minimum of 9 hours at the 300-level to meet Requirements for the Degree: graduation and certification requirements. Students in the For students admitted to Master’s Programs, all graduate program should note that if you use PSCI-216 American credits must be at the 400 level, except for a limited number National Government to satisfy the Social and Behavioral of 300 level courses specifically approved for graduate degree Science General Education requirement, you must add a credits in a given Master’s degree program. Departments may permit students to apply up to three of these 300 level courses, to a maximum of ten credit hours, to fulfill program

198 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 POLITICAL SCIENCE requirements. This policy applies to all students. Consult with PSCI-303 Independent Study in Political Science, 1 cr. your program advisor or the Graduate College for details. (See PSCI-301 for description.) Students must select one area of emphasis from the following: PSCI-304 Field Experience, 3 cr. Placement in a govern- American Politics and Public Affairs ment agency, political office or related institution for 8 hours per week. Opportunity for testing classroom concepts and International and Comparative Politics theories, career exploration and the development of problem Political Theory solving, research and social skills. Meetings arranged. Pre- Students are required to take: req.: six hours in the Behavioral/Social Sciences and consent of the instructor, 1. PSCI-401 Classics of Political Science, preferably as a department chair and the College Dean. first course. PSCI-305 Internship I, 6 cr. (See description for PSCI-304. 2. PSCI-402 Research Methods in Political Science, if Hours in placement increased to 16 hours per week.) possible before graduate seminar courses. PSCI-306 Internship II, 6 cr. (See description for PSCI-304. Hours in placement increased to 16 hours per week.) 3. Five courses in the area of emphasis, including a PSCI-307 Topics in Political Science, 3 cr. Exploration at 400-level seminar or a thesis seminar. an advanced level of current issues and special concerns 4. Three courses selected from a second area. in political science. Consult the schedule of classes for 5. Two elective courses from any area of emphasis. specific topics. Students should consult with the graduate advisor before PSCI-308 Research Methods and Techniques in Political taking their courses. Science, 3 cr. Designed for upper division majors in politi- cal science or those intending to undertake graduate study COURSE OFFERINGS in political science, the course provides an introduction to PSCI-210 Introduction to Political Science, 3 cr. An in- topics and skills given more intensive and specialized consid- troduction to the discipline through an examination of the eration on the graduate level. Topics include an introduction concepts and skills utilized in the contemporary study of to the various research techniques in political science, with politics. The course provides an overview of political sci- emphasis on developing skills necessary for graduate work ence, including its various sub-fields, and a framework for in the discipline areas of concentration: development of further study. research designs, identification of appropriate data sources, PSCI-216 American National Government, 3 cr. Description discussion of alternative methodologies, and data analysis and analysis of national political institutions and processes. techniques. Prereq.: PSCI-210 or PSCI-216 or PSCI-251 or PSCI-275 . Current issues and problems of American government. PSCI-310 Congress and the Legislative Branch, 3 cr. In- PSCI-251 WIP: Comparative Political Systems, 3 cr. This troduction to the U.S. Congress as a political and legislative course is an introduction to Comparative politics. In this course body; includes analysis of the committee system, rules, and students will study different political systems (democracies, differences between House and Senate; examines problems semi-democracies, and authoritarian regimes) by way of of representation and executive-legislative relations. Prereq.: selective case studies. Major issues in comparative politics, PSCI-216 or consent of instructor. such as democratization, political culture, political economy, PSCI-311 The American Judiciary and the Judicial Pro- constitutionalism, political leadership, and political parties cess, 3 cr. An analysis of the judicial policy- making process and elections will be discussed in some detail. Even though at all levels of the American judiciary with special emphasis this is not a course in American politics, comparisons with on the Supreme Court’s role in constitutional development, the United States will be drawn where appropriate. Prereq.: separation of powers, and the historical and political context ENGL-101 minimum grade of C. of constitutional law doctrines. Critical cases are examined. PSCI-275 Introduction to World Politics, 3 cr. General Prereq.: PSCI-216 or consent of instructor. introduction to world politics with emphasis on current is- PSCI-312 American Presidency and the Executive Branch, sues and events of importance at the international or global 3 cr. The role of the President and the executive branch in level. Basic concepts and methods of political analysis are the American governmental system. Contemporary problems introduced. of the Presidency and the bureaucracy. Prereq.: PSCI-216 or PSCI-291 Concepts of Political Science, 3 cr. Analysis consent of instructor. of a number of crucial political concepts, such as equality, PSCI-313 State Government and Politics, 3 cr. Examination justice, political obligation, representation, rights, and law. of political institutions at the state level: governor, legislature, PSCI-301 Independent Study in Political Science, 3 cr. judiciary, constitution, parties, and administration. Analysis Intensive investigation of a special area of political science of state politics within and outside the institutional frame- or a contemporary political issue. Prereq.: consent of the instructor, work. Discussion of major problems and functions of state department chair and the College Dean. framework. Discussion of major problems and functions of PSCI-302 Independent Study in Political Science, 2 cr. state governments today. Emphasis on Illinois government (See PSCI-301 for description.) and politics. Prereq.: PSCI-216 or consent of instructor.

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PSCI-315 Electoral Politics, 3 cr. A review of major devel- policy encompasses the basic interests and values of society. opments in electoral politics (including political parties and But in a pluralistic society such as the United States, there electoral law) and voting behavior in recent years, and an is often deep disagreement over those values. Such is the analysis of current elections. Prereq.: PSCI- 216 or consent of instructor. case with education. This course will focus on struggle with PSCI-316 Pressure Groups: Power, Participation, and an aim to demonstrate that educational policy is never really Public Policy, 3 cr. Examination of the role of interest groups about education per se but about politics and struggle over in political systems, with emphasis on groups in American specific interests.Prereq.: PSCI-216. politics—their membership, organization, activities, goals, PSCI-327 Government and Economy, 3 cr. Exploration and impact on American public policy with special atten- of the role and purpose of government and market in the tion on the role of groups as representative agents and their American economy; discussion of contemporary issues (e.g., functioning as facilitators or resistors with regard to social income distribution or government regulation); international change. Prereq.: PSCI-216 or consent of instructor. comparisons. Prereq.: PSCI-216. PSCI-317 Public Opinion, Mass Media, and American PSCI-328 Politics of Poverty, 3 cr. This course examines Politics, 3 cr. The role of public opinion in American politics, poverty within the context of the American political system. techniques of polling and survey research, the impact of mass In particular, it examines public policymaking and public media on opinion and on candidate preferences; introduces policies in regard to poverty, and the historical and political concepts of political culture and socialization. Prereq.: PSCI-216 factors that have impacted upon poverty in this nation. This or consent of instructor. course also includes an examination of theories that have PSCI-319 The Politics of Law, 3 cr. Consideration of vari- influenced government policies regarding the poor. Finally, ous definitions of law, the impact of law on the behavior of it examines recent changes in poverty programs, a discus- various actors; the political, social, and economic forces sion of possible alternatives to these programs, and policies which mold law; the influence of the legal system on the regarding payday loans and similar financial practices that various actors within it; and theoretical efforts to explain the impact the working poor. Prereq: PSCI-216. relationships of law and society, with emphasis on the trial PSCI-329 Minority Politics in the U.S., 3 cr. course provides courts, the organization of the bar, the origin of litigation, an exploration of the politics of various minority groups in and the political consequences of lower court involvement the United States. In a society that is becoming increasingly in social conflicts.Prereq.: PSCI-216 or consent of instructor. diverse, it is essential that students gain an appreciation of PSCI-320 Constitutional Law, 3 cr. The role of the Supreme ethnic, racial, and gender groups in their society. While the Court and its impact on the constitutional development of course touches upon many groups, the primary focus is upon the due process clause, civil liberties, First Amendment African Americans, Latinos, and women. Prereq: PSCI-216. freedoms, and the equal protection of the laws are traced PSCI-330 African American Politics and Social Change, with particular emphasis on the assessment of the role of the 3 cr. This course will familiarize students with the political Supreme Court vis-a-vis the states and the national govern- challenges of and strategies employed by African Americans ment in protecting and restricting civil liberties. Prereq.: PSCI-216. in the United States. The course examines the impacts of PSCI-322 Women and Political Influence in the 21st these attempts at social and political change. A critical Century, 3 cr. This course will examine the changing influ- issue is the extent to which black Americans have gained ence of women both in the American and global context. democracy in American society. Additionally, internal black Some of the questions we will examine include what does political issues are examined. Further, the American politi- political influence mean in the 21st century and how does it cal system itself is examined as part of the global political motivate different women in different contexts and cultures community. Prereq: PSCI-216. to become politically involved? Do certain policy issues PSCI-331 Latinos and Public Policy, 3cr. This course appear to increase our influence more than others? To what explores the social, economic and political status of Latinos extent has capitalism and global entrepreneurship impacted through a public policy lens. Its goal is to provide a basic the influence of women. Prereq.: PSCI-216 or consent of instructor. understanding of public policies on key issues impacting PSCI-323 American Ideologies, 3 cr. Exploration of various Latino communities. The course provides a brief history of ideologies that attempt to explain the nature of American various Latino populations in the U.S. Most significantly, it society and politics; a discussion of belief systems and provides basic foundations for understanding what public value orientations; consideration of diversity and change in policy is, how it is made, how it affects Latino communities, a system of fundamental stability; analysis of variants of left and how it can be impacted to effect positive change for and right ideologies. Prereq.: PSCI-216. Latinos. Prereq.: PSCI-216 or consent of instructor. PSCI-325 Public Policy, 3 cr. Introduction to the analysis PSCI-332 Latinos and the Law, 3 cr. This course critically of public policy, including the policy-making institutions and examines legal topics related to Latinas/os in American soci- processes; normative and empirical models of policy-making, ety. Students will read and discuss landmark court decisions, and case studies of specific public policies. Prereq.: PSCI-216. law review articles, and chapters from interdisciplinary texts PSCI-326 Educational Policy in America, 3 cr. This course in order to analyze legal doctrines, litigation strategies and examines the politics and policies of education. Education the socio-political context in which these legal matters occur.

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After an initial introductory unit that is heavily historical, we ness, decision-making, leadership and policy formulation, will place a strong emphasis on significant social, political and change in public organizations. Prereq.: PSCI-216. and legal events from the 1940s to the present. Prereq.: PSCI- PSCI-345 Government Budgeting, 3 cr. Fiscal policy and 216 or consent of instructor. budget process; historically changing functions of budget- PSCI 333 Immigration, Ethnicity, and Citizenship, 3 cr. ing — from emphasis on control to managerial effectiveness; This course is an introduction to the most important political reassertion of Congressional authority in 1974 and the new and academic debates surrounding the topic of immigration: budget cycle; zero-based budgeting; impoundment, transfer How are citizenship and nationhood defined? What is the re- payments, and grant-in-aid. Prereq.: PSCI-216. lationship between ethnicity and citizenship? What comprises PSCI-346 Public Personnel Administration, 3 cr. Organiza- our national and ethnic identity? How do our perceptions of tion and administration of the personnel function in public citizenship, nationhood, and ethnicity influence each other bureaucracies; relations of personnel management to operat- as well as our outlook on immigration? What are current ing departments and agencies; the scope of public personnel immigration policies and immigration policy debates in the services; appraisal of policies and practices in selected areas U.S. and elsewhere? In addressing these questions, this of personnel management, such as selection and training, course will explore five major themes: immigration, identity, human relations, and motivation. Prereq.: PSCI-216. ethnicity, (trans)nationalism, and citizenship. Prereq.: PSCI-216 PSCI-347 Disaster Policy & Politics, 3 cr. This course fo- or consent of instructor. cuses on the evolution of U.S. disaster policy and the practice PSCI-334 Intergovernmental Relations, 3 cr. Impact of emergency management, with particular attention to the of federalism on policy-making and administration in the roles of local governments, public agencies, and nonprofit American system; focuses on the interaction between fed- agencies in disaster management. The course examines the eral government and states, metropolitan areas, and cities major policy issues, including the utility of the "all-hazards" in the development and implementation of public policy. model of emergency management; the role of all first respond- Prereq.: PSCI-216. ers in disaster operations (police, firefighters, physicians, PSCI-335 Urban Politics, 3 cr. Types of urban government and medical emergency personnel); military, state and local and politics; ability of the governmental institutions to meet capacity building; and the design and implementation of the demands and respond to the needs of urban areas; hazard mitigation policies and programs. Particular attention community power and control; citizen participation and will be given to nuclear waste leaks, chemical biological and decentralization of governmental services. Prereq.: PSCI-216. nuclear attacks, and urban wildfires.Prereq.: PSCI-216. PSCI-336 Urban Government Administration, 3 cr. PSCI-348 Topics in Public Administration, 3 cr. Exploration Introductory survey of local governmental administration; at an advanced level of current issues and special concerns powers of municipal corporations, special districts and other in public administration. Prereq.: PSCI-216. jurisdictions; taxation, revenue and budgeting, common ad- PSCI-350 International Relations in Asia, 3 cr. The foreign ministrative structures, and institutionalized forms of urban policies of various Asian nations with special attention to the leadership and control. Prereq.: PSCI-216. relations among these nations as well as their relations with PSCI-338 Chicago Politics, 3 cr. The structure of the gov- other areas of the world. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. ernment of the City of Chicago and its associated politics; PSCI-351 Government and Politics of Japan, 3 cr. The the development of the Daley machine and its aftermath modern Japanese political system; the relationship between with particular focus on the impact of race on contemporary the Japanese people and their institutions, including the political behavior; including analysis of voting patterns and interrelationships between the traditional and the modern blocs within the City Council. Prereq.: PSCI-216. with emphasis on the structures and processes of Japanese PSCI-339 Laboratory in Urban Politics, 3 cr. First- hand government and politics since World War II. Prereq.: PSCI-210 observation of urban governmental organization, political or PSCI-251 or PSCI-275. parties, and politically active citizen groups; written and PSCI-353 Government and Politics of China, 3 cr. The oral reports and class discussion of field observations. structure and activities of the Chinese Communist party and Prereq.: PSCI-216. state communist outlook; ideologies and significant internal PSCI-341 Public Administration, 3 cr. Introduction to the and foreign problems. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. role of public bureaucracies in the political system. A general PSCI-354 Islamic Civilization: Government & Politics, overview of major concepts, processes, and problem areas in 3 cr. Islam is not only one ofthe major religions of the world but the field of public administration. Intended for undergraduate also a political Ideology claiming nearly one billion adherent~ students; graduate students seeking a general overview of about one-fourth ofthe entire world population. Its impact on the field should take PSCI-441.Prereq.: PSCI-216. the world within the last 1400 years is so powerful that one PSCI-344 WIP: Public Organization Theory, 3 cr. Review cannot study History, Religion, Culture, Politics, Economics of theories concerning public bureaucracies, their internal and Civilizations without correctly understanding Islam not functioning and societal roles; analysis of the organizational only as a Religion but also as a force affecting world events. setting of work and its implications; organizational effective- Prereq.: PSCI-210 or PSCI-251 or PSCI-275.

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PSCI-355 The Politics of Islam, 3 cr. Discussion of the be maintained depends on the political wisdom of the top religion of Islam and the Islamic political institutions; influence leaders in North and South Korea and in the United States. of Islamic political thought and religion on political systems Prereq.: PSCI-210 or PSCI-251 or PSCI-275. currently operating in major Muslim countries. Prereq.: PSCI- PSCI-368 The Politics of the Soviet and Post-Soviet 210 or PSCI-251 or PSCI-275. World, 3 cr. Political history of the Soviet period, including PSCI-357 Politics of the European Union, 3 cr. Politics the structure and operation of the Soviet Communist Party. of the European Union is an introduction to the history, the Dissolution of the Soviet system, analysis of present transition institutions, and the policies of the European Union. Students period and future economic and political prospects for Rus- will discuss topics ranging from theories of integration to sia and bordering states. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. economic and social policy and issues of democracy in the PSCI-369 Russia in International Politics, 3 cr. Analysis EU. Students are required to participate in an EU simulation of the new Russian state as a leader of the former Soviet in which they take on an alter ego and learn first hand how to states and its former Warsaw Pact allies, tensions and new negotiate through the complex system of EU decision making. developments; relations with the United States and with The prerequisite for this class is PSCI 210 (Introduction to the European Community; Russia as a major actor in global Political Science) or PSCI 251 (Comparative Political Systems) politics. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. or PSCI 275 (Introduction to World Politics). PSCI-371 Canadian Government and Politics, 3 cr. The PSCI-358 Modern European Governments, 3 cr. Com- Canadian political system with analysis of the constitutional parative study of the politics and governments of several development, the structure of government, political parties major European nations. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. and pressure groups, problems of regionalism and nationality, PSCI-360 Politics of Sub-Saharan Africa, 3 cr. Exami- questions of foreign policy and relationship with the United nation and comparison of the politics of selected African States. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. states; particular emphasis on traditional heritage, colonial PSCI-372 Democracy, Responsiveness, and Account- background, ideological setting, political parties, role of the ability, 3 cr. In recent decades the number of countries that military, governmental structure, and problems of nation- select their rulers through competitive elections has increased building. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. sharply. The performance of many of these regimes, however, PSCI-363 Politics of the Middle East, 3 cr. The impact raises serious doubts about the extent to which elections of the physical environment, the economic conditions, and guarantee a close correspondence between citizen prefer- the historical heritage on the political structures presently ences and policy outputs. This class explores the practical operating in the region; analysis of the region in its world implications of ideals like responsiveness and accountability context. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. for elected and appointed officials, and how these operate PSCI-364 Islamic Civilization: Political Ideology and in conjunction with separation of powers, judiciaries, party Theory, 3 cr. This course will provide an in-depth view of discipline, pressure from international actors, as well as more Islamic Civilization, it’s development, it’s rich heritage, and base incentives, such as personal ambition and corruption. it’s effects on the social and political life of societies in sev- Prereq.: PSCI 210, PSCI 251, or PSCI 275. eral parts of the world. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. PSCI-373 Gender and Politics, 3 cr. A study of the rela- PSCI-365 Politics and Government of Mexico, Central tionship of gender and gender roles to political attitudes, America, and the Caribbean, 3 cr. The political systems in beliefs and behavior. The nature of political socialization Mexico, Central America, and the Caribbean; comparison is considered as well as political and economic structures of the social, economic, and political conditions of each; pertinent to gender distinctions. The approach is compara- the strategic importance of this region to the United States. tive. Prereq.: PSCI-210 or PSCI-251 or PSCI-275 or WSP-101. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. PSCI-375 Contemporary International Relations, 3 cr. PSCI-366 Politics and Governments of South America, Basic principles and problems; emphasis on contemporary 3 cr. Examination of the various political systems on the issues in international political life. Prereq.: PSCI-210 or PSCI-251 continent of South America with comparisons of social and or PSCI-275. political institutions of the various countries. Prereq.: PSCI-210 PSCI-376 Principles of International Relations, 3 cr. or PSCI-251 or PSCI-275. Content and method of studying international relations; PSCI-367 Government and Politics of South and North classical and behavioral approaches. Prereq.: PSCI-210 or PSCI- Korea, 3 cr. Based on a comparative perspective, this course 251 or PSCI-275. will focus on the two Koreans’ political, economic, military, PSCI-377 International Organizations: Theory and social, educational and cultural developments since the end Practice, 3 cr. Evolution of existing theories in the area of of the Second World War in 1945. The two Koreans have had worldwide and region-wide cooperation among sovereign different ideologies and different political systems and both states. Survey of writings of recognized scholars, as well as of them, like China and Taiwan, have played and will play an commentaries. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. extremely important role in the security of the Asian-Pacific Rim. In other words, whether or not the peace in Asia can

202 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 POLITICAL SCIENCE

PSCI-378 International Political Economy, 3 cr. This Prereq.: PSCI 210, PSCI 251, or PSCI 275. course provides a study of the structure and development PSCI-388 International Relations of the Middle East, of the global political economy. To this end, the course will 3 cr. Struggles for power and peace in this strategic region cover topics including: the structure of the international of the world; nature and frequency of interactions between system, historical and present globalization, international the nations of the region and between these nations and the trade policies, exchange-rate policies, and domestic and great powers. Prereq.: PSCI-210 or PSCI-251 or PSCI-275. international institutions. The course is designed to stress PSCI-390 Classical Political Theory, 3 cr. Analysis of the theory, in addition to key events and developments in the concept of a political community in terms of obligations, world economy. We will explore theoretical and substantive rights, the public interest, the just state, and the just individual. explanations found in the international system as well as Selected writings of Plato, Aristotle, Sophocles, Aristophanes, those found within domestic political-economies. Prereq.: Xenophon, and others. Prereq.: Sophomore standing or higher. PSCI 210, PSCI 251, or PSCI 275. PSCI-391 Modern Political Theory, 3 cr. Analysis of the PSCI-379 War and Peace, 3 cr. War as a social institu- tensions between the individual and society. Concepts of tion; causes of war and the conditions of peace; prospects society, natural rights, political obligation, consent, the rule of and proposals for a peaceful world order. Prereq.: PSCI-210 or law, social contract, and revolution examined through selected PSCI-251 or PSCI-275. writings of Machiavelli, Hobbes, Locke, Rousseau, Burke, PSCI-380 International Law, 3 cr. Evolution of international Mills, Marx, and Pateman. Prereq.: Sophomore standing or higher. law from theological statements to modern jurisprudence; PSCI-392 WIP: Contemporary Political Philosophy, 3 cr. ramifications of the state as the single most important inter- Problems of contemporary political philosophy are exam- national person and its multifaceted activities; case briefing ined through selected writings of twentieth century political as a method of studying international law. Prereq.: PSCI-210 or philosophers with particular emphasis on the breakdown of PSCI-251 or PSCI-275. authority, political obligation, the decline of political partici- PSCI-381 International Terrorism, 3 cr. Investigation of pation, technology versus human values, revolution, the use terrorism, beginning with the problem of definition. Origins and meaning of violence, and the concept of public interest. and evolution of terrorism as well as motivations and inspi- Prereq.: Sophomore standing or higher and ENGL-101. rations of those who have embraced terrorism. A selection PSCI-393 Contemporary Political Analysis, 3 cr. Analysis of terrorist organizations will be studied. Prereq.: PSCI-210 or of behavioralism, decision-making theories, quantitative ap- PSCI-251 or PSCI-275. proaches to politics, structural-functionalism, systems theory, PSCI-383 United States Foreign Policy Since World War game theory, political development theory, and interest group II, 3 cr. Description and analysis of the important changes theory. Prereq.: PSCI-291 or consent of instructor. in traditional American foreign policy that have occurred PSCI-394 Selected Political Theorists, 3 cr. An in-depth since World War II; the international responsibilities that examination of a selected political theorist’s works as well the United States has shouldered as a world power; the as the critical literature. A different theorist will be examined political, economic, and social factors that are conditioning each semester. Consult the Schedule of Classes for specific and limiting American foreign policy today. Prereq.: PSCI-210 topics. Prereq.: Sophomore standing or higher. or PSCI-251 or PSCI-275. PSCI-395 Early American Political Thought, 3 cr. Topics PSCI-384 United States and the World Economy, 3 cr. including the American revolution, the writing of the constitu- A study of the nature and structure of the world economy tion, and the crisis of the Republic will be examined through and the role played by the U.S. in the post-World War II selected writings of the following theorists and activists: economy. Topics such as the Bretton Woods System, the Winthrop, Adams, Paine, Jefferson, Hamilton, Madison, Gold Window and flexible exchange rates and their political, Calhoun, Stanton, Thoreau, Douglass, Grimke, and Lincoln. social, economic and strategic dimensions. Prereq.: PSCI-210 Prereq.: Sophomore standing or higher. or PSCI-251 or PSCI-275. PSCI-397 African Political Thought, 3 cr. African political PSCI 386 Globalization and Politics, 3 cr. This course thought is examined through selected writings of important provides a conceptual foundation for understanding the inten- African leaders and writers dealing with political development sifying global system and its impacts on politics, economics, in the new states of Africa with particular focus on the prob- cultures, and transnational relations. In particular, the course lems of African identity (African values versus westernization), explores the effects of economic globalization – and political African socialism, Pan-Africanism, and the one party state. responses to economic globalization – in nations of Latin Prereq.: Sophomore standing or higher. America, Africa, and Asia; examines the roles and possible PSCI-398 Law and Social Change, 3 cr. An assessment reforms of major global financial institutions; extends analysis of the possibilities and limitations of law as an instrument of to the cultural and ideological aspects of globalization; and social change through an examination of the status of minori- assesses prospects for transnational cooperation on human ties and women, the social control of corporate behavior, rights and for expanded global governance and citizenship. and the politics of rights. Prereq.: PSCI-216 or consent of instructor.

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PSCI-399 Pro-Seminar in Political Theory, 3 cr. In-depth of political participation and political decision- making; reading and discussion of concepts and modes of analysis American voting behavior; discussion of current research relevant to political theory. Consult the Schedule of Classes in these areas; writing and presentation of seminar papers. for topics. Prereq.: Sophomore standing or higher. Prereq.: graduate standing. PSCI-401 Classics of Political Science, 3 cr. An examination PSCI-420 Religion and Politics in America, 3 cr. This of selected classics of the discipline of political science, with course investigates the religious factor in American politi- a special emphasis on major contributions of the modern cal life by examining the historical and contemporary effect era. This course provides students with an opportunity for of religion on political culture, political coalitions, individual close analysis of complex works in political science. Prereq.: political behavior, and public policy. The perspectives of graduate standing. the American founders on the relationship between church PSCI-402 Research Methods in Political Science, 3 cr. and state and the religion clauses in Article VI and the First Introduction to the various techniques in political science Amendment will be assessed. We will also look at the major with emphasis on developing skills necessary for graduate Supreme Court decisions on the meaning of the establish- work in the department. Areas of concentration: develop- ment clause and free exercise clauses in the US Constitution. ment of research designs, identification of appropriate data We will examine the role of the courts in refereeing conflicts sources, discussion of alternative methodologies, data over religion in America. Prereq.: graduate standing. analysis techniques. Prereq.: graduate standing. PSCI-421 Congress and the Bureaucracy, 3 cr. In this PSCI-404 Thesis Seminar—Political Science, 6 cr. seminar, we will focus on subgovernments in the United Guided research and preparation of the thesis required for States--that is, the administrative agencies, congressional the Master of Arts degree in Political Science. Prereq.: master’s committees, and interest groups associated with a particular degree candidacy in political science and consent of the instructor, department policy area. In particular, we will examine the nature of the chair and the College Dean. relationship between congress and regulatory agencies, what PSCI-405 Independent Study in Political Science, 3 cr. congress intended various agencies to do, and whether these Research and investigation into special topics and prepara- agencies generally meet or fail to meet the expectations of tion for a research paper(s) under individual faculty guidance. congress. We will examine how a bill becomes a law, and then Prereq.: graduate standing and consent of the instructor, department chair and what happens to that law afterwards. Prereq.: graduate standing. the College Dean. PSCI-424 Law and Equality, 3 cr. The class explores how PSCI-406 Independent Study in Political Science, 2 cr. the United States Supreme Court interprets and applies the (See PSCI-405 for description.) Equal Protection Clause of the 14th Amendment in situations PSCI-407 Independent Study in Political Science, 1 cr. where a statute or policy contains a classification based (See PSCI-405 for description.) race, gender, or sexual orientation. In conjunction with this PSCI-408 Graduate Internship, 3 cr. Placement in govern- emphasis on the Court's jurisprudence, other readings will ment agency, voluntary or third-sector organization, advocacy focus on the philosophical underpinnings of the Court's group, political office, or related institution. Opportunity for decisions, disparities in power and privilege contained in career-exploration, skill-development, or specialized training. the law, and personal accounts that detail how the human (Hours in placement: 10 per week) Prereq.: graduate standing and experience is affected by these disparities. The final segment consent of the instructor, department chair and the College Dean. of the course considers whether the law can be used as a PSCI-411 Readings in Current Political Issues, 3 cr. vehicle for social change, and how courts have approached Intensive reading on a current issue in political science. In legislative remedies designed to redress past discrimination. consultation with the instructor, students select topics within Prereq.: graduate standing. the general issue, prepare a reading program on the topic, PSCI-427 Seminar in American Policy-Making Process, analyze the problems and methods involved, and present 3 cr. Analysis of legislative, executive, administrative, and a written and/or oral discussion of the major books and judicial policy-making processes at the national government articles dealing with the chosen topic. Consult the Schedule level with emphasis on current research, case studies in of Classes for specific topics.Prereq.: graduate standing. policy-making, and presentation of seminar papers. Prereq.: PSCI-412 American Political Elites, 3 cr. The nature and graduate standing. impact of elites in the American political system. Readings PSCI-437 Seminar in Urban Politics, 3 cr. Analysis of the and discussion will include Plato, Marx, Michels, and various politics of metropolitan areas, with emphasis on the mobiliza- contemporary treatments of the nature of American society. tion of resources for urban problem-solving, and the political Special topics will be covered on the basis of students’ forces that impede the solution of such problems. Students particular interests. Prereq.: graduate standing. will write and present research papers on urban politics in PSCI-417 Seminar in Political Behavior, 3 cr. Sociologi- the Chicago metropolitan area. Prereq.: graduate standing. cal and psychological perspectives in political science; how PSCI-439 Minority Economic Development, 3 cr. This political attitudes and preferences are formed; comparative course investigates political and social factors related to political cultures; social and psychological determinants the economic development of minority groups in the United

204 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 POLITICAL SCIENCE

States. The demise of legalized segregation has meant racial perspective of policy choice, decision-making, and evalua- and ethnic minorities no longer face official barriers to eco- tion. Topics include criteria for evaluation of policy, techniques nomic success. However, most minority groups (particularly of analysis such as forecasting and scenario development, black Americans and Latinos) continue to have lower levels impact analysis, client satisfaction, and inequalities of result. of overall employment, income, and wealth than do whites. Prereq.: graduate standing. This course investigates political and social phenomena PSCI-460 Comparative Democratic Institutions, 3 cr. contributing to these patterns, as well as efforts by minor- This course develops an understanding of the relationships ity groups, supportive whites, and government actors in between citizens’ underlying interests and values and the addressing minority economic issues. There is a particular policy output produced in democratic countries. We will interest in minority entrepreneurship and employment issues. explore the ramifications of different constitutional designs Prereq.: graduate standing. and electoral systems for the provision of representation. PSCI-440 Research Methods in Public Administration, Furthermore, we will examine: the development of policy 3 cr. Research techniques in the study of public administra- preferences, citizens’ issuing of mandates, government tion. Methods taught will include techniques utilized by both responsiveness, and the ability of citizens to hold govern- political scientists and public administrators: case studies, ments to account. The operation of bureaucracies as well as decision-making analysis, cost-benefit analysis, and others. nominally independent arms of government, such as central Prereq.: graduate standing. banks, will also be considered. Prereq.: graduate standing. PSCI-441 History and Literature of Public Administration, PSCI- 465 Seminar in African Politics, 3 cr. An examination 3 cr. A review of major historical periods in public admin- of crucial problems in African politics with particular emphasis istration theory and practice and consideration of present on modernization and creating political order. Research will tendencies and possible future developments. Consideration focus on political participation, political institutions, national of standard summaries of the development of the discipline integration, ideology, the strains of modernization, the role and primary, classical sources as well as key theorists and of the military. Prereq.: graduate standing. concepts of the discipline. Prereq.: graduate standing. PSCI-467 Seminar in Comparative Politics, 3 cr. Analysis PSCI-442 Public Bureaucracies, 3 cr. Review of classic of selected problems in comparative politics, such as the and contemporary literature on bureaucracy; analysis of nature of political development, the relation of capitalism the concept of bureaucracy; examination of selected public to various forms of government, the future of advanced bureaucracies; strengths and limitations of the bureaucratic industrial societies; presentation and discussion of seminar form of work organization; proposed alternative forms of work papers. Consult the Schedule of Classes for specific topics. organization in the public sector; problems of accountability Prereq.: graduate standing. and public control. Prereq.: graduate standing. PSCI-469 Democratization and Capitalism in the 21st PSCI-444 Comparative Public Administration, 3 cr. Study Century, 3 cr. To understand the “third wave” democratiza- of the significance of public administration in a comparative tion in the late 20th century, this course engages theories setting with particular emphasis on the Third World; cultural about the causes, meanings, and challenges of “democracy”, impact on bureaucratic behavior; international and United including its complex relationships with capitalism. What were States technical assistance in public administration; bureau- the roles of elites, classes, and social movements in recent cracy and development; comparative public policy; Third democratic transitions, what types of systems emerged, what World perspectives and the recent critiques of adminis- conditions can cause “de-democratization,” and how does tratively generated and First World inspired development. the post-Cold War hegemony of market capitalism affect the Prereq.: graduate standing. prospects for sustaining and deepening democracy in the PSCI-446 Homeland Security: Policies, Politics and Ad- early 2ist century? Prereq.: graduate standing. ministration, 3 cr. In the wake of the events of September PSCI-473 Seminar in International Relations, 3 cr. Analysis 11, 2001, America has struggled to both re-write its under- of selected problems in international relations, such as causes standing of "security" within its borders and to reorganize its of international conflict, international diplomacy, conflict resources committed to maintaining "security". This course resolution, and problems in international law; presentation is designed to explore the revamping of the bureaucracy and discussion of seminar papers. Consult the Schedule of responsible for "homeland security," and the impact on Classes for specific topics. Prereq.: graduate standing. the population of the sense of uncertainty within borders. PSCI-475 Seminar in the Behavioral Aspects of Inter- Students will examine the impact of these developments on national Relations, 3 cr. Research, seminar papers, and state and local resources committed to "security" in com- discussion on the socio-psychological approaches to the munities, evaluating the strengths and weaknesses of the study of international relations; topics include the role of new "homeland security" efforts on the national, state, and nationalism in international conflict, decision-making in city levels. Prereq.: graduate standing. international relations, national and international image for- PSCI-447 Seminar in Public Policy Analysis, 3 cr. Study of mation, and the socio-psychological determinants of foreign governmental policy and program implementation from the policies. Prereq.: graduate standing.

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PSCI-476 Unified Germany in Changing Europe, 3 cr. ing debate over universality and culture relativism. Prereq.: The course will review the historical background of post- graduate standing. WW II Germany; the reunification process (its problems PSCI-483 International Political Economy, 3 cr. This course and potentials); and the role of the “new” Germany in the will simultaneously provide students with a broad and deep “new Europe.” Still politically and economically dominant in overview of international economic relations. We will draw Europe, the question to be explored is whether Germany’s from the literature in international relations, comparative future complements or competes with attempts to bring all politics, and economics to develop an understanding of of Europe together. Prereq.: graduate standing. international political economy. We will examine the interac- PSCI-477 Political Integration in Western Europe, 3 cr. tion between disparate national economies, national politics, Focus on post-World War II political integration in Europe; and the international system writ large. Prereq.: graduate standing. examination of various European international and supra- PSCI-491 Seminar on the Work of Hannah Arendt, 3 cr. This national organizations, with emphasis on the dynamics of course investigates the work of Hannah Arendt on politics, political integration in the European Community. Prereq.: society and political action, and provides an introduction to graduate standing. public realm theory that will work toward mastery of Arendt’s PSCI-478 EU - US Transatlantic Relations, 3 cr. Relations understanding of politics as, in Latin, the res publica,the public between the United States and Europe have been challenged thing.” Our primary questions will be what does political action frequently during the post-WWII era. These challenges have require and what can it accomplish? Our readings will include become more significant after September 11, 2001. The texts on civil disobedience, the relationship between history sympathy for the United States directly after the terrorists and political theory, the meanings of power and violence, attacks quickly dissolved over Iraq. Europe itself was di- colonialism, totalitarian rule during the Third Reich and the vided between supporters of the United States (UK, Spain, Soviet era, and on racial prejudice as political problem, and Italy, Poland) and opponents (Germany, France, Belgium). as political tool. Prereq.: graduate standing. The severe strain in diplomatic relations did, however, little PSCI-497 Seminar in Selected Problems in Political harm to the important trade relations. While differences in Theory, 3 cr. An examination of crucial problems in political values between Americans and Europeans should not be theory; the basis for moral values, political obligation, the marginalized, shared values significantly outnumber values nature of state, the concept of human nature, theories of that divide them. This course discusses the continued chal- representation, political change, and natural rights. Prereq.: lenges in the transatlantic relationship. Prereq.: graduate standing. graduate standing. PSCI-479 International Politics of East Asia, 3 cr. This course is designed for graduate students interested in in- ternational relations in East Asia. It examines the political, economic, and social challenges facing East Asian countries PSYCHOLOGY from a comparative perspective. The emphasis will be on Saba Ayman-Nolley, Ph.D., Professor, Chair theories that inform our understanding of international af- Ruth Church, Ph.D., Professor fairs and foreign policy decision-making, as each is related Amanda Dykema-Engblade, Ph.D., Associate Professor to East Asia, the military security and economic issues in Maureen Wang Erber, Ph.D., Professor international relations, though we will also study the domestic conditions driving those relations. Major themes include David Farmer, Ph.D., Associate Professor defense and security, trade and development, and human Lisa Hollis-Sawyer, Ph.D., Associate Professor rights. This course is not aimed to survey a general history of Christopher Merchant, Ph.D., Assistant Professor these countries but to discuss major issues and challenges Linda M. Rueckert, Ph.D., Professor associated with their political, economic, and social change Shannon Saszik, Ph.D., Assistant Professor and development. Prereq.: graduate standing. Therese Schuepfer, Ph.D., Professor PSCI-481 International Human Rights, 3 cr. Human rights Masami Takahashi, Ph.D., Associate Professor issues have been central to many of the top international Psychology is the science that deals with the brain and human news stories in recent years, including “ethnic cleansing” in behavior in all its forms: psychological, cognitive, emotional, Bosnia and Kosovo, genocide in Rwanda, self-determination individual, and group. Its methods range from those similar to in East Timor and Tibet, and humanitarian intervention in the ones used in the humanities to those used in the natural Somalia and Sudan (and in Afghanistan and Iraq, more con- sciences. It offers students a perspective which is not only troversially). The way in which the international community a career in itself but also a useful adjunct to any discipline. has responded to each of these examples demonstrates the complex relationship between state sovereignty and The Department of Psychology offers an undergraduate the promotion of universal human rights. Looking at human program that leads to a Bachelor of Arts degree in Psy- rights in both comparative and international perspectives, chology and a graduate program which leads to a Master we will discuss the philosophical and political bases for the of Arts in Gerontology. In both of these programs, the de- international human rights movement and probe the ongo- partment prepares students for careers in those areas that

206 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 PSYCHOLOGY make particular use of a knowledge of human behavior and PSYC-370 Theories of Learning, or development. These include human resource and person- PSYC-373 Human Perception, or nel positions in industry, direct service work in the social PSYC-375 Cognitive Psychology services, and research associate positions in academic and B. PSYC-330 Psychology of Personality, or industrial settings. Students are also prepared for pursuing PSYC-340 Abnormal Psychology further education in any of the major areas of psychology. C. PSYC-310 Developmental Psychology, or The department faculty members represent a number of PSYC-360 Social Psychology theoretical approaches as well as a wide range of content areas. This enhances the student’s opportunity to become Two electives in psychology ...... 6 cr. acquainted with the full scope of this broad and complex (200 or 300 level, up to one 200 level may be used) subject. Because of the need to create a combination of Senior Capstone Project courses consistent with their career goals, students are urged (proposed in advance with assistance to form a continuing relationship with a faculty advisor in the from your faculty advisor and approved department early in their major. by department chairperson)...... 3 cr. The interdisciplinary nature of psychology requires familiar- Total 30-31 cr. ity with other fields. Students intending to pursue graduate NOTES: Psychology courses used as electives within the studies should have a strong background in mathematics major must be at the 200 or 300 level. No more than one and the natural sciences. All psychology majors will benefit 200 level course may be used here. from course work in philosophy, physiology, literature, history, the social sciences, and computer science. The following rules apply to the major and minor in psychol- ogy and the minor in gerontology: Transfer courses must Students have the option of participating in the field experi- be approved by the department before being applied to the ence program. For details, see the section on Field Experi- major or minors. For transfer students at least one half of the ence. Additional information is available from the department courses applied to the major (15 semester hours) or minors program advisor. (9 semester hours) must be taken at Northeastern. No more Minors in psychology and in gerontology are also offered. than two courses (6 semester hours) transferred in from junior/ Students should also be aware of the University requirements community colleges may be applied to the major or minors. for the Bachelor's degree. All students must complete a Junior/community college courses may not be used in place minimum of 24 semester hours at the 300 level. of 300-level Northeastern courses. Students who transfer in an approved 3 semester hour course equivalent to General UNDERGRADUATE PROGRAMS Psychology may complete the major with 30 semester hours, Major in Psychology for the Bachelor of Arts or the psychology minor with 18 semester hours. Degree The same courses may not be used to fill requirements in Required Courses: two different programs within the department. PSYC-200 General Psychology...... 4 cr. Minor in Psychology (19 cr. hrs.) PSYC-202 Statistics and Research Methods I...... 3 cr. PSYC-302 Statistics and Research Methods II...... 3 cr. Required Courses: PSYC-200 General Psychology...... 4 cr. Select one of the following:...... 3 cr. PSYC-202 Statistics and Research Methods I...... 3 cr. PSYC-308 Laboratory, Research Methods: Tests and Measurements Select one course from each of the following PSYC-316 Laboratory, Research Methods: three categories:...... 9 cr. Child Development A. PSYC-350 Physiological Psychology, or PSYC-331 Laboratory, Research Methods: Personality PSYC-370 Theories of Learning, or PSYC-341 Laboratory, Research Methods: Clinical PSYC-373 Human Perception, or PSYC-351 Laboratory, Research Methods: PSYC-375 Cognitive Psychology Physiological Psychology PSYC-361 Laboratory, Research Methods: B. PSYC-330 Psychology of Personality, or Social Psychology PSYC-340 Abnormal Psychology PSYC-374 Laboratory, Research Methods: C. PSYC-310 Developmental Psychology, or Perception and Cognition PSYC-360 Social Psychology Select one course from each of the following three categories:...... 9 cr. One elective in psychology...... 3 cr. (200 or 300 level) A. PSYC-350 Physiological Psychology, or

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(See “Notes” above for additional information about earning The combination of required and elective courses prepares a minor in psychology.) graduates to assume positions of responsibility in direct service, administration, social policy, and research with, or Minor in Gerontology (18 cr. hrs.) on behalf of, older people. The minor in gerontology is designed to provide a broad, interdisciplinary introduction to various aspects of aging, and By design the program is part-time, with courses offered to prepare students to become professionals in aging-related in the evening and Saturdays. A student may complete all fields. The minor consists of a core classroom component but the thesis in three academic years by enrolling in one (12 credit hours), the field component (3 credit hours), and course in the first semester and two courses each semester the interdisciplinary component (3 credit hours). thereafter. The thesis is the final course and is usually taken after all classroom work is completed. Required Courses: PSYC 301 Research Methods Requirements for Admission to the Program: in the Social Sciences*...... 3 cr. Students must fulfill the general admission requirements PSYC 324 Geropsychology...... 3 cr. of the Graduate College at Northeastern Illinois University. PSYC 325 Psychosocial Development and Aging...... 3 cr. Students seeking admission to the M.A. in Gerontology PSYC 328 Seminar in Aging...... 3 cr. program must have completed 15 undergraduate credits PSYC 391 Field Experience in Psychology...... 3 cr. in the social sciences (anthropology, psychology, political One interdisciplinary elective course science, sociology, etc.) In addition, applicants must have from the department’s approved list...... 3 cr. completed one (3 credit) course in statistics. If applicants * Gerontology minors who are also Psychology Majors and meet all other requirements, the statistics requirement may therefore are taking PSYC 202 and PSYC 302 may substitute be fulfilled after conditional admission to the Program. In this another gerontology or related course in place of the minor case they will be expected to complete an undergraduate required PSYC 301 Research Methods course, upon approval course in statistics before being allowed to enter PSYC-408 by the department chair. Research Methods and before filing for degree candidacy. The undergraduate statistics course does not count toward (See "Notes" above for additional information about earning the 36 hours for the M.A. degree. a minor in gerontology) Requirements for the Degree: FIELD EXPERIENCE For students admitted to Master’s programs prior to Academic credit may be earned through relevant work at field the Fall 1997 semester, the majority of courses applied to sites such as human service agencies, community organiza- the Master’s degree must be 400-level; a limited number of tions, schools, and business. The experience may include appropriate 300-level courses are applicable. direct work with clients, case management, observation, outreach, tutoring, program evaluation and development, or Required Courses: research. The Field Experience program serves to integrate PSYC 401 Gerontology: An Overview...... 3 cr. theoretical concepts with practical experience. Training is PSYC 402 Developmental Processes jointly supervised by a field supervisor on site and a faculty in Later Life...... 3 cr. member on campus. Information about undergraduate field PSYC 403 Developmental Processes experience may be obtained from the program advisor in in Aging: Physical Aspects...... 3 cr. the psychology department. PSYC 408 Research Methods in Gerontology...... 3 cr. GRADUATE PROGRAM PSYC 418 Public Policy and Aging...... 3 cr. Master of Arts in Gerontology PSYC 426 Values, Decision-Making The master's degree program in gerontology is a multi- and the Elderly...... 3 cr. disciplinary degree intended to provide both breadth and PSYC 420 Seminar in Proposal Writing...... 3 cr. depth in the study of aging. The required portion of the Total 21 cr. 36 credit program consists of three parts: The classroom component consists of seven required courses (21 credits), Required Field Experience 6 cr. the experiential component consists of an internship (3 For those without previous experience in the field credits) and the capstone component involves a thesis (3 PSYC 415 Practicum ...... 3 cr. credits). In addition to the internship, a practicum is required PSYC 416 Internship...... 3 cr. for those students who do not have prior experience in the For those with demonstrated experience field. The thesis may be in basic or applied research or may PSYC 416 Internship...... 3 cr. be a theoretical integration of a topic area. Total 3-6 cr.

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Required Capstone Experience: PSYC-200 General Psychology, 4 cr. General introduction to PSYC 422 Thesis Seminar ...... 3 cr. the study of psychology as a science. A personalized system of instruction permits flexible scheduling and different rates Total 3 cr. for fulfilling requirements. The text covers approximately 25-30 Elective Courses: units of material. Tutoring and instructional aides are avail- These electives may be courses from within the able. Prereq.: Reading placement score of 5 or appropriate READ course(s). PSYC curriculum or other departments such as Counsel- PSYC-202 WIP: Statistics and Research Methods I, ing, Political Science, Human Resource Development or 3 cr. The first half of a sequence that is intended to prepare Business and Management. See faculty advisor for listing students to be consumers/producers of research. In this of approved electives. course students will learn basic descriptive statistics, correla- Total 6-9 cr. tion and regression, basic elements of research design and APA style. Students will be required to design a project and New 1-year Gerontology Cerificate write the introduction and method. This is a Writing Intensive This Certificate in Gerontology entails a total 12 credit hours course. Prereq.: PSYC-200 minimum grade of C and ENGL-101 minimum and can be completed in one academic year (Fall-Summer): grade of C; and NEIU Math Placement Result 30 or MATH-092 minimum grade Core Courses (9 credit hours total): of C or MATH-102 minimum grade of C. PSYC-AGED 401 Gerontology: An Overview...... 3 cr. PSYC-210 Parenting, 3 cr. Parenting integrates con- PSYC-AGED 402 Developmental cepts, data, and methods from child development, learning Processes in Later Life ...... 3 cr. theory,and applied behavior analysis and utilizes them in PSYC-AGED 415 Practicum in Gerontology...... 3 cr. the context of a positive parenting philosophy to advance (if waived, a graduate-level elective course can be taken as normal child skills development. replacement (approved by gerontology program coordinator)) PSYC-215 Child Psychology, 3 cr. Basic theories, con- Choose 1 of 3 (3 credit hours total): cepts, principles, and research data concerning the physical, intellectual, emotional, and social aspects of development PSYC-AGED 403 Physiology of Aging...... 3 cr. in children. PSYC-AGED 418 Public Policy and Aging...... 3 cr. PSYC-AGED 426 Values, Decision Making, PSYC-300 Special Topics in Psychology, 3 cr. Special and the Elderly...... 3 cr. and timely topics in psychology. Discussion, reading, and/or library research. Consult the Schedule of Classes for specific Total 12 cr. topics. Prereq.: PSYC-200. M.A. in Gerontology: PSYC-301 Research in the Social Sciences, 3 cr. This New non-Thesis Graduation Option course is intended to give students the knowledge and Beginning Spring 2010, the M.A. in Gerontology program skills necessary to interpret research literature in the social will offer the choice of a two-part comprehensive exam sciences and to write a focused literature review in correct (i.e., (1) written multiple-essay comprehensive exam and (2) APA style. It will cover the conceptual basis of descriptive fully-developed research proposal) in lieu of completing a full and inferential statistics and the basic theoretical premises thesis. Students will be required to do an oral presentation underlying the scientific method and sound research design. (“defense”) of their research proposal. This non-Thesis op- The emphasis will be on interpretation rather than computa- tion achieves the goals of the program and the gerontology tion and will use both textbook examples and actual journal field in training knowledgeable and competent researchers articles as focal points for instruction. and practitioners. PSYC-302 Statistics and Research Methods II, 3 cr. This course is the second half of a sequence that is intended to COURSE OFFERINGS prepare students to be consumers/producers of research. In PSYC-100 Survey of Psychology, 3 cr. An introduction to this course students will learn parametric and nonparametric the study of psychology as a dynamic and changing system inferential statistics through three-way analysis of variance, of interrelated and interacting areas. elements of complex experimental and quasi-experimental PSYC-110 Life Span Development, 3 cr. An introductory design, and research elements of APA format. Students will class on human development across the life span, from be required to collect data, analyze and discuss results, and conception to death. Explores the description, explanation, write a formal results and discussion section. Prereq.: PSYC and function of different aspects of development: physical, 202 and ENG 102. Majors only. psychological, and social. Designed as a general education PSYC-303 Advanced Statistics, 3 cr. An extension of con- course for non-majors, the main purpose of the course is to cepts covered in the introductory statistics course (PSYC- present the general underlying structures and mechanisms 302): advanced correlation techniques, analysis of variance, of development. Some of the major theories and research and sampling statistics. Prereq.: PSYC-302. findings will also be covered.

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PSYC-307 Psychological Tests and Measurements, 3 PSYC-318 Psychopathology of Childhood, 3 cr. Study cr. Principles and methods of measurement and evalua- of the dynamics of pre-adolescent neurotic disturbances. tion: elementary statistical concepts, reliability and validity, Prereq.: PSYC-215 or 310. interpretation of test results, standards for psychological PSYC-319 Child Development in Cross-Cultural Perspec- and educational tests, principles of test construction, and tive, 3 cr. Comparative studies of child rearing practices in use of psychological and educational tests. Prereq.: PSYC-202. varying cultural and sub-cultural milieus, including those in PSYC-308 Laboratory: Research Methods in Tests and the United States; effects of such differences on subsequent Measurements, 3 cr. Development, construction, scoring, adult personality in the cultures under consideration; problems standardization, determination of reliability and validity of of “normal” and “abnormal” behavior. Prereq.: PSYC-215 or 310. simple tests in psychology. Prereq.: PSYC-302. PSYC-320 Adolescent Psychology, 3 cr. Nature of ado- PSYC-310 Developmental Psychology, 3 cr. Longitudinal lescent development and adjustment: physical, intellectual, study of the development of behavior throughout the life emotional, and social aspects. Prereq.: PSYC-100 or 200. span, including physiological factors and their bearing on PSYC-322 Emotional Disturbances of Adolescence, the psychosocial adjustment of the individual in childhood, 3 cr. Study of the psychological dynamics and of the prob- adolescence, adulthood, and later maturity. Prereq.: PSYC-202. lems and conflicts which the adolescent may experience PSYC-311 Psychosexual Development, 3 cr. Study of the during this distinct phase of his/her life. Prereq.: PSYC-320 or 310. development of sex differences, from the acquisition of sex PSYC-324 Geropsychology, 3 cr. This course will introduce role identity in childhood through sex differences in adult students to the study of aging and the profession of geron- personality, cognition, and role behavior. Prereq.: PSYC-200. tology. The course focuses on the physical, psychological, PSYC-312 Psychological Development in Women, 3 cr. social and cognitive aspects of aging from a number of dis- Psychological development and identity formation in women ciplinary perspectives. Micro (individual’s process of aging) with emphasis on personality, psychosexual, and cognitive as well as macro (societal) issues of an aging population will development. Prereq.: PSYC-100 or 200. be examined. The course will also introduce students to a PSYC-314 Psychology of the African American Family, number of controversies and debates in gerontology, many 3cr. The purpose of this course is for students to gain an of which have implications for social policy. Prereq.: PSYC-100 understanding of how African American families have evolved or PSYC-110 or PSYC 200. in America. The experiences of slavery and racism have PSYC-325 Psychosocial Development and Aging, 3 cr. influenced the development of African American families Exploration of behavioral development and of the influence and the social policies and practices toward them. These of social and environmental factors on the psychosocial de- have resulted in the proliferation of myths and perceptions velopment throughout the life span. Prereq.: PSYC-324 or PSYC-310. of African American families that often emphasize the nega- PSYC-327 Counseling and Psychotherapy for the Ag- tive end results of years of discrimination. The goal of this ing, 3 cr. Principles of therapeutic intervention for persons course is to examine the history of African American families, 50 years and older using strategies appropriate for this age research performed on African American families, issues fac- group. Prereq.: PSYC-324 or PSYC-345. ing African American families, and interventions offered to PSYC-328 Seminar in Aging, 3 cr. Integrated and critical African American families. Prereq.: This course is open to all psychol- evaluation of problems and issues related to aging; assess- ogy majors. The prerequisite for this class is AFAM-200 for all other students. ment of research and of its application to the establishment PSYC-315 Advanced Child Psychology, 3 cr. Growth of of programs for the aged. Prereq.: PSYC-324. the child’s emotional life and personality and basic develop- PSYC-330 Psychology of Personality, 3 cr. Contemporary ment principles. Psychological difficulties in children will be theories of personality development and personality dynam- studied insofar as this study sheds light on the course of ics, and definitions of the healthy personality.Prereq.: PSYC-202. normal development. Prereq.: PSYC-215 or 310. PSYC-331 Laboratory, Research Methods in Psychology: PSYC-316 Laboratory, Research Methods in Psychol- Personality, 3 cr. Research methods used in the study of ogy: Child Development, 3 cr. Examination and applica- “personality.” Collection, analysis and interpretation of re- tion of research techniques and methods used in child and search data, and reporting results. Prereq.: PSYC 302 and 330 or 340. developmental psychology. Students will collect, analyze, PSYC-333 Humanistic Theories of Personality, 3 cr. Ap- interpret, and present research data. Prereq.: PSYC 302 (and proaches of the third force psychologists to the study of PSYC-215 or PSYC-310). personality development. Prereq.: PSYC-202. PSYC-317 Latino Psychology: Mental Health and the La- PSYC-334 Psychoanalytic Theories of Personality, 3 cr. tino Experience in the USA, 3 cr. This course is designed to Systematic comparison of the central concepts of Freudian explore and understand the multiplicity of factors (biological, and neo-Freudian analytic psychology, with special emphasis psychological, environmental and cultural) that impact and upon the contributions of ego psychology, implications for shape the mental health of different Latino groups living in the learning and for normal and abnormal personality develop- USA. Immigration, stereotyping, discrimination and prejudice ment. Prereq.: PSYC-202. are key topics in determining how Latinos view themselves in American culture. Prereq.: PSYC 200.

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PSYC-340 Abnormal Psychology, 3 cr. Overview of psy- in which students actually collect and analyze data. Prereq.: chopathology; similarities and differences between “normal” PSYC 302 and 360. and “abnormal groups. Prereq.: PSYC-202. PSYC-362 Introduction to Group Dynamics 3 cr. Study of PSYC-341 Laboratory, Research Methods in Psychology: the structures and interpersonal dynamics of small groups. Clinical, 3 cr. Application of the techniques learned in the Prereq.: PSYC-100 or PSYC-200. Statistics and Research Methods courses to actual research PSYC-363 Advanced Group Dynamics, 3 cr. Advanced topics in the clinical field of psychology. The format is one study of the various methods and theories of group interac- hour of lecture and four hours of laboratory, in which students tion and their application. Prereq.: PSYC-362. actually collect and analyze data. Fulfills department major PSYC-364 Theories of Intimate Relationships, 3 cr. Ad- lab requirement. Prereq.: PSYC-302 (and 330 or 340). vanced study of the field of intimate relationships. Coursework PSYC-345 Theory and Methods of Individual Therapy, covers social psychological theories and research on romantic 3 cr. Overview of various approaches to psychotherapy. relationships and addresses topics such as attraction, com- Prereq.: PSYC-330 or 340. munication, attachment, love, infidelity, jealousy, conflict, PSYC-346 Introduction to Group Psychotherapy, and relationship dissolution. Prereq.: PSYC 360. 3 cr. Study and application of the underlying principles of PSYC-365 Industrial Psychology, 3 cr. An introductory several approaches to group processes; e.g., T-groups, survey of the diverse field of industrial psychology. Personnel growth (Rogerian) groups, rational-emotive groups, Gestalt selection, business organizations, marketing and advertising, groups, T.A. groups. Prereq.: PSYC-330 or 340. human factors and human engineering, worker-supervisor PSYC-350 Physiological Psychology, 3 cr. Lectures on relations, and executive behavior. Prereq.: PSYC-100 or PSYC-200. physiological research techniques; ablation, lesioning, PSYC-370 Theories of Learning, 3 cr. Psychological study electro-physiology, and neurochemistry. The neuron, syn- of the processes of learning, problem-solving, and memory. aptic, electrical and chemical events, sensory physiology, Major historical theories of learning; demonstration of some psychopharmacology, memory mechanisms, emotions, and basic research techniques. Prereq.: PSYC-202. vegetative functions are covered. Prereq.: PSYC-202. PSYC-373 Human Perception, 3 cr. Study of how our PSYC-351 Physiological Psychology Lab, 3 cr. Techniques perceiving and performing systems convert information employed in the investigation of brain functions including from the environment and the self to action in everyday life. surgical and testing procedures such as ablation, electro- Prereq.: PSYC-202. lytic lesions, implants of permanent electrodes, operant PSYC-374 Laboratory, Research Methods in Psychology: conditioning techniques, pharmacological experiments and Perception, 3 cr. Research techniques and experiments in demonstrations. Prereq.: PSYC-302 and 350, or 12 hours of biology and perception, cognition and learning. Prereq.: PSYC-302 and 373. consent of instructor. PSYC-375 Cognitive Psychology, 3 cr. This course is an PSYC-352 Introduction to Neuropsychopharmacology, introduction to cognitive psychology, the study of human 3 cr. Discussion of neuronal synapse and neurotransmitter thought, information processing, and consciousness. It action, and of the physiology and basic chemistry of the covers the following topics normally associated with the better known putative neurotransmitters; overview of the study of cognition: pattern recognition, learning and memory, major and minor tranquilizers, the antidepressants, and the language, reasoning, decision making, cognitive neuropsy- hallucinogens; examination of the better known relation- chology, and artificial intelligence. Prereq.: PSYC 202. ships between neurochemistry, psychopharmacology, and PSYC-376 Social Neuroscience, 3 cr. The purpose of this behavior. Prereq.: PSYC-350. course is to gain an understanding of how the nervous sys- PSYC-353 Physiological Bases of Mental Disorders, tem affects social relationships, and how social relationships 3 cr. Physiological and genetic aspects of mental disorders: affect the nervous system. Although the main focus is on major theories and current research models with emphasis humans, many of the studies we cover will be on non-human on current literature and primary sources. Prereq.: PSYC-202. animals. We will focus mainly on the macro-level (i.e., parts PSYC-354 Seminar in Drug Abuse, 3 cr. Lectures, discus- of the brain), but some information will also be presented at sion, and selected readings concerning the psychological, the micro-level (cellular and chemical). Prereq.: PSYC 302 and sociological, and physiological aspects of drug abuse. any of the PSYC Core A courses. Prereq.: PSYC-100 or PSYC-200 or Intro Biol. PSYC-381 Independent Study in Psychology, 1 cr. Special PSYC-360 Social Psychology, 3 cr. Basic principles and study projects in psychology specifically and individually research techniques in social perception, attitude formation, contracted with the instructor. Arrangements should be group dynamics, interpersonal attraction, and social influ- made in the term prior to registration. Prereq.: PSYC-202 and ence. Prereq.: PSYC-202. consent of instructor. PSYC-361 Laboratory, Research Methods in Psychol- PSYC-382 Independent Study in Psychology, 2 cr. (See ogy: Social Psychology, 3 cr. Application of techniques PSYC-381 for description.) Prereq.: PSYC-202 and consent of instructor. learned in Statistics and Research Methods to actual research PSYC-383 Independent Study in Psychology, 3 cr. (See topics in social psychology. Through lecture and laboratory, PSYC-381 for description.) Prereq.: PSYC-202 and consent of instructor.

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PSYC-391 Field Experience in Psychology I, 3 cr. Ex- illness and late onset psychopathology are clarified. Ques- periential learning in psychology-related settings (such as tions of assessment and treatment for these populations are psychiatric hospitals and schools) integrating both academic included. Prereq.: PSYC 401 or consent of instructor. work and on-the-job experience. Arrangements should be PSYC-414 Psychotherapy of the Elderly, 3 cr. This course made in the term prior to registration. Prereq.: 9 credit hours of assists students interested in direct service to develop an psychology, and consent of instructor. awareness of the range of psycho-therapeutic modalities PSYC-393 Seminar in the Teaching of Psychology, 3 cr. that are effective with elderly clients. Prereq.: PSYC 401 or consent Introduces students to the theories and methods of post- of instructor. secondary teaching as relevant to the field of psychology. PSYC-415 Practicum in Gerontology, 3 cr. A supervised Students participate with faculty in active teaching activi- practicum, typically 120 clock hours, is required of all stu- ties of an undergraduate psychology course. Prereq.: declared dents who lack formal experience in working directly with psychology major and consent of instructor. the elderly. It is also recommended for students who have PSYC-395 History of Psychology, 3 cr. Psychology as a previously worked with this population and whose career science from Wundt to present day. The course examines objectives make a different type of experience in another systems and describes and evaluates theories. Prereq.: PSYC-202. setting desirable. Prereq: PSYC 402 and consent of the gerontology Field PSYC-396 Senior Seminar in Psychology, 3 cr. Research Experience Coordinator. and preparation of papers; provides for individual work by the PSYC-416 Internship in Gerontology, 3 cr. This 120 clock student, and guidance through criticism by fellow students hour supervised field work course is required of all students. and faculty. Prereq.: PSYC-302. Those with no prior experience in gerontology must complete PSYC 415 before registering for this course. The internship Gerontology site varies according to the interests of the student. The PSYC-401 Gerontology: An Overview, 3 cr. Presents an faculty will determine the suitability of the site. Prereq: PSYC overview of the field of gerontology. It provides an introduc- 402 and consent of the gerontology Field Experience Coordinator. tion to the demographic, economic, and social implications PSYC-418 Public Policy and Aging, 3 cr. This course will of the growth in the population of older individuals. Prereq.: examine major health care, social, and economic policies graduate standing. that affect the elderly. Students will learn to assess and PSYC-402 Developmental Processes in Later Life, 3 cr. understand the differential impact on life style and quality of Examines research on how individuals age psychologically life experienced in old age by individuals of various socio- throughout adulthood and into advanced old age. Prereq.: economic classes. Prereq: PSYC 401. PSYC 401 or consent of instructor. PSYC-420 Seminar in Proposal Writing, 3 cr. This seminar PSYC-403 Developmental Processes in Aging: Physi- covers the whole process of proposal writing as it applies ological Aspects, 3 cr. In order to understand the aging to either grant or thesis proposals. Students are expected individual, it is important to understand the normal and to produce an acceptable proposal as part of the course. pathological physical changes that occur as the person ages. Prereq.: PSYC 408. This course is intended to provide students of gerontology PSYC-422 Thesis Seminar, 3 cr. This course involves guid- with this basic grounding in the physiology of aging and thus ance of students writing a master’s thesis as part of the is aimed at graduate students with only minimal background requirements for the M.A. in Gerontology. Prereq.: PSYC 420 in biology. Using a combination of text material and journal PSYC-424 Independent Study in Gerontology, 3 cr. This readings, it will cover the developmental changes in all the course provides an opportunity to specialize in an area of major biological systems. Prereq.: PSYC 401. interest not sufficiently covered in either the required or PSYC-406 Aging and the Family, 3 cr. Acquaints students elective courses offered. The plan for independent study with the research on the inter-generational roles of the nuclear, (the specific topic, list of possible readings, and plan for a extended and non-traditional forms of 20th century families final paper) must be approved in writing by the sponsoring in providing physical, emotional, and financial support to faculty member in the term prior to registration. Prereq.: PSYC members over the life-span in a society that has increasing 402 and consent of instructor. numbers of three, four, and five generation families.Prereq: PSYC-426 Values, Decision-Making, and the Elderly, 3 PSYC 401 or consent of instructor. cr. This course sensitizes students to their own and oth- PSYC-408 Research Methods, 3 cr. This course introduces ers’ social and personal values pertaining to aging and the research methods and methodological problems encountered aged. It covers the ethical issues and dilemmas that arise in theoretical and applied studies in the field of gerontology for the elderly, their advocates, and caretakers when age is and provides guidance in preparing research or program a primary factor in making difficult decisions. Prereq.: PSYC Prereq.: PSYC 402. proposals. 401 or consent of instructor. PSYC-412 Aging and Psychopathology, 3 cr. Enables PSYC-428 Aging and Cultural Diversity in the United students to differentiate between the psychological char- States, 3 cr. This course familiarizes students with the litera- acteristics of normal aging in later life and those associated ture and research-in-progress on variations in the process of with psychopathology. Differences between chronic mental

212 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 SOCIAL WORK aging, attitudes toward aging and the aged, and assistance SWK-306 Human Behavior and the Social provided to the aged among various major ethnic groups Environment II...... 3 cr. found in the United States. Prereq.: PSYC 401 or consent of instructor. SWK-309 Research and Quantitative Applications PSYC-432 Meanings of Old Age, 3 cr. This course explores in Social Work...... 3 cr. the range of external perceptions and personal experiences SWK-310 Research Practicum I...... 3 cr. of old age and old people by comparing what research SWK-311 Research Practicum II...... 3 cr. scholars say about aging with the writings of older people SWK-353 Field Seminar I...... 3 cr. themselves. Societal ageism and personal beliefs about SWK-354 Field Seminar II...... 3 cr. aging, old age and old people are considered. Prereq.: PSYC SWK-355 Field Practicum I...... 3 cr. 401 or consent of instructor. SWK-356 Field Practicum II...... 3 cr. PSYC-434 Aging Services Network, 3 cr. This course SWK-357 Social Welfare Policy II...... 3 cr. examines the wide range of services and programs fostered Electives in Social Work...... 6 cr. by the Older Americans Act and referred to as the “aging Total 63 cr. network.” Interviews with service providers and on-site ob- Liberal Arts Requirements are prerequisite to the required servations give students an awareness of the issues involved foundation curricular courses for the social work major. in designing and implementing programs for older people. Prereq.: PSYC 401 or consent of instructor. Students interested in the major in social work must submit PSYC-455 Advanced Topics in Aging, 3 cr. These advanced an application for admissions to the major and be approved seminars are offered on topics of concern in the field of by the program’s Admissions Committee. Application forms gerontology. Prereq.: PSYC 401 or consent of instructor. are available in the program office. Students should seek advisement from a program advisor right away to assure compliance with prerequisites and required sequencing of courses. SOCIAL WORK Students need to complete all General Education and Liberal Jade S. Stanley, Ed.D., Professor, Chair Arts requirements in order to move beyond SWK 207. Jacqueline Anderson, Ph.D., Assistant Professor Social Work students are suggested to take MATH 112/113 Francisco Xavier Gaytan, Ph.D., Assistant Professor to meet math requirement. Jin Kim, Ph.D., Assistant Professor Job Ngwe, Ph.D., Associate Professor Minor in Social Work Milka Rodriguez, Ph.D., Assistant Professor Required Courses: The Social Work program offers a Bachelors of Arts Degree in SWK-200 Introduction to Social Work...... 3 cr. Social Work (BASW) accredited by the Council on Social Work SWK-207 Social Welfare Policy I...... 3 cr. Education. The curriculum is designed to prepare beginning level Electives: select four courses from the following...... 12 cr. generalist social work practitioners who are committed to the Total 18 cr. values and ethics of the profession and the provision of quality SWK-202 Community Analysis, 3 cr. services to diverse clients. Coursework and field experiences SWK-203 Analysis of Cross Cultural Interaction, 3 cr. expose students to a variety of social work settings and clients SWK-208 Human Sexuality and Social Work, 3 cr. who represent diverse socio-cultural backgrounds. SWK-250 Issues in Social Service Delivery, 3 cr. UNDERGRADUATE PROGRAMS SWK-307 Child/Adolescent Services, 3 cr. SWK-308 Social Work With Immigrants and Refugees, 3 cr. Major in Social Work for the Bachelor of Arts Degree SWK-312 Women and Social Work, 3 cr. Liberal Arts Requirements:...... 15 cr. SWK-314 Social Work Advocacy, 3 cr. ANTH-212 Cultural Anthropology...... 3 cr. SWK-320 Domestic Violence, 3 cr. BIOL-100 Introduction to Biology...... 3 cr. COURSE OFFERINGS PSYC-100 Survey of Psychology...... 3 cr. SWK 109- First Year Experience: Search for Meaning of PSYC-110 Life Span Development...... 3 cr. Life 3 cr. The social work profession seeks to help people SOC-100 Introduction to Sociology...... 3 cr. live happily and productively with joy and purpose and Required Courses in Social Work:...... 48 cr. meaning. Social work values diversity including what the SWK-200 Introduction to Social Work...... 3 cr. oldest wisdom traditions teach us about the meaning of SWK-207 Social Welfare Policy I...... 3 cr. life. In this course, we will visit sacred places in Chicago SWK-303 Human Behavior and the Social to experience the teachings and practices of six wisdom Environment I...... 3 cr. traditions- Christian, Jewish, Islam, Buddhist, Hindu and SWK-304 Social Work Practice I...... 3 cr. Native American - to learn what they can tell us about living SWK-305 Social Work Practice II...... 3 cr. joyfully and purposefully.

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SWK-200 Introduction to Social Work, 3 cr. Overview practice is about client empowerment through collabora- of the social work field, its philosophical basis, historical tive work with clients. This involves empowerment of clients development and future growth; introduction to the concept through preparation for first contact, learning how to dialogue of generalist practice. Prereq.: 89 credit hours or less. across client systems, learning how to define directions with SWK-202 Community Analysis, 3 cr. This is a Values and the client and collaborating about the client needs and resources. Knowledge course. Methods of conducting research on local Bridging knowledge from HUBSE I is done through practical communities and racial/ethnic groups in the Chicago Met- application. Prereq: Liberal Arts requirements, SWK-207 & concurrent with ropolitan area; exposure to gathering, interpreting, and pre- SWK-303, majors only. senting information about a local community. Prereq.: SWK-200. SWK-305 Social Work Practice II, 3 cr. The second course SWK-203 Analysis of Cross-Cultural Interaction, 3 cr. of a two-semester practice foundation. Course content will This is a Values and Knowledge course. This is a pre-practice focus on the social work processes of goal setting, ap- elective. Development of sensitivity when interacting with plication of models for action, and integrating gains in the persons of diverse racial/ethnic backgrounds. Role of culture generalist method of practice. The social worker’s role and in human behavior and how one’s culture interfaces with activities will be examined in light of the values and ethics other cultures. of the profession, which includes conducting oneself as an SWK-207 Social Welfare Policy I, 3 cr. Covers content on ethnically sensitive worker with diverse client systems in the the history of social welfare, current social welfare programs urban environment. Prereq: SWK-304, liberal arts requirements Concurrent and the societal values that underlie these provisions. Prereq: with SWK 306 and SWK 357 majors only SWK 200 or concurrent with SWK 207 SWK-306 Human Behavior and the Social Environment II, SWK-208 Human Sexuality and Social Work, 3 cr. 3 cr. This is the second course in the Human Behavior and This is a Values and Knowledge course. Knowledge of Social Environment foundation area. It is designed to examine sexuality as it is expressed in a variety of lifestyles and the the dynamic interplay between the individual’s development application of social work values and ethics when working and the functioning of groups, families, organizations and with sensitive issues in sexuality. communities, and builds on the objectives of SWK-303 SWK-250 Issues in Social Service Delivery, 3 cr. This is a HUBSE I. Each unit integrates the student’s knowledge about Values and Knowledge course. Covers major problems and the generalist model, the concepts & assumptions within, issues in the field of social work. Topics vary. understanding of the concept of self, the value of honoring SWK 301- Social Work and the Law 3 cr. This values diversity and the commitment to social and economic justice. and knowledge course will introduce and provide a basic Prereq: SWK-200, SWK-207, SWK-303 liberal arts requirements Concurrent with understanding to the social work student of the law, legal SWK 305 and SWK 357, majors only. processes, and legal systems as they relate to social work SWK-307 Services to Children and Adolescents, 3 cr. This fields' of practice. This course will challenge students to is a Values and Knowledge course. Child/Adolescent Services consider and begin to understand how the fields of social is an elective course focusing on children’s issues in social work and law intersect. They will develop an understanding work practice. The course will cover aspects of services and of how the practice of social work is continually influenced trends in child welfare. The course will include lectures, class and, often time regulated, by legislative and judicial decisions. discussions, guest speakers and in-class exercises to help The student will begin to explore how to advocate within the the students understand the traditional child welfare services, legal system on behalf of the populations that they serve. as well as a wide range of programs to support families and SWK-303 WIP: Human Behavior and the Social Environ- children. Throughout the course students will be exposed to ment I, 3 cr. A first course of a two-part sequence designed various perspectives, theories, and research on the influence to develop understanding about human behavior and the of ethnicity, race, age, and class which combine to shape social environment. Students will enhance their critical think- the policies and practices, both private and public. Prereq: ing skills by focusing on analyzing how people understand SWK 200, 207, majors only. themselves, how people create meaning in their lives, how SWK 308- Social Work Practice with Immigrants and people change, and how your own perspective influences Refugees 3 cr. This is a values and knowledge elective. understanding client-systems. The generalist practice model Professional social work in the United States began in the is used to understand the central principles of empowerment: late 19th century largely as a response to what was then the client capacity, resiliency, opportunities, context, constitu- largest wave of immigration to this country. Jane Addams's tion and construction. As a writing intensive course students Hull House settlement house served many of Chicago's develop the fundamentals of professional writing skills for the newly arrived European migrants helping them adjust to life social work field.Prereq.: SWK-200 minimum grade of C and ENGL-101 in their new home. Today, we are in the midst of another great minimum grade of C and concurrent with SWK-304 and SWK-309. wave of migrants; 12% of the U.S. population is foreign- SWK-304 Social Work Practice I, 3 cr. A first course in a born, representing over 35 million individuals. This group of two-part sequence designed to provide the student with immigrants are much more diverse racially, ethnically, and a foundation in generalist social work practice i.e. knowl- socio-economically than ever before. This diversity presents edge, values and skills. The central premise is that generalist a unique set of challenges for policymakers and practitioners

214 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 SOCIAL WORK trying to facilitate their adaptation to the US. This course is SWK-322 WIP: International Social Work, 3 cr. This values thus designed to help students planning to work with foreign- and knowledge course is intended to provide students with born populations (and their offspring) gain the knowledge an understanding of social policy issues and programs in and skills necessary to address their needs. Crosslisted with other countries. Examination of the political, economic, and LLAS. Prereq.: SWK-200, 207, majors only. social conditions that either enhance or impinge upon the SWK-309 Research and Quantitative Applications in wellbeing of people and policy development will be explored. Social Work, 3 cr. Content on basic and applied research Students will utilize critical thinking skills to deepen their concepts and methodology; assessment of empirical research understanding of international social work issues. Students published in professional social work literature; interpretation will be able to understand how cultural values and beliefs of statistical analyses. Prereq: SWK 200, 207 Concurrent with SWK 303 are translated into policies and enacted through programs. and SWK 304 majors only Prereq.: SWK-207, SWK-303, and ENGL-101 minimum grade of C. SWK-310 Research Practicum I, 3 cr. This course is de- SWK-326 Independent Study in Social Work, 3cr. This is signed to prepare students to conduct qualitative research a research study in an area of special interest to the student in their field practicum agency. At the completion of the involving research and field studies. Permission by chair. course each student will begin a detailed proposal for SWK-327 Social Work Practice with Families, 3 cr. This research that will be completed in the subsequent term. The is a Skills Elective course. Overview of the field of family course will cover the various approaches to qualitative research therapy; various approaches, differences in their underly- e.g. ethnographic theory, narrative and the case study. Special ing theoretical assumptions and their application in social attention will be given to problem formulation, literature review, work family assessments and interventions. Prereq: SWK 305, and data collection techniques. Prereq: SWK-309, taken concurrently 306, majors only. with SWK-353,355, majors only. SWK-328 Social Work With Groups, 3 cr. This is a Skills SWK-311 Research Practicum II, 3 cr. The focus of this Elective course, majors only. The purpose of this course is course is the continuation of the research proposal begun in to emphasize concepts, methods and issues in social group SWK-3 1 0-Research Seminar I, which includes procedures, work practice beyond what has been learned in SWK Prac- research design, data analysis, interpreting and coding data tice I & II. The course content will use Garland, Jones and and evaluation. Attention will be given to ethical consider- Kolodny’s five-stage developmental model of group work. ations and considerations of race, gender, culture and sexual The focus will be on group work theory and practice as it ap- orientation. Prereq: SWK-310; taken concurrently with SWK-356. plies to different practice settings and different populations. SWK-312 Women and Social Work, 3 cr. This is a Values Emphasis will be placed on the social worker’s developing and Knowledge course. Women and Social Work is an elec- self-awareness, ethical competence and practice skills in tive course focusing on women’s issues in social work, both working with groups. Prereq: SWK 305, 306, majors only. for women as social work practitioners and for women as SWK-329 Administration and Planning in Social Work, clients/participants in social service delivery systems. The 3 cr. It is designed to expose the beginning level practitioner course will cover aspects of feminist thought, non-sexist to administratvie and planning functions with emphasis on therapy, feminist therapy, sexist biases in research, femi- how these impact the direct service practitioner. Prereq: SWK nist research in social work and social welfare policies and 200, SWK 207, or consent of instructor practice which have an impact on women. Prereq: SWK 200, SWK-330 Social Work Practice in Community Settings, SWK 207 or consent of instructor 3 cr. This is a Skills Elective course. Structure and func- SWK-314 Social Work Advocacy, 3 cr. This is a Values tions of communities and models of community organizing; and Knowledge course. This course is designed to enhance development of community organizing skills. Prereq: SWK 305, students’ understanding ot soclal work advocacy. It is an SWK 306 or consent of instructor elective course and is geared to develop an awareness about SWK-353 Field Seminar I, 3 cr. Taken concurrently with social work advocacy and its role in: organizational change, SWK-355. Integration of knowledge, values and skills with political campaigns and lobbying. Prereq: SWK 200, SWK 207 or experience in the field practicum. Prereq: SWK 305, 306, pass ECE consent of instructor and complete 50 hours volunteer hours Concurrent with SWK 310 and SWK SWK-320 Domestic Violence Social Work: Theory and 355, majors only. Practice, 3 cr. This course will explore the theory and SWK-354 Field Seminar II, 3 cr. Taken concurrently with research on the causes of abuse, including individual and SWK-356. Continuation of SWK-353. Prereq: SWK 353, 310, family factors, intergenerational aspects, gender issues, Concurrent with SWK 311 and SWK 356 for majors only community and societal influences, as well as cultural fac- SWK-355 Field Practicum I, 3 cr. Taken concurrently with tors. Strategies and treatment for alleviating family violence SWK-353. Beginning field experience; students are placed in will be explored, including systems which are currently in a social work agency providing the opportunity to develop, place and other societal systems of response to this social test and reinforce social work knowledge, values and skills. problem. Prereq.: SWK 200, SWK 207, or consent of instructor. Majors only. Prereq: SWK 305, 306. Concurrent with SWK 353 and SWK 310, majors only.

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SWK-356 Field Practicum II, 3 cr. Taken concurrently with OR SWK-354. Continuation of SWK-355. Prereq: SWK 355. Concurrent SOC-351 Senior Seminar in Sociology...... 3 cr. with SWK 354 and SWK 311, majors only. [Fall Semester] SWK-357 Social Welfare Policy II, 3 cr. Critical analysis of Total 18 cr. social welfare policies and programs; focus on the impact Additional Courses Required for Majors (21 credit hours): of policy on direct practice. Prereq: SWK 200, SWK 207. Concurrent Student will either have a General Degree or a Concentration. SWK 305, 306, majors only Choose from the options below: General SOCIOLOGY Electives in Sociology...... 21 cr. Brett C. Stockdill, Ph.D., Professor, Chair Concentration Options: For each of the following con- Michael Armato, Ph.D., Associate Professor centration areas, students will select 4 elective courses (12 credit hours) from those listed and any other 3 electives in Christina Gomez, Ph.D., Professor sociology (9 credit hours). Students may substitute 1 cognate Brooke Johnson, Ph.D., Assistant Professor course outside of Sociology for an elective course within a Olivia N. Perlow, Ph.D., Assistant Professor concentration area with the approval of the Department Chair. Wamucii Njogu, Ph.D., Associate Professor Andreas G. Savas-Kourvetaris, Ph.D., Assistant Professor Community Action & Social Movements: SOC-105 Women, Men & Social Change The Sociology Department offers courses leading to a Bach- SOC-205 Contemporary Social Issues elor of Arts degree in sociology. Additionally, students may SOC-306 American Women: The Changing Image choose an eighteen-hour minor in sociology. SOC-310 Social Movements Sociology is the systematic study of human societies, their SOC-314 Urban Sociology patterns and arrangements, their processes of development SOC 342 Internship in Sociology and change. Course offerings cover sociological theories, SOC-343 Sociological Practice & Social Action Seminar research methods, gender and sexuality, race and ethnicity, SOC-344 African American Women: Feminism, Race, and inequalities, social institutions, social issues, social action Resistance and social change. SOC-373 Community Action & Resistance Total Hours in Concentration Area...... 12 cr. A major in sociology can provide a useful orientation for Electives in Sociology...... 9 cr. students who plan to attend graduate school or seek careers Total Hours for Major in Sociology 39 cr. in community-based organizations or in such fields as edu- cation, human resources, urban planning, law, community Intersectionalities: organizing, social welfare, or research in government and SOC-270 Sociology of Latinas private organizations. SOC-309 Sociology of Racism SOC-316 Race & Ethnic Relations NOTE: The following rules apply to the major and minor SOC-319 Topics in Race & Ethnicity in Sociology: Transfer courses must be approved by the SOC-320 Topics in Sex & Gender department before being applied to the major or minor. For SOC-340 Sociology of Sexualities transfer students majoring in Sociology, at least 24 hours SOC-344 African American Women: Feminism, Race, and must be taken at Northeastern and for students minoring in Resistance Sociology, at least 9 hours must be taken at Northeastern. Total Hours in Concentration Area...... 12 cr. Students should also be aware of the University requirements Electives in Sociology...... 9 cr. for the Bachelor's degree. Total Hours for Major in Sociology 39 cr. UNDERGRADUATE PROGRAMS Organization & Institutions Major in Sociology for the Bachelor of Arts Degree SOC-204 Sociology of Small Groups SOC-221 Sociology of Work Core courses required for all majors (18 credit hours): SOC-214 Sociology of Intimacy, Marriage, & Families SOC-100 Introduction to Sociology ...... 3 cr. SOC-307 Men & Masculinities SOC-211 Sociological Research Methods ...... 3 cr. SOC-310 Social Movements SOC-212 Introduction to Social Statistics ...... 3 cr. SOC-312 Sociology of Health & Illness SOC-245 WIP: Social Inequalities ...... 3 cr. SOC-317 Sociology of Religion SOC-335 Sociological Theory...... 3 cr. SOC-331 Military Sociology SOC-342 Internship in Sociology...... 3 cr. SOC-332 Sociology of Education [Spring Semester] SOC-342 Internship in Sociology SOC-347 Sociology of HIV/AIDS

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SOC-352 Sociology of Media SOC-205 Contemporary Social Issues, 3 cr. Analysis and SOC-360 Sociology of Occupations & Professions interpretation of major contemporary social issues, such as SOC-375 Government Intelligence Agencies war and peace, poverty, racism, sexism, power structures; Total Hours in Concentration Area...... 12 cr. critical evaluation of present and suggested programs to Electives in Sociology ...... 9 cr. meet current problems. Total Hours for Major in Sociology 39 cr. SOC-206 Sociology of Drug Abuse, 3 cr. Review of literature and current research on drug abuse. Examination of leading Youth/Family/Life Course social explanations of drug abuse and consideration of drug SOC-214 Sociology of Intimacy, Marriage, & Families treatment and prevention approaches. SOC-302 Sociology of Aging SOC-211 Sociological Research Methods, 3 cr. Emphasis SOC-312 Sociology of Health & Illness on increasing students' abilities to communicate their under- SOC-340 Sociology of Sexualities standing of social science research. Focus on learning social SOC-358 Youth & Youth Culture science research vocabulary, developing an understanding Total Hours in Concentration Area...... 12 cr. of issues in the philosophy of the social sciences, learning Electives in Sociology ...... 9 cr. steps and procedures in sociological research, and using Total Hours for Major in Sociology 39 cr. writing skills relevant to social science research. Prereq.: SOC- Minor in Sociology 100 and two other Sociology courses. All Sociology minors must complete two core courses SOC-212 Introduction to Social Statistics, 3 cr. An intro- (6 credit hours), one specialized area course (3 credit duction to descriptive and inferential statistics which are hours), and three electives (9 credit hours) for a total of 18 the basic statistical methods used in Sociology and other credit hours. Social Science disciplines. Students will also learn how to use a statistical package (SPSS for Windows) to analyze and Core Courses Required of all Minors: interpret survey data. Prereq.: SOC-100, SOC-211 and MATH-092 or SOC-100 Introduction to Sociology...... 3 cr. Math Placement score of 30 or higher. SOC-230 Sociological Analysis...... 3 cr. SOC-214 Sociology of Intimacy, Marriage and Families, 3 cr. The major issues involved in the criticisms of family Specialized Area Courses (choose one): systems with a view to predicting how current forms are likely SOC-306 American Women: The Changing Image or to mesh with changing trends to form marriage and family SOC-314 Urban Sociology or patterns in the future. Areas of study include family history, SOC-316 Race and Ethnic Relations...... 3 cr. changing demographic patterns, family structures, gender Electives in Sociology...... 9 cr. roles, sexuality, reproductive technology, marital interaction Total Hours for Minor in Sociology 18 cr. and power, marital dissolution, and reconstituted families. Students majoring in Elementary Education and Early Child- SOC-221 Sociology of Work, 3 cr. Examines work as both hood Education who have selected Sociology as a minor must a social and economic phenomenon; focuses on the role complete a minimum of 9 hours of the minor in courses at the of work in people’s lives and on the nature of occupational 300-level to meet graduation and certification requirements. roles as an element of social structure. Areas of study include the impact of technology on the meaning and organization COURSE OFFERINGS of work, the global economy, reward structures, unemploy- SOC-100 Introduction to Sociology, 3 cr. Fundamental ment, and the changing composition of the labor force of concepts involved in understanding human societies. Social- the future. Prereq.: SOC-100. ization, culture, social interaction, social institutions, social SOC-230 Sociological Analysis, 3 cr. An introduction to stratification, and social change are discussed. when and how to do sociological analysis of popular and SOC-105 Women, Men, and Social Change, 3 cr. This scholarly opinion, with a focus on developing and/or improv- course will examine the roots of gender expectations and ing communication and critical thinking skills. The course gender divisions; and historical and cultural variations in how integrates sociological theory and methods and requires gender has and is perceived. The course will raise questions students to analyze and critique theories, opinions, and re- about the consequences of the social organization of gender search found in a variety of popular and scholarly materials relations and the possibilities for change in the positions of using a sociological perspective. Prereq.: SOC-100. men and women in society. SOC-245 WIP: Social Inequalities, 3c r. Examines different SOC-204 Sociology of Small Groups, 3 cr. A study of the sociological explanations of the causes and consequences individual and group relationships in society in terms of the of social inequalities at the intersections of race, ethnicity, various types of social collectives; primary and secondary class, gender, and sexuality; explores the linkages between groups, crowds and publics, collective behavior and social social stratification in the United States and global inequalities movements with emphasis on the symbolic nature of social and how inequalities are institutionalized, legitimized, and interaction. Prereq.: SOC-100. experienced by different groups of people. Prereq.: SOC-100

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SOC-250 Sociology of Deviance, 3 cr. Overview of the SOC-314 Urban Sociology, 3 cr. Population characteristics, sociological works, both past and present, in the area of social structure, social change, and social policy associated social deviance. In addition, traditional and alternative defini- with urbanization and community development. Focus on tions and explanations of deviant behavior will be explored. problems of the inner city. Prereg: SOC-100. Prereq.: SOC-100. SOC-316 Race and Ethnic Relations, 3 cr. A cross-cultural SOC-270 Sociology of Latinas, 3 cr. Study of the role study of the patterns of interaction between racial and ethnic played by the Latina, and the social, economic and political groups, analysis of the sources of prejudice and discrimi- issues that affect her life. The relationship between class nation; examination of the relationships between race and and gender, and the impact of modernization on women’s ethnic relations and patterns of stratification. Prereg: SOC-100 roles and status will also be examined. or AFAM-200. SOC-302 Sociology of Aging, 3 cr. The aging process, SOC-317 Sociology of Religion, 3 cr. Study of the social examined from both an individual and societal perspective; aspects of religious beliefs, practices and participation. The problems, potentials, and realities of aging. Topics of study Church as a social institution and its relationship to social include the nature and quality of relations among members class, social control. Religion as a form of expressive behavior. of different generations, age norms, age constraints, and The function of religion for the individual and for different adult socialization as well as historical and cross-cultural social groups. Prereq.: SOC-100 or consent of instructor. comparisons of aging. Prereq.: SOC-100. SOC-319 Topics in Race and Ethnicity, 3 cr. Exploration SOC-306 American Women: The Changing Image, 3 cr. at an advanced level of selected issues in race and ethnicity. Analyzes women’s varying roles, statuses and life opportuni- Consult the Schedule of Classes for specific topics. Topics ties; covers the feminist movement, past and present with will vary. Prereg: SOC-100 or AFAM-200. special emphasis on the intersection of gender, race, and SOC-320 Topics in Sex and Gender, 3 cr. Exploration at an social class. Prereq.: SOC-100 or WSP-101. advanced level of current issues and concerns in the sociol- SOC-307 Men and Masculinities, 3 cr. Addresses the ogy of sex and gender. Consult the Schedule of Classes for central themes that have emerged in the feminist-inspired specific topics. Topics will vary.Prereg: SOC-100. sociological research on men and masculinities. Themes SOC-324 Political Sociology, 3 cr. Centers on the intersec- include men’s institutionalized power and privilege over tion of politics, society, and change. Challenges conventional women, inequalities among different groups of men (e.g., notions of the status quo through the investigation of social power disparities across race, ethnicity, class, sexuality, historical and comparative perspectives on change including and nation of origin), and the costs men and women pay for political ideas, practices, cleavages, and commonalities within men’s conformity to rigid notions of masculinity. In exploring communities and between peoples and nations. Focuses these themes, discussions will focus on masculinities at the on how power and democracy become intimate bedfellows individual, interpersonal, societal, and global levels. Prereq.: whose partnership has radically different consequences for SOC-100 or WSP-101 different groups of people in society. Prereq.: SOC-100 SOC-309 Sociology of Racism, 3 cr. Survey of the socio- SOC-329 Sociology of Violence, 3 cr. Cross cultural study logical and historical development of the theories of race and focus on social and psychological explanations of vio- and racism and the impact these theories have had on the lence in American society. Prereq.: SOC-100 or WSP-101. implementation of social policy. Black experience in America SOC-331 Military Sociology, 3 cr. Focus on the question of is highlighted and special attention is given to institutional U.S. military response to problems in Third World countries. expressions of racism in the Western world. Prereq.: SOC-100 In non-technical language, the issues of political-military or AFAM-200. responses to insurgencies and revolutions are discussed SOC-310 Social Movements, 3 cr. A systematic analysis of within the framework of the new military doctrine of low selected social and politicaI revoIutions and/or revolutionary intensity warfare and mid-intensity warfare. Prereq.: SOC-100. movements in the United States and globally. Prereg: SOC-100 SOC-332 Sociology of Education, 3 cr. An analysis and or consent of instructor. critique of education as a vast and complex social institution. SOC-312 Sociology of Health and Illness, 3 cr. Survey of The course will include a focus on the major features of the theory and research concerning social and cultural factors U.S. educational bureaucracy, its functions in creating and in determining health and illness and description of health transmitting culture and maintaining social control as well care organization and practice. Societal responses to health as a systematic analysis of diversity, cross-cultural, local, care problems. national and global trends in education. Prereq.: SOC-100. SOC-313 Social Demography, 3 cr. Population charac- SOC-335 Sociological Theory, 3 cr. History of social teristics and population dynamics in a variety of cultural thought, the various interpretations of societal patterns; settings; political, economic, and sociological implications of the theoretical orientations of classical sociological figures population trends, resources and approaches in demographic including Marx, Durkheim, and Weber and more recent analysis. Prereq.: SOC-100 or consent of instructor. orientations including conflict theory, symbolic interaction, and structural functionalism. Prereg: SOC-100.

218 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 SOCIOLOGY

SOC-336 Contemporary Sociological Theory, 3 cr. A survey various media on the socialization process, and the intersec- of contemporary sociological theories and paradigms, with a tions of race, class, gender, sexual orientation and age in the focus on writings that have most infiuenced the development images and knowledge created by mass media. of contemporary sociological theory and the way sociolo- SOC-349 Black Social Movements, 3 cr. Provides a con- gists currently approach and analyze their subject matter. ceptual framework for understanding the African American The course will explore theories, perspectives, ideas, and Civil rights movement by analyzing the origins and devel- works from voices generally unheard in discussions of formal opment of the modern civil rights movement, a movement sociological theory - namely, the voices of people of color that emerged in the South during the 1950s. Explores the and women. Prereq.: SOC-100; SOC 211; SOC-335. organized and collective forms of social change; the three SOC-338 Topics in Social Policy and Social Change, important sociological theories of social movements and 3 cr. Exploration at an advanced level of a social issue and collective action; the local, regional and national civil rights the social policies that have been developed to deal with it. campaigns; the development, achievements, and disintegra- Consult the Schedule of Classes for specific topics. Topics tion of the national civil rights coalition; and the contributions will vary. Prereq.: SOC-100. of the men and women unsung heroes of the movement. SOC-340 Sociology of Sexualities, 3 cr. Critical discus- Prereq.: SOC-100 or AFAM -200 sion and reading of current research and literature on human SOC-350 Social Structure in Black Communities, 3 cr. sexuality; the continuous psycho-sexual development of chil- Explores institutional variation and social change within dren, adolescents and adults; heterosexuality, homosexuality African-American communities. Examines African-American and bisexuality; the use of sex by the media; pornography; populations in different settings, both contemporary and his- prostitution; sex and the law; institutional sexuality; popula- torical, with attention given to major traditions of sociological tion control; marital sex; the effects of class background on theory and research related to these communities. Additional sexual practices. Prereg: SOC-100 or WSP-101. explorations include the origin, structure, reproduction, and SOC-341 Independent Study in Sociology, 3 cr. Research outcomes of racism and white supremacy, and how these study in an area of special interest to the student involving relate to labor market processes and outcomes, social mobil- research methodology and field studies. Independent Stud- ity and living standards, and major social institutions such ies require the approval of the instructor, department chair as healthcare, education, and criminal justice systems as and the College Dean. Prereq.: SOC-100, 4 other Sociology courses they relate to African Americans. Prereq.: SOC-100 or AFAM -200 and consent of instructor. SOC-351 Senior Seminar in Sociology, 3 cr. Discussion, SOC-342 Internship in Sociology, 3 cr. The internship in critical review and integration of students’ work with cur- sociology explores relationships among individuals, internal rent research. Preparation of a research paper with ongo- organizational departments, and organizations within the ing feedback from the instructor. Prereq.: senior status, SOC-100, larger social context. The internship includes a work expe- SOC-211 and SOC-335. rience that is designed to enhance the understanding and SOC-352 Sociology of HIV/AIDS, 3 cr. Examination of the use of sociological theories and concepts. Prereq.: Senior status; sociological aspects of the AIDS crisis. Socio-history of SOC-100; SOC-211; SOC-335. the HIV/AIDS crisis in the United States and globally. Em- SOC-343 Sociological Practice Seminar, 3 cr. This seminar phasis on how racial, class, gender and sexual inequalities provides students with an opportunity to do service and have shaped the epidemiology of HIV/AIDS. Responses of research in an applied organizational setting. It includes dominant social institutions to the AIDS crisis. Collective problem solving through involvement and social action action by impacted communities around issues of educa- research in one organizational setting. As an applied soci- tion, prevention, research, health care and support services. ologist, the student will learn to produce information that is Contemporary issues facing people living with HIV/AIDS useful in resolving problems in community organizations, including stigma, discrimination, mental health, access to social service organizations, and grassroots social change treatment, legal issues, and empowerment. Prereq.: SOC-100 organizations. Prereq.: SOC-100. SOC-357 Pro-Seminar in Sociology, 3 cr. Exploration at SOC-344 African American Women: Feminism, Race, an advanced level of selected issues in sociology. Course and Resistance, 3 cr. A systematic examination of the col- topics vary and are generated by student demand, program lective experiences of African American women, historical need or faculty expertise. Consult the Schedule of Classes and contemporary; the myths versus the realities of their for specific topics. Topics will vary.Prereq.: SOC-100 or consent everyday lives, including the interrelatedness and simultane- of instructor. ous affect of race, class, gender, sexual orientation and age SOC-358 Youth and Youth Culture, 3 cr. An analysis of in their Iived experiences. Prereq.: SOC-100 or AFAM-200 or WSP-101. youth and youth culture including the historical context of SOC-347 Sociology of Media, 3 cr. A systematic examina- adolescence, sociopolitical issues confronting youth, and tion of mass media as a social construction of knowledge. youth culture as a form of social and political resistance. Major focus is on the social and historical contexts within Each topic will be explored through detailed analyses of which the media are created, the powerful influence of the relevant literature, discussions with professionals who work with youth, and student research projects. Prereq.: SOC-100.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 219 TEACHING ENGLISH AS A SECOND/FOREIGN LANGUAGE (TESL/TEFL)

SOC-360 Sociology of Occupations and Professions, UNDERGRADUATE PROGRAM 3 cr. Exploration of the historical, theoretical and empirical The TESL/TEFL Program offers courses leading to an un- literature on occupations and professions. Issues to be ex- dergraduate minor. In addition, these same courses can plored include the relationship between occupations and the be taken by students in the College of Education who are family, education, technology and the political environment. pursuing state certification for teaching (certificate types Prereq.: SOC-100, SOC-221. 03, 04, 09, or 10) and would simultaneously like to work SOC-362 Becoming “American,” 3 cr. Becoming “American” toward an endorsement for teaching English as a second is not exclusively about American citizenship. Rather, it is language in the State of Illinois. Students seeking the TESL about understanding how changes in American society influ- Endorsement will also need to complete an additional 100 ence our social policies and vice versa. The course focuses clinical hours in an ESL setting; these should be completed on different social policies and raises questions about their in conjunction with enrollment in TESL 399. consequences on social groups and the possibilities for * Please note: The 100 clinical hours are NOT a requirement change. By learning how social policy develops, students of the TESL Minor; they are one of the state’s requirements will develop the tools to examine current social debates that for receiving the TESL endorsement. often polarize Americans into “us versus them.” Prereq.: SOC-100 SOC-373 Community Action and Resistance, 3 cr. Chicago Minor in TESL/TEFL (18 credit hours) metropolitan field investigation of community conditions, local Required Courses*: (18 credit hours) institutions and action programs. Field investigations may be TESL-301 The English Laguage for Teachers...... 3 cr. broad or concentrate on a particular school or community. TESL-310 English Grammar: Description Prereq.: SOC-100 and SOC-211. and Instruction...... 3 cr. SOC-375 Government Intelligence Agencies, 3 cr. A study TESL-330 Language, Society and Education...... 3 cr. of the various government agencies which collect intelligence TESL-341 TESL: Principles of Language Teaching...... 3 cr. within the U.S. and in foreign countries with emphasis on TESL-340 TESL: Practices and Procedures...... 3 cr. the kinds of intelligence gathered and the political uses to TESL-343 TESL: Assessment...... 3 cr. which it is put. The work of the CIA and the FBI are critically or examined. BLBC-342 Assessment in the Bilingual Classroom...... 3 cr. Total: 18 cr. *Alternative options may be available to fulfill the minor. TEACHING ENGLISH AS Please contact the TESL undergraduate advisor. A SECOND/FOREIGN GRADUATE PROGRAM LANGUAGE (TESL/TEFL) Master of Arts in Teaching English as a Second/Foreign Language Jeanine Ntihirageza, Ph.D., Associate Professor, Chair The M.A. in Teaching English as a Second/Foreign Language Lawrence N. Berlin, Ph.D., Professor gives students an understanding of the nature of language, Theodora H. Bofman, Ph.D., Professor culture, instruction, assessment, and professionalism, and William Stone, Ph.D., Associate Professor their interrelationships. The M.A. in TESL/TEFL prepares one Marit Vamarasi, Ph.D., Professor to teach English in the US or overseas. In addition, students TESL/TEFL is the application of linguistics to the teaching who have a valid teaching certificate can take courses lead- of English as a Second or Foreign Language. A degree in ing to the Illinois State Endorsement to teach ESL. See more TESL/TEFL is in great demand, both in the U.S. and abroad. below under “TESL Endorsement”. A career path in TESL can result not only in the more obvi- The program is designed for full- or part-time students, and ous professions related to education (e.g., English language all master’s level courses in the fall and spring are offered teacher, teacher trainer, program administrator, curriculum in the evenings. developer, materials developer) at the primary, secondary, Requirements for Admission to the M.A. Program: and tertiary levels, but also in a variety of areas that require Students must fulfill the requirements for admission to the the skills set developed within a TESL degree program (e.g., Graduate College of Northeastern Illinois University and ap- research, publishing, advocacy, government). ply to the TESL/TEFL Program for admission to the degree The NEIU TESL/TEFL Program offers courses leading to program. A student-at-large may transfer no more than a Master of Arts degree. The program also offers courses 9 credit hours of graduate coursework into the graduate leading to an undergraduate minor in TESL/TEFL, as well as TESL program. an Illinois State Endorsement to teach ESL. Program Prerequisites: Further information about our programs can be found on our Students entering the M.A. in TESL program are not expected website: www.neiu.edu/~tesl/. to have any prior preparation or knowledge of the field.

220 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 TEACHING ENGLISH AS A SECOND/FOREIGN LANGUAGE (TESL/TEFL)

For students whose native language is English: 9 hours of A choice of TESL-447 or another culture-related college level work—or the equivalent—in one or more for- course, in consultation with the advisor eign languages, or a demonstrated proficiency in a foreign 3 Planning, Implementing, and Managing Instruction language at ACTFL level 2 or above. TESL-410 Techniques of Teaching English For students whose native language is not English: English One other course, in consultation with the advisor proficiency demonstrated by a score of 90 on the internet- 4. Assessment based TOEFL (IBT), with a minimum of 20 on each of the TESL-468 Assessment of the Limited English Proficient four sections. Student Requirements for the Degree: 5. Professionalism All graduate credits must be at the 400 level. TESL-414 Theories of Teaching ESL TESL-460 Second Language Acquisition Students enrolled in the TESL/TEFL M.A. Program must apply for candidacy after completing their first four courses and Electives fulfilling the language requirement. Failure to do so at that Non-thesis Option: Six credits worth of electives are selected time may mean a delay in registering for the Thesis Seminar from the list of 400-level courses approved by the TESL or a delay in graduating. They must have a cumulative grade graduate advisor. In addition, a limited number of courses point average of at least 3.0 in all courses taken in fulfillment offered by other departments may be taken as electives. See of the degree program that they have taken to that point. Ap- your advisor for more information. plication forms for candidacy are available from the Graduate Thesis Option: Six credits of TESL 499. College website (http://www.neiu.edu/~gradcoll/index.htm). TESL courses which may be taken as electives include: All students pursuing a Master of Arts in TESL/TEFL will be TESL-409 Research Design and Methods required to submit a graduation project as one part of their TESL-430 Structure of Language graduation requirements. The project will consist of a cap- TESL-440 Language & Literacy stone paper with 4 elements to be included as appendices. TESL-442 Using Technology with Second Language Students pursuing the M.A. in TESL/TEFL will be assigned Learners an advisor early in their degree program for assistance in TESL-447 Pragmatics the preparation of the capstone paper. Please refer to the TESL-451 Lexically-Based Instruction program website for specific information with regard to tim- TESL-452 Content-Based Instruction ing, formatting, etc. TESL-465 Experiential Preparation for Teaching English as a Second Language Additionally, students can choose from two options: a thesis TESL-471 Evolution of Laws and Policies in and a non-thesis option. Language Instruction The thesis option requires 30 hours of completed coursework, TESL-490 Seminar in Teaching English as a Second including 1) all required courses with a cumulative grade point Language (Topic varies) average of at least 3.0 and no more than two grades of C; TESL ENDORSEMENT 2) the final capstone paper (“Graduation Project”); and 3) a The TESL/TEFL Program offers graduate courses that can be master’s thesis for an additional 6 hours credit. The thesis taken by individuals who are already state certified teachers option may be exercised only with department approval. who wish to qualify for State Of Illinois Endorsement to teach The non-thesis option requires 36 hours of 400-level course ESL. For undergraduate students who are working toward a work as specified with a cumulative grade point average of state certification and would like to simultaneously complete at least 3.0 and no more than two grades of C, plus the final coursework leading to the endorsement at the undergradu- capstone paper (“Graduation Project”). ate level, please see above under “Minor in TESL/TEFL”. Any special program design, tutored study, or independent To get a TESL Endorsement you need to: study must be approved in advance by the graduate advisor, • Possess a valid Early Childhood, Elementary, and also requires the approval of the instructor, department Secondary, or Special Education Illinois Teaching chair, and the appropriate college dean(s). Certificate (certificate types 03, 04, 09, or 10) Course Requirements, distributed among 5 domains • Complete 18 credit hours distributed among five (30 credits): course areas designated by the state. NEIU offers 1. Language the courses below to fulfill TESL Endorsement TESL-402 Principles of Linguistics for Teachers requirements. See your advisor for other courses that TESL-420 Structure of Modern English may be acceptable. TESL-426 Advanced Linguistic Analysis A. Linguistics 2. Culture TESL-402 Principles of Linguistics for Teachers TESL-445 Language Variation OR

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 221 TEACHING ENGLISH AS A SECOND/FOREIGN LANGUAGE (TESL/TEFL)

TESL-420 Structure of Modern English TESL-320K Language and Culture of Latin America, 3 cr. (Prereq: TESL 402) Anthropological and linguistic study of various aspects of the B. Theoretical Foundations of Teaching ESL interconnections of language and culture within the region of TESL-414 Theories of Teaching ESL Latin America, with particular emphasis on the Caribbean. C. Assessment of the Bilingual Student Topics covered will include colonial history, creoles, language TESL-468 Assessment of the LEP Students contact, and Caribbean English. Prereq: LING 201 or equivalent. (Prereq: TESL 410 and 414) TESL-330 Language, Society and Education, 3 cr. Re- searchers who study the relationship between language D. Methods and Materials of Teaching ESL and society or culture are in a unique position to provide TESL-410 Techniques of Teaching ESL insight into language- and culture-related social problems. (Coreq: TESL 402, Prereq: TESL 414) This course is based on the notion that many educational E. Cross-Cultural Studies for Teaching Limited- problems are related to differences between students’ English-Proficient (LEP) Students home language or dialect and the “official” school variety. TESL-445 Language Variation It examines the relationship between language, culture, and • Complete 100 clock hours of ESL clinical experience. society, with particular attention to how factors such as class, COURSE OFFERINGS gender, race, and ethnicity impact student performance in TESL-109A FYE: Teaching English in Chicago, 3 cr. In this the classroom. Issues of identity, bilingualism, and language course, the four foundations (Future Planning, Academics, prejudice will also be addressed. Self-Discovery and Transitions) of the First-Year Experience TESL-340 Teaching English as a Second Language: are interwoven with the field specific concepts and terminol- Practices and Procedures, 3 cr. Practices and techniques ogy of teaching English as a second language (TESL). This related to the teaching of English as a second language, course introduces the structure of the English language and in ESL or bilingual education programs; meant for those methods of teaching it to speakers of other languages. This students who are not yet teaching in the field. involves investigation the pronunciation and grammar of TESL-341 Teaching English as a Second Language: English as well as looking at ways to teach these subjects Principles of Language Teaching, 3 cr. Theories and along with listening, speaking, reading and writing skills to principles underlying the teaching of English as a second English Language Learners (ELLs). The course will involve language to limited-English speaking children and adults. a service learning component in which students will tutor Survey of various methodologies in second language teach- ELLs in various sites throughout Chicagoland. As students ing and bilingual education. Reviews relationships between study the basics of teaching English as a second language, language and culture and discusses the major problems in they will develop academic skills that will contribute to their language education. success in college and beyond. TESL-343 Assessment of the Limited-English-Proficient TESL-301 The English Language for Teachers, 3 cr. All (LEP) Student, 3 cr. Testing and assessment as they relate to language teachers must understand how the English lan- limited English proficient students; information on instruments guage works and must be able to describe how it works. and procedures for testing language and cognitive devel- This course is designed for future teachers of the English opment; proficiency, placement, and achievement testing. language. It covers the structure of sounds, words, phrases, Students look at well-known standardized testing devices and sentences; language use; and the structure of meaning of such as the bilingual syntax measure and the TOEFL test, at the English language, and English language arts. The history cultural and instrumental bias in testing, and at procedures of the English language will also be included, as background for writing and evaluating classroom tests and various test to English word and sentence structure. item types. Prereq: TESL 340 or TESL 341. TESL-310 English Grammar: Description and Instruction, TESL-399 Clinical Experience in Teaching English as a 3 cr. All teachers of English as a second or foreign language Second Language, 1 cr. This course is designed to provide must have a good descriptive knowledge of English gram- on-site experience in teaching English to non-native speak- mar as well as an arsenal of techniques for instructing their ers in grades K-12. Students will observe and work with a students. This course is intended to help future ESL/EFL master teacher and be supervised by a TESL/TEFL professor. teachers develop an understanding of the structure of English Students will engage in classroom discussion and various sentences and the problems that non-native students face projects based on the classroom work. Prereq: TESL 340 and when learning English grammar. This course will also investi- permission of the instructor. gate ways of teaching grammar to English language learners. TESL-402 Principles of Linguistics for Teachers, 3 cr. TESL-320 Language and Culture, 3 cr. Anthropological, This course examines the components of the science of psychological, and linguistic study of various aspects of the language and how these relate to teaching English as a interconnections of language and culture. Topics may include second/foreign language. Although the emphasis is on the Japan, Southeast Asia, Thailand, Maya, Latin America, Na- linguistic components of English, a comparison with other tive American, Afro-American, the hearing impaired. Prereq.: LING-201. Cross-listed as LING-320.

222 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 TEACHING ENGLISH AS A SECOND/FOREIGN LANGUAGE (TESL/TEFL) languages and implications for teaching a second/foreign TESL-442 Using Technology with Second Language language will be integral to the course. Among other topics, it Learners, 3 cr. In this class, students will explore the interface will cover English phonetics, phonology, morphology, syntax, between current approaches to second language pedagogy, and semantics and offer classroom-oriented applications of theories of language learning, and technology. They will linguistic principles for effective instruction of English as a examine questions of the development and current status of second or foreign language. Prereq: Graduate standing. computer applied language learning; the digital divide and TESL-409 Research Design and Methods, 3 cr. A survey language minority students; appropriate and inappropriate course that reviews some of the major trends and meth- uses of technology for language learning; use of technology odologies used in linguistics, language acquisition, and to support student instruction in listening, speaking, reading, language teaching. It will provide an exploration of primarily writing, culture, pronunciation, vocabulary, and grammar; quantitative approaches used in language-specific inquiry technology and learner variation; and issues of technology by examining a variety of studies from the literature, their and assessment. Prereq: TESL 410 or consent of the instructor. questions, their underlying assumptions, and their design. TESL-445 Language Variation, 3 cr. All languages vary— Prereq: TESL 402 or LING 401. across time, distance, social class, gender, situation, and TESL-410 Techniques of Teaching English as a Second ethnicity. This course examines the societal and cultural Language, 3 cr. Survey of techniques specifically relevant influences on both the forms and uses of different varieties to the teaching of English as a second language. Questions of English as well as other languages, and demonstrates how relating to the design and sequencing of ESL courses, to one’s language and language variety affect one’s identity, procedures for evaluation of ESL students, and to criteria for school achievement, etc. Topics include language attitudes choosing, adapting and creating teaching materials. Prereq: and stereotypes, ideology, intercultural and interethnic com- Graduate standing and TESL 414; Coreq.: TESL 402 or LING 401. munication, and the spread of English. Special emphasis TESL-414 Theories of Teaching English as a Second will be placed on how these notions of language varieties Language, 3 cr. Survey of theories of the teaching and apply to the teaching and learning of second and foreign learning of English as a second or foreign language. A languages. Prereq: Graduate standing. look at the historical growth and development of second TESL-447 Pragmatics, 3 cr. Study of the interface between language methodologies from grammar-translation and the language and meaning at the level of discourse. Focus on direct method, through the audio-lingual method and its dialogic interaction between participants in conversation and offspring, and up to the current natural and eclectic period. explanation of how language use indexes the nexus of word Prereq: Graduate standing. meanings and speaker intentions come together to achieve TESL-420 Structure of Modern English, 3 cr. Description communication. Additionally, a consideration of the multiple and analysis of the major grammatical structures of spoken layers of context as factors that affect the interpretation of and written English in light of traditional, descriptivist, and speaker role and appropriateness of use. Prereq: Graduate standing. transformational theories. Prereq: Graduate standing, and TESL 402 TESL-451 Lexically-Based Instruction, 3 cr. This course or LING 401. is built on the notion that the optimal second/foreign lan- TESL-426 Advanced Linguistic Analysis, 3 cr. Advanced guage syllabus is a lexically-based one. The course covers analysis of the structure of language, including phonology, vocabulary knowledge and acquisition from the perspectives morphology, syntax and semantics. Each topic will be ex- of both the second language learner and the teacher. Topics plored through detailed analysis and comparison of data from covered include what it means to "know a word", memory, a variety of languages in addition to English. Prereq: Graduate dictionaries and other tools, learner strategies, vocabulary standing, and TESL 402 or LING 401. assessment, selection criteria, and teaching techniques. TESL-430 Structure of Language, 3 cr. Phonological and Prereq: graduate standing, TESL 402 and TESL 410. grammatical structure of a selected language and its genetic TESL-452 Content-Based Instruction, 3 cr. Exploration relations to others of its family. Topics may include Farsi, of content-based instruction as an approach to teaching Arabic, Rotuman, Kirundi and Thai. Consult the Schedule English language learners. Functioning as both a method in of Classes for specific languages.Prereq: Graduate standing, TESL the English as a second or foreign language classroom and 402 or LING 401, and TESL 426. as a technique for meeting the needs of English language TESL-440 Language and Literacy, 3 cr. Differences between learners in the content area classroom, its theory and spoken and written languages; the functions of writing in a practice are examined through the various models and the literate society; writing systems with particular reference standard-based curriculum. Additionally, practices and strate- to English orthography; current psycholinguistic research gies related to planning, implementing, and managing ESL on the acquisition of written language skills; pedagogical and content instruction, including classroom organization, implications of linguistic views on literacy. Prereq: Graduate teaching strategies for developing and integrating language standing, and TESL 402 or LING 401. skills, and choosing and adapting classroom resources are addressed. Prereq: graduate standing, and TESL 414.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 223 WOMEN’S AND GENDER STUDIES PROGRAM

TESL-460 Second Language Acquisition, 3 cr. Survey of the appropriate college dean(s). Prereq.: candidacy for the Master recent theories and research on second language acquisi- of Arts in TESL; seven courses in TESL including TESL 402 or LING 401, TESL tion and bilingualism, especially in relation to the process 420, TESL 426, and a B average. of second language learning; rationales of various language teaching methodologies and techniques, as well as the concepts of transfer and interference, contrastive analysis, and error analysis are examined in light of individual learner differences. Prereq: Graduate standing TESL 402 or LING 401, TESL 410, TESL 414, TESL 420, and TESL 426, or consent of instructor. WOMEN’S AND GENDER TESL-465 Experiential Preparation for Teaching English as a Second Language, 3 cr. Emphasis on the preparation STUDIES PROGRAM of materials and the development of teaching strategies for Brett Stockdill, Ph.D., Professor, Chair specific ESL classroom uses. Students examine and evaluate Nancy Matthews, Ph.D., Associate Professor, commercially prepared and teacher made materials and les- Program Coordinator son plans and devise a limited set of materials of their own. Students will either demonstrate these materials or observe Core Faculty their use in an actual classroom or tutoring situation. Prereq: Michael Armato, Ph.D., Assistant Professor, Sociology Graduate standing, TESL 402 or LING 401, TESL 410, TESL 414, and a B average. Shelley A. Bannister, Ph.D., J.D., Professor, Justice TESL-468 Assessment of the Limited English Proficient Studies Student, 3 cr. Testing and assessment as they relate to limited Deberah Bernstein, J.D., Instructor, Justice Studies English proficient students; information on instruments and Laurie Fuller, Ph.D., Associate Professor, Women's and procedures for testing language and cognitive development; Gender Studies proficiency, placement and achievement testing. Students Lisa Hollis-Sawyer, Ph.D., Associate Professor, look at well-known standardized testing devices such as the Psychology Bilingual Syntax Measure and the TOEFL test; at cultural and Timothy Libretti, Ph.D., Professor, English instrumental bias in testing; and at procedures for writing Erica Meiners, Ph.D., Associate Professor, Educational and evaluating classroom tests and various test item types. Inquiry and Curriculum Studie Prereq: graduate standing, TESL 410 and TESL 414. Audrey Natcone, J.D., Instructor, Justice Studies TESL-471 Evolution of Laws and Policies in Language Jade S. Stanley, Ed.D., Professor, Social Work Instruction, 3 cr. Survey of the historical and current ide- Affiliate Faculty ologies, the laws which they informed, and the policies and Debra Bruce, M.F.A., M.A., Professor, English practices which resulted regarding language use in the edu- cational system. Use will be explored in terms of a language Vicki Byard, Ph.D. Associate Professor, English as a medium of communication, language as a medium of Ellen Cannon, Ph.D., Professor, Political Science instruction, and language as a content area. Comparisons will Aneta Galary, Ph.D., Instructor, Sociology be drawn between the US and international contexts. After Christina Gomez, Ph.D., Professor, Sociology extensive readings in the literature and in class preparation, Joan Johnson, Ph.D., Instructor, History students will be expected to design a grant proposal and Julie Kim, Ph.D., Professor, English make a presentation on a topic directly related to an area of Tracy Luedke, Ph.D., Associate Professor, Anthropology their choice. Prereq: graduate standing. Sophia Mihic, Ph.D., Associate Professor, Political Science TESL-490 Seminar in Teaching English as a Second Francesca Morgan, Ph.D., Associate Professor, History Language (title varies), 3 cr. Survey of current research in Wamucii Njogu, Ph.D., Associate Professor, Sociology English as a second language with particular emphasis on Kristen Over, Ph.D., Associate Professor, English methodology and evaluation. After extensive readings in the Vicki Román-Lagunas, Ph.D., Professor, World Languages current literature, studentsl will be expected to carry out a & Cultures project of their own. Topics may include materials preparation, Tim Scherman, Ph.D., Associate Professor, English current trends, SLA research, language and culture, bilingual Terry Stirling, PhD., Professor, Educational Leadership and education, vocabulary, and special education. Consult the Development Schedule of Classes for specific topics.Prereq: graduate standing, TESL 402 or LING 401, TESL 410, TESL 414, TESL 420, TESL 426, TESL 445, Women's and Gender Studies is designed to address knowl- TESL 460, and a B average. edge and praxis from intersections of feminist, anti-racist, TESL-499 Thesis Seminar: TESL, 6 cr. Guidance of students multicultural, global and ecological perspectives. Centering conducting research and writing a thesis to fulfill the require- marginalized knowledges and practices, we critique and ments for the Master of Arts degree in TESL. This course challenge the dominant social, political and historical pro- requires approval of the instructor, department chair, and duction of knowledge. We examine, from interdisciplinary

224 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 WOMEN’S AND GENDER STUDIES PROGRAM perspectives, how power is distributed and used along the Minor in Women’s and Gender Studies intersections of race, class, gender, geography, age, abilities Minors in Women’s Studies will fill out the Women’s Studies and sexualities including studying the lives, histories and Minor Agreement in the Program office. cultures of Lesbian, Gay, Bisexual, Transgendered and Queer All Women's Studies minors must complete two core courses (LGBTQ) communities and allies. Women's and Gender Stud- (6 credit hours) and five electives (15 credit hours) from at ies curricula emphasize rigorous critical thinking, innovative least two academic departments for a total of 21 credit hours. scholarship and creativity, to assist students and faculty to radically envision different bodies of knowledge and social Required Courses change. This creates an environment of learning and pas- WGS-101 Women's Perspectives and Values...... 3 cr. sionate commitment to social justice. Through curriculum, WGS-350 Seminar in Women's Studies...... 3 cr. pedagogical strategies, university transformation and civic Electives from at least 2 departments...... 15 cr. engagement, our community of learners takes up issues of Total Hours for Minor in Women's Studies 21 cr. oppression, resistance and social justice to make connec- tions between personal, state and global communities. As Minor in Lesbian, Gay, Bisexual, Transgender and a community of practitioners, researchers, learners, leaders Queer (LGBTQ) Studies and activists, we work to develop and implement meaningful The LGBTQ Studies Minor offers an interdisciplinary approach social change within the university and beyond, to create the to studying the lives, histories and cultures of Lesbian, Gay, type of world where injustice and inequality are fought and Bisexual, Transgender and Queer communities and allies. to resist the daily oppressions of the current social order. Courses in history, culture, health, politics, justice, education, literature and the arts reflect a commitment to understanding The WGS operates the Blanche Hersh Women's Studies Resource and representing the contributions of LGBTQ individuals and Center and the Empowering Students Computer Lab located communities. The program focuses on justice, knowledge in LWH-2096. The Center houses a Women's Studies library and action that honor multiplicity and diversity in gender of books and periodicals. Additionally, the computer lab is a and sexual expression including how race, class, ability and place for students to go on campus for computer assistance other identity markers shape LGBTQ lives. and one-on-one tutoring. It is a drop-in Center where stu- dents, faculty, and staff can gather in a more informal setting. Required Courses UNDERGRADUATE PROGRAMS WGS-210 Introduction to Lesbian, Gay, Bisexual, Trans- gender and Queer Studies...... 3 cr. Majors in Women's and Gender Studies will fill out the WGS-360 Queer Theory...... 3 cr. Women’s and Gender Studies Major Agreement in the Pro- Select one of the following...... 3 cr. gram office. All Women's Studies majors must complete six CMTC-313* Communication, Gender and Identity core courses (18 credit hours) and complete six courses (18 ENGL-303* Contemporary Gay and Lesbian Literature: credit hours) of electives from at least two academic depart- Exploring Layers of Difference ments for a total of 36 credit hours. The program coordinator JUST-328* Social Justice and LGBTQ Issues serves as advisor for students choosing the Women's and WGS-310* Lesbian and Queer Cultures: Identities, Histo- Gender Studies major. ries and Resistance Core Courses Required for all Majors: Electives (Chosen from the following):...... 9 cr. WGS-101 Women’s Perspectives and Values...... 3 cr. CMTC-313* Communication, Gender and Identity WGS-201 WIP: Feminist Ideas...... 3 cr. CMTM-377 Gender and Media WGS-202 Feminist Activism...... 3 cr. ENGL-303* Contemporary Gay and Lesbian Literature: WGS-302 Feminist Theory: Questions of Race, Exploring Layers of Difference Class, & Sexuality...... 3 cr. HIST-339 History of Sexuality WGS-323 Internship in Women’s Studies...... 3 cr. JUST-328* Social Justice and LGBTQ Issues WGS-350 Seminar in Women’s Studies PHIL-218 Philosophy of Sex (capstone course)………………...... 3 cr. SOC-307 Men and Masculinities Approved Electives...... 18 cr. SOC-340 Sociology of Sexuality Total Hours for a Major in Women's and Gender Studies 36 cr. SOC-352 Sociology of HIV/AIDS SWK-208 Human Sexuality and Social Work Students must choose from a list of cross-listed elective WGS-310* Lesbian and Queer Cultures: Identities, Histo- courses that encourages an interdisciplinary approach to ries and Resistance Women’s and Gender Studies, and will expose them to Total Hours: 18 cr. the widest variety of Women’s and Gender Studies faculty. Elective courses, which do not appear on the Women's and *These courses may only be counted once toward the minor Gender Studies list, must be approved by the major advisor in LGBTQ Studies. and may not exceed 6 credit hours. Note: Elective cross-listed courses which do not appear on the above list may be approved for minor credit by the LGBTQ Studies coordinator, not to exceed 3 credit hours.

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COURSE OFFERINGS much of the course will be spent reading and writing about WGS-101 Women's Perspectives and Values, 3 cr. This theory. We will begin with an attempt to articulate the assump- course examines the philosophical basis of patriarchy and tions that underlie contemporary feminist theories by tracing analyzes the impact of gender on the lives of women. Em- the theoretical conceptions they are based upon. Our focus phasis is placed on the effect that ethnicity, race, class, and will be on the importance of the position and situation of the sexual orientation have in determining the status of women in subject with respect to questions of class, race, sexuality, our society. Feminist theory and creative writing are studied; gender, historical moment and social location. Prereq.: WGS-101. women's voices, perspectives and values are discussed. (This WGS-310 Lesbian and Queer Cultures: Identities, His- is a General Education course in the area of Humanities.) tories and Resistance, 3 cr. This interdisciplinary course WGS-150 Women’s Self Defense, 1 cr. This course develops introduces students to historical and theoretical research a framework for understanding violence and self-defense. through a series of topics: identity, sex, violence, activism, Major focus is on learning and practicing awareness, pre- and beyond. This will form the contexts for exploring issues vention, assessment, verbal boundary setting and physical and questions surrounding lesbian and queer cultures. Books, self-defense skills in simulated scenarios. (This course is articles, magazines, videos, films, music, art, and more will not repeatable.) be used. What makes up, establishes, creates, develops, WGS-201 WIP: Feminist Ideas, 3 cr. Feminist Ideas is organizes lesbian and queer cultures? This will be exam- intended to insure that Women's Studies students under- ined, in the context of various struggles over meanings and stand what feminist perspectives are and their relationship identities, considering that those meanings change over time to Women's Studies, social issues, and social change. With and context and differ across race, class and other identity a focus on organizing, family, health/reproductive justice, markers. Prereq.: WGS 101. violence and work, students will learn to recognize historical WGS-311 Power, Knowledge and Communities: Feminists, and contemporary feminist leaders, understand the impli- Engagements with Education, 3 cr. This course focuses cations and applications of feminist ideas, apply lessons on the role of the educational system in the constructions learned from past struggle to contemporary social issues, and reproduction of gender and racial inequality. Using both and evaluate women’s changing status, by race, class, age, academic and popular literature to gain perspectives, we will ability, and sexual orientation and other inequalities. Prereq.: examine relationships between school and society. Topics to WSP-101 and ENGL-101 minimum grade of C. be addressed include the historical constructions, representa- WGS-202 Feminist Activism, 3 cr. This course, subtitled tion of schooling and the teaching profession, popular culture Grassroots Resistance in the U.S., focuses on women as and education, and sexuality and schooling. Prereq.: WGS 101. social actors challenging gender stereotypes; organizing to WGS-312 Women & Global Human Rights, 3 cr. Women’s reduce poverty, racism, homophobia and violence; working to issues have recently been viewed through the lens of human expand opportunities; and confronting barriers in education, rights. Increasingly they are included in the goals, programs the criminal justice system and politics. Popular analyses of and policies of international human rights organizations, from women and social change often limit themselves to women's the United Nations to Amnesty International. This course will roles in families and paid workplaces. Focus is on ordinary examine this shift in perspective and the impact it is having women who are working collectively in diverse social set- on women’s lives worldwide. We will explore international tings to empower themselves and others, exploring barriers human rights as they apply to women. What do we mean women face, goals and strategies for social change, and by “human rights”? How have these rights been socially the rewards and challenges of feminist grassroots activism. defined, struggled over, and, in some cases, won? To what Prereq.: WGS-101. extent have women and women’s rights been included in WGS-210 Introduction to Lesbian, Gay, Bisexual, Trans- these conversations and struggles? Prereq.: WGS 101. gender and Queer Studies, 3 cr. The Introduction to Lesbian, WGS-313 Radical Feminist Imagination in Literature, Gay, Bisexual, Transgendered and Queer (LGBTQ) Studies 3 cr. Examination of literary works broadly representative of offers an introductory and interdisciplinary approach to study- something called the feminist imaginative response to U.S. ing the lives, histories and cultures of LGBTQ communities patriarchy. The meaning of radical feminism will be explored and allies. This course focuses on the multiplicity and di- as authors from a range of racial, class, and sexual identi- versity in gender and sexual expression including how race, ties are placed in dialogue with each other and with their class, ability and other identity markers shape LGBTQ lives. respective socio-historical and cultural contexts. Focus will Examining introductory questions in gender and sexualities be on textual interpretation and exploring how each work studies, the course addresses the intersection of identity, attempts to develop its version of feminist consciousness. knowledge and action through critical thinking, analysis, The course will investigate how these texts formulate a nar- active learning and social engagement. (This is a General rative of women’s liberation against the dominant patriarchal Education course in the area of Social/Behavioral Sciences.) narratives that inform cultural consciousness and social WGS-302 Feminist Theory, 3 cr. This course, subtitled Ques- relations. Prereq.: WGS 101. tions of Race, Class, and Sexuality, is designed to give an introduction into conceptions of feminist theories. Moreover,

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WGS 314 Science, Women and Technology, 3 cr. An ex- androcentric, Eurocentric, overly intellectual, and impracti- amination of women who have been successful in computing cal. This course aims to foster critical thinking, writing, and from Countess Ada Lovelace and Grace Hopper to others discussion. We will go beyond merely digesting theorists' more modern like Anita Borg, who founded Systers, the work to actively engaging with the material and critiquing email forum for women in technology. Students will analyze both commonly held assumptions and academic theories the relationships between and among various social institu- about gender and sexuality. Prereq.: WGS-210. tions in the context of inequality, power and oppression by Cross-Listed Courses reflecting on women’s experiences including why there are Anthropology so few women in science and technology and what can be ANTH-307 Anthropology of Gender, Sexuality done to remediate the situation. Prereq.: WGS 101. and the Body WGS 315 Redesigning the American Dream, 3 cr. In this course special attention will be given to environments that Communication, Media, and Theatre support women’s needs and enhance the quality of women’s CMTC-313 Communication and Gender lives and the lives of other disenfranchised groups. Design CMTM-377 Gender and Media concepts and spatial policies for the creation of shelters CMTT-337 Women Playwrights for battered and homeless women, innovative housing and English neighborhoods that support diverse households such as ENGL-303 Gay and Lesbian Literature single person, single parent, inter-generational, dual career ENGL-371 Studies in Women's Literature couples, mixed income, individuals with disabilities, and ENGL-372 American Women Writers of the 19th Century families of choice will be developed through class discus- History sions about violence against women, poverty, racism, ag- HIST-338 Women in American History ing, homophobia, women in developing countries and the HIST-349 Women in Popular Culture changing conditions of work and family life. Prereq.: WGS 101. Justice Studies WGS-321 Internship in Women's Studies, 1 cr. Placement in a university or community agency that provides services JUST-311 Women, Crime, and the Criminal to women. This will be an opportunity to test classroom Justice System JUST-321 Violence Against Women concepts in a field setting.Prereq.: consent of the instructor, Women's JUST-322 Women, Justice, and the Law and Gender Studies Coordinator, department chair and the appropriate dean(s). JUST-324 Women as Political Prisoners WGS-322 Internship in Women's Studies, 2 cr. (See de- JUST-325 Women and Revolution: Theories of Justice scription for WGS-321.) JUST-328 Social Justice and GLBTQ Issues WGS-323 Internship in Women's Studies, 3 cr. (See de- scription for WGS-321.) Philosophy WGS-331 Independent Study in Women's Studies, 1 cr. An PHIL-105 Feminist Philosophy intensive investigation of a special area of Women's Studies. PHIL-218 Philosophy of Sex Prereq.: consent of the instructor, Women's Studies Coordinator, department PHIL-291 Philosophical Foundations of Oppression chair and the appropriate dean(s). PHIL-351 Sexism and the Philosophy of Language WGS-332 Independent Study in Women's Studies, 2 cr. PHIL-353 Feminism and the Philosophy of Science (See description for WGS-331.) PHIL-366 Feminist Ethics PHIL-373 Advanced Feminist Philosophy WGS-333 Independent Study in Women's Studies, 3 cr. (See description for WGS-331.) Political Science WGS-350 Seminar in Women's Studies, 3 cr. This inter- PSCI-322 Women and Political Influence disciplinary capstone course builds on knowledge gained in the 21st Century in other Women's Studies classes. Advanced instruction in PSCI-373 Gender and Politics appropriate areas such as: feminist theory and methodol- PSCI-398 Law and Social Change ogy, international women’s movements, and other topics. Psychology Includes a component on research methods/writing. Consent PSYC-312 Psychological Development in Women of the instructor is necessary. This course is a requirement Sociology for students completing the Women's Studies Major and SOC-105 Human Sexuality and Social Work Minor. Prereq.: WGS-101 plus 9 credits of Women's and Gender Studies SOC-105 Women, Men, and Social Change and cross-listed courses. SOC-214 Sociology of Intimacy, Marriage and Families WGS-360 Queer Theory, 3 cr. Queer theory developed in the SOC-270 Sociology of Latinas early 1990s out of the conjunction of feminist theory, sexuality SOC-306 American Women: The Changing Image studies, and queer activism. This course introduces students SOC-307 Men & Masculinities to some of the key authors and texts in queer theory, shows SOC-329 Sociology of Violence students how queer theory may be applied in a variety of SOC-340 Sociology of Sexualities academic fields, and examines critiques of queer theory as

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SOC-344 African American Women: Feminism, Race previous consent of the Undergraduate Advisor, substitute and Resistance SPAN 224 (Reading Comprehension) with a course at the SOC-347 Sociology of Media Intermediate High level or above. SOC-352 Sociology of HIV/AIDS Required Courses for B.A. in Spanish: Prerequisites: Social Work Intermediate Medium: SWK-308 Human Sexuality and Social Work SPAN-224: Reading Comprehension SPAN-202, SPAN-211 or place- SWK-312 Women and Social Work ment SWK-320 Domestic Violence Social Work: SPAN-225: Composition I SPAN-202, SPAN-211 or place- Theory and Practice ment Intermediate High: SPAN-252: Literary Genres SPAN-224 SPAN-253: Composition II SPAN-225 Advanced Low: WORLD LANGUAGES SPAN-314: Latin American Culture SPAN-253 SPAN-315: Spanish Culture SPAN-253 AND CULTURES SPAN-321 or 323: Latin Ameri. Lit. I or I SPAN-252 and SPAN-253 Paul A. Schroeder Rodríguez, Ph.D., SPAN-326 or 328: Spanish Lit. I or II SPAN-252 and SPAN-253 Professor of Spanish, Chair Advanced Mid: Lucrecia Artalejo, Ph.D., Associate Professor of Spanish One capstone seminar Consent of Instructor Brandon Bisbey, Ph.D., Assistant Professor Minor in Spanish Denise Cloonan Cortez, Ph.D., The Minor in Spanish consists of 21 credits at the Intermedi- Professor of Spanish ate Medium Level and above. John S. Geary, Ph.D., Associate Professor of Spanish Lucía Lombardi, Ph.D., Associate Professor of Spanish Major in French Studies Mary Ellen McGoey, Ph.D., Associate Professor of French The B.A. in French Studies consists of eleven courses (33 Vicki Román-Lagunas, Ph.D., Professor of Spanish units) focusing on French and/or Francophone cultures. French Majors are required to create an electronic portfolio Esther M. Santana, Ph.D., Associate Professor of Spanish of work done in these courses, using the commercially The study of languages and cultures at NEIU leads to an available software LiveText. Of the eleven courses in the understanding of the complex relationship between cultural Major, at least eight (24 units) must be taught in French: four production (for example, art, literature, film, and music) and courses (12 units) at the 200-level and four courses (12 units) the social, economic and political forces that frame this at the 300-level. English-taught courses pre-approved for production over time. credit towards the Major in French Studies include WLC-220 The language and critical thinking skills you develop through (French Culture through Film) and WLC-250 (French Novel written and oral exposition, research, and service learning will in Translation). Consult the French Advisor for approval of enhance your career opportunities in today's global society other English-taught courses towards the Major. and provide the basis for a lifetime exploration of multiple Minor in French Studies cultures and worldviews. The Minor in French Studies consists of six courses (18 We offer courses leading to 1) a Master of Arts in Latin units) focusing on French and/or Francophone cultures. Of American Literatures and Cultures, 2) a Bachelor of Arts these six courses, at least four (12 units) must be taught in in Spanish or French Studies, and 3) minors in Spanish, French at the 200-level or above. English-taught courses French, and Korean. We also offer basic language courses pre-approved for credit towards the Major in French Studies in Arabic, Chinese, French, Greek, Italian, Japanese, Korean, include: WLC-220 (French Culture through Film) and WLC-250 Polish, Portuguese and Spanish, as well as introductory (French Novel in Translation). Consult the French Advisor for courses taught in English on the cultures associated with approval of other English-taught courses towards the Minor. these languages. Teacher Certification in Spanish and French K-12 UNDERGRADUATE PROGRAMS To become a certified K-12 teacher of Spanish or French, Major in Spanish students must: The B.A. in Spanish consists of 9 required courses and 3 1. Complete the requirements for a major in Spanish or electives. Spanish Majors are also required to create an French Studies. electronic portfolio of work done in the required courses, 2. Pass the Oral Proficiency Interview (OPI) administered using the commercially available software LiveText. Students by ACTFL (American Council of Teachers of Foreign who place beyond the Intermediate High level may, with the Languages) with a score of advanced low or above.

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3. Pass the Content Area Exams in Spanish or French up to 3 credits of 101 in the target language. of administered by ICTS (Illinois Certification Testing • Complete 103/201 with a B or above = up to 6 credits System) with a minimum average score of 240. in the target language (101 and/or 102). 4. Complete the following professional education sequence • Complete any course beyond 103/201 = up to 9 credits in secondary education: in the target language (101, 102 and/or 103/201). WLC 302 Introduction to Teaching Foreign Languages 2. Advanced Placement (AP) Exam: SPAN 319 Applied Spanish Linguistics • Score of 3 = Up to 3 credits in the target language EDFN 305* Philosophical & Historical Foundations of (103/201). Public Education • Score of 4 = Up to 6 credits in the target language EDFN 306* Education & Individual Differences (103/201 and/or 202). • Score of 5 = Up to 9 credits in the target language Student must apply and be admitted to the College of (103/201, 202 and/or one more course to be deter- Education to continue with the remaining courses in the mined in consultation with the Chair of the Department sequence: of World Languages and Cultures).

READ 301* Teaching Reading in Junior & Senior Notes on the Back Credit Policy: High School • 103 and 201 are equivalent courses for the third EDFN 307* Psychology of Instruction & Learning semester of the language sequence. ELED 311* School Curriculum • If you have not taken a college-level language course SCED 303F* Teaching Modern Foreign Language in before, take NEIU's language placement exam (www. the Secondary School neiu.edu/languages) to determine what course you SCED 304F* Clinical Experience in the Secondary should take. School: French • For more information on the AP Exam visit: www. or collegeboard.com/student/testing/ap/about.html SCED 304J** Clinical Experience in the Secondary GRADUATE PROGRAMS School: Spanish Master of Arts in Latin American SCED 305F** Student Teaching & Seminar in French Literatures and Cultures or Program Description SCED 305J** Student Teaching & Seminar in Spanish The Master of Arts Program critically examines Latin American Notes: cultural forms of expression in their socio-historical contexts; *C or better grade required develops skills to work with Latin American and US Latina/o ** B or better required populations in linguistically and culturally appropriate ways; EDFN 306 & 307 each have 20 clock hours of clinical experi- and enhances career opportunities in education, government, ence attached. international business, and the culture industries. Courses Spanish K-12 majors must take SPAN 319 prior to enrolling are regularly offered during the late afternoon and evening in SCED 304J. hours in order to allow students to pursue the MA degree SCED 304F/J and SCED 303F must be taken concurrently. on a part-time basis. (Student enrolling in SCED 305J should check the require- ments for Student Teaching with the EICS department and Requirements for Admission to the Program the Office of Clinical Experiences and Student Teaching.) • Bachelor’s Degree from an accredited institution Writing Intensive Requirement • Online application: www.neiu.edu/graduate-college/ Majors in Spanish and French Studies can meet the Writing • Native or near-native proficiency in written and oral Intensive Program (WIP) graduation requirement by taking Spanish. Oral proficiency is determined by means WLC 250 (WIP: French Novel in Translation), or LLAS 201 of an interview with the Graduate Advisor. Written (WIP: History and Culture of Latinos) or ENGL-210 (WIP: proficiency is determined with a 2 page Statement of Methods for English Majors). Enrollment in ENGL-210 requires Purpose submitted as part of the application. approval from the Department of English. Degree requirements (36 credits) NEIU Language Back Credit Policy 1. Thirty six credit hours: You may receive up to 9 no-cost credits for language courses a. Two required courses (six credits) to be completed not already accredited, through one of the following: during the first year of the program: 1. College coursework: • SPAN 400: Visión de América I • Complete 102 (or its equivalent) with a B or above = • SPAN 420: Visión de América II

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b. Nine electives, including: WLC-200C Introduction to Chinese Culture, 3 cr. This • Up to nine SPAN 400-level courses course introduces students to the wealth of literary, artistic, and musical cultures in China. You will learn to describe, • Up to two courses in French and/or Portuguese at contextualize, and analyze representative cultural texts from any level literature (e.g., poems, short stories, folk tales and legends), • Up to three graduate-level courses from other depart- fine arts (e.g., painting and photography), and popular culture ments at NEIU or from other universities. Approval (e.g., popular music, films, comics), and to evaluate how from the Graduate Advisor required they reinforce, question or subvert normative constructions • Up to three of the following SPAN 300-level courses: of gender, ethnicity, race, sexuality and nationalism specific SPAN 352 (Puerto Rican Literature), SPAN 358 (Mod- to but not limited to China. Taught in English. ernismo), SPAN 373 (Latin American Short Story), and WLC-200F Introduction to French and Francophone Cul- SPAN 377 (Caribbean Literature) tures, 3 cr. This course introduces students to France and c. One additional SPAN 400-level elective (3 credits), or francophone cultures and to the French and francophone SPAN 499 (Thesis). For thesis, consult with the Gradu- influences in Chicago and the Midwest. Students will learn ate Advisor one semester in advance. to describe, contextualize, and analyze representative cultural 2. Comprehensive Written Examination texts from literature (e.g., poems, short stories, folk tales, and legends), fine arts (e.g., painting and photography), and At the beginning of the program, students receive a list popular culture (e.g., popular music, films, comics), and to of eight general questions on Latin American literature evaluate how they reinforce, question or subvert norma- and culture, with accompanying bibliography. For the tive constructions of gender, ethnicity, race, sexuality and comprehensive exam, students choose and answer four nationalism in France and the international francophone of these questions. A student who fails any part of the community. Taught in English. Comprehensive Exam may take that part a second time. Permission to take it a third time may be granted by WLC-200I Introduction to Italian Culture, 3 cr. This course the Departmental Graduate Committee after a review introduces students to the wealth of literary, artistic, and musi- of the student's record. Additional coursework may be cal cultures of Italy. You will learn to describe, contextualize, required before a third and final attempt and analyze representative cultural texts from literature (e.g., poems, short stories, folk tales, and legends), fine arts (e.g., 3. Electronic Portfolio painting and photography), and popular culture (e.g., popular The portfolio includes copies of the final essays submitted music, films, comics), and to evaluate how they reinforce, for each course, a copy of the comprehensive examina- question and/or subvert normative constructions of gender, tion, and the corresponding evaluation rubrics submitted ethnicity, race, sexuality and nationalism specific but not lim- by the program’s faculty for each of these items. ited to the culture of the Italian peninsula. Taught in English. WLC-200J Introduction to Japanese Culture, 3 cr. This COURSE OFFERINGS course introduces students to the wealth of literary, artistic, WLC-200A Introduction to Arab Culture, 3 cr. This course and musical cultures in Japan. You will learn to describe, introduces students to the wealth of literary, artistic, and contextualize, and analyze representative cultural texts from musical cultures in the Arabic-speaking world. You will literature (e.g., poems, short stories, folk tales and legends), learn to describe, contextualize, and analyze representative fine arts (e.g., painting and photography), and popular culture cultural texts from literature (e.g., poems, short stories, folk (e.g., popular music, films, comics), and to evaluate how these tales and legends), fine arts (e.g., painting and photography), texts reinforce, question or subvert normative constructions and popular culture (e.g., popular music, films, comics), and of gender, ethnicity, race, sexuality and nationalism specific to to evaluate how they reinforce, question or subvert norma- but not limited to Japan. Knowledge of Japanese language tive constructions of gender, ethnicity, race, sexuality and is not required, but because the Japanese often integrate nationalism specific to but not limited to the Arabic-speaking their culture and language, a discussion of some elements world. Taught in English. of the Japanese language will be part of the class. Taught WLC-200B Introduction to Brazilian Culture, 3 cr. This in English. course introduces students to the wealth of literary, artistic, WLC-200L Introduction to Latin American Culture, 3 cr. and musical cultures in Brazil. You will learn to describe, This course introduces students to the wealth of literary, contextualize, and analyze representative cultural texts from artistic, and musical cultures in Latin America. Students will literature (e.g., poems, short stories, folk tales and legends), learn to describe, contextualize, and analyze representative fine arts (e.g., painting and photography), and popular culture cultural texts from literature (e.g., poems, short stories, folk (e.g., popular music, films, comics), and to evaluate how tales and legends), fine arts (e.g., painting and photography), they reinforce, question or subvert normative constructions and popular culture (e.g., popular music, films, comics), and of gender, ethnicity, race, sexuality and nationalism specific to evaluate how they reinforce, question or subvert norma- to but not limited to Brazil. Taught in English. tive constructions of gender, ethnicity, race, sexuality and nationalism specific to but not limited to Latin America. Taught in English.

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WLC-302 Introduction To Teaching World Languages and FREN-252 French Grammar and Composition II, 3 cr. Con- Cultures, 3 cr. The nature of language and language-learning tinuation of French Grammar and Composition I. Conducted processes; demonstration of specific organizational patterns in French. Prereq.: FREN 201-399, placement exam, or consent of instructor. and teaching methods in keeping with these; the changing FREN-254 Cinema for French Conversation II, 3 cr. The status of foreign language teaching; and the importance development of speaking skills in French at the Intermediate- of language teaching in an interdependent world. Implica- High level through classroom discussion of French-language tions for foreign language teaching of recent developments films and supporting texts. Conducted in French. Prereq.: FREN in linguistics, psychology, psycholinguistics, curriculum, 201-399, placement exam, or consent of instructor. teaching materials and technology. Emphasis on designing, FREN-256 French Grammar through Film II, 3 cr. The study presenting and evaluating specific classroom procedures of French grammar in context at the Intermediate-High level in the linguistically oriented teaching of the communicative through the close study of language structures in French- skills. Prereq.: Completion of 9 credit hours beyond the basic program in language films and supporting texts. Conducted in French. major field or consent of instructor. Prereq.: FREN 201-399, placement exam, or consent of instructor. FREN-300 Introduction to French Civilization, 3 cr. French Arabic civilization and culture with emphasis on contemporary ARAB-101 Arabic I, 3 cr. Development of basic skills in lis- France. Conducted in French. Prereq.: FREN 201-399, placement tening, speaking, reading, and writing. Cultural appreciation. exam, or consent of instructor. ARAB-102 Arabic II, 3 cr. Continuation of ARAB-101. Prereq.: FREN-315 Applied French Linguistics, 3 cr. A systematic ARAB-101 or equivalent. comparison of French and English. Application of teaching Chinese techniques related to modern theories of language learn- CHIN-101 Chinese I, 3 cr. Development of basic skills in lis- ing. Required for secondary school teacher certification. tening, speaking, reading, and writing. Cultural appreciation. Conducted in French. Prereq.: FREN 201-399, placement exam, or CHIN-102 Chinese II, 3 cr. Continuation of CHIN-101. Prereq.: consent of instructor. CHIN-101 or equivalent. FREN-320 Introduction to French Literature, 3 cr. Outline of French literature; outstanding authors and their works from French the Middle Ages to the present. Conducted in French. Prereq.: FREN-101 Beginning French I, 3 cr. Development of basic FREN 201-399, placement exam, or consent of instructor. skills in listening, speaking, reading, and writing. Cultural FREN-356 French Women Writers and Artists, 3 cr. This appreciation. Prereq.: Placement exam. course will acquaint students with the lives and works of FREN-102 Beginning French II, 3 cr. Continuation of FREN- key women writers and artists in the history of French and 101. Prereq.: FREN-101 or placement exam. francophone cultures and literatures from the Middle Ages FREN-201 Intermediate French I, 3cr. Continuation of to the present, focusing on the complicated relation between FREN-102. Prereq.: FREN-102 or placement exam. sexual identity and literary practices, gender and genre, as FREN-202 Intermediate French II, 3 cr. Continuation of well as politics and poetics. The course is taught in French. FREN 201. Prereq.: FREN 103-399, placement exam, or consent of instructor. Prereq.: FREN 200-399, placement exam, or consent of instructor. FREN-220 French Conversation I, 3 cr. Development of FREN-357 Contemporary French Society, 3 cr. Study and oral-aural communication skills with emphasis on everyday discussion of major debates in French society today. Topics situations. Conducted in French. Prereq.: FREN 201-399, placement explored may include: family, gender, the media, fashion, exam, or consent of instructor. music, culinary arts, the education system, urban problems, FREN-221 French Grammar and Composition I, 3 cr. social stratification, immigration, and French politics. Taught Overview of grammar with emphasis on writing skills. Prereq.: in French. Prereq.: FREN 200-399, placement exam, or consent of instructor. FREN 201-399, placement exam, or consent of instructor. FREN-363 French Canadian Literature, 3 cr. Introduction FREN-224 Cinema for French Conversation I, 3 cr. The de- to the literature of Quebec and francophone Canada. Prereq.: velopment of listening and speaking skills at the Intermediate- FREN 201-399, placement exam or consent of instructor. Mid level through classroom discussion of French-language FREN-364 La Comédie Française, 3 cr. 17th Century French films and supporting texts. Conducted in French. Prereq.: FREN classics staged at the venerable Comédie Française. Prereq.: 201-399, placement exam, or consent of instructor. FREN 201-399, placement exam or consent of instructor. FREN-226 French Grammar through Film I, 3 cr. The study FREN-366 Translating French, 3 cr. This course focuses on of French grammar in context at the Intermediate-Mid level the techniques of translating French into English (primarily) through the close study of language structures in French- and from English into French (secondarily). By translating language films and supporting texts. Conducted in French. different types of texts you will develop a sense of the simi- Prereq.: FREN 201-399, placement exam, or consent of instructor. larities and differences in the syntax and grammar of the FREN-251 French Conversation II, 3 cr. Continuation of two languages, and develop a deeper appreciation of the French Conversation I. Conducted in French. Prereq.: FREN cultural contexts which inform the text and your choices as a 201-399, placement exam, or consent of instructor. translator. Prereq.: FREN 201-399, placement exam or consent of instructor.

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FREN-367 French Literature and the Other Arts, 3 cr. This Polish course explores the mutual influences between French litera- POL-101 Polish I, 3 cr. Development of basic skills in listen- ture and other cultural products during various periods and ing, speaking, reading, and writing. Cultural appreciation. movements. Prereq.: FREN 201-399, placement exam or consent of instructor. POL-102 Polish II, 3 cr. Continuation of POL-101. Prereq.: FREN-369 Business French, 3 cr. Global introduction to the POL-101 or equivalent. French and francophone business world. Topics will focus on economic issues and business practices in France, and Spanish to some degree other francophone countries. Emphasis will SPAN-101 Beginning Spanish I, 3 cr. (For non-heritage be placed on the acquisition linguistic and cultural compe- speakers of Spanish. Heritage speakers enroll in SPAN 111.) tencies required to function effectively in the francophone Development of basic skills in listening, speaking, reading, business world. This course can also prepare students who and writing. Cultural appreciation. Prereq.: Placement exam. wish to take the Certificate in Business French offered by SPAN-102 Beginning Spanish II, 3 cr. (For non-heritage the Chambre de Commerce de Paris. Prereq.: FREN 201-399, speakers of Spanish. Heritage speakers enroll in SPAN 111.) placement exam or consent of instructor. Continuation of SPAN-101. Prereq.: SPAN-101 or placement exam. FREN-370 Provençal Civilization, 3 cr. The course explores SPAN-201 Intermediate Spanish I, 3 cr. Continuation of representations of Provence across a variety of media, includ- SPAN-102. Prereq.: SPAN-102 or placement exam. ing myths and legends, songs, literature, film, television and SPAN-202 Intermediate Spanish II, 3 cr. Review of gram- radio. Students will learn about the origins and evolution of mar. Short readings and practice in writing brief composi- Provencal identity, and develop an appreciation of the many tions. Exercises in oral communication. Prereq.: SPAN-102 or poets, writers, artists, filmmakers, and social scientists who placement exam. have been drawn to the task of defining and celebrating SPAN-209 Spanish for Spanish-speakers I, 3 cr. Part 1 of Provence. Prereq.: FREN 201-399, placement exam or consent of instructor. a two-semester sequence of intermediate-level Spanish for FREN-371 Contemporary Francophone Cultures, 3 cr. This students who speak Spanish at home and/or in the com- course is designed to introduce students to various political, munity, but have not studied it formally and/or whose reading social, artistic, and historic aspects of the francophone world and writing abilities in Spanish are very limited. The focus through the literature of contemporary authors "d'expression of the first semester is on orthography while the focus of the française." Prereq.: FREN 201-399, placement exam or consent of instructor. second semester is on syntax. Both semesters include read- FREN-375 Advanced French Grammar, 3 cr. The aim of the ing comprehension and basic literary analysis of short texts. course is to consolidate and broaden knowledge of the full SPAN-211 Spanish for Spanish Speakers II, 3 cr. Part 2 range of grammatical structures. Multiple opportunities to of a two-semester sequence of intermediate-level Spanish explore writing strategies using specific grammatical features for students who speak Spanish at home and/or in the com- and set in specific cultural contexts are explored.Prereq.: FREN munity, but have not studied it formally and/or whose reading 201-399, placement exam or consent of instructor. and writing abilities in Spanish are very limited. SPAN-212 Composition I for Heritage Speakers, 3 cr. Basic Greek instruction in the rules of Spanish orthography. Conducted GREK-101 Greek I, 3 cr. Development of basic skills in lis- in Spanish. Prereq.: SPAN-202. tening, speaking, reading, and writing. Cultural appreciation. SPAN-213 Composition I for non-Heritage Speakers, 3 cr. GREK-102 Greek II, 3 cr. Continuation of GREK-101. Prereq.: This course offers students who did not grow up in a Spanish- GREK-101 or equivalent. speaking environment a comprehensive review of the different GREK-103 Greek III, 3 cr. Continuation of GREK-102. Prereq.: tenses and moods in Spanish, normative orthography, correct GREK-102 or equivalent. use of accents, and building of vocabulary, all contextualized to deepen students’ understanding of the Spanish-speaking Italian world. Conducted in Spanish. Prereq.: SPAN 202. ITAL-101 Italian I, 3 cr. Development of basic skills in listen- SPAN-220 Intermediate Conversation I, 3 cr. Development ing, speaking, reading, and writing. Cultural appreciation. of basic conversational skills with emphasis on everyday situ- ITAL-102 Italian II, 3 cr. Continuation of ITAL-101. Prereq.: ations. Conducted in Spanish. Prereq.: SPAN-202 or placement exam. ITAL-101 or equivalent. SPAN-224 Reading Comprehension, 3 cr. This course Korean develops comprehension by increasing vocabulary and KOR-101 Korean I, 3 cr. Development of basic skills in listen- enhancing speed in reading Spanish. Conducted in Span- ing, speaking, reading, and writing. Cultural appreciation. ish. Prereq.: SPAN 202. KOR-102 Korean II, 3 cr. Continuation of KOR-101. Prereq.: SPAN-251 Intermediate Conversation II, 3 cr. Continuation KOR-101 or equivalent. of Intermediate Conversation I with emphasis on spontane- KOR-103 Korean III, 3cr. Continuation of KOR-102. Prereq.: ous conversation. Conducted in Spanish. Prereq.: SPAN 220 KOR-102 or equivalent. or placement exam.

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SPAN-252 Literary Genres, 3 cr. Reading of a wide variety Latina/o Literature, and contemporary trends. Conducted in of genres with emphasis on comprehension. Conducted in Spanish. Prereq.: SPAN 252 and SPAN 253. Spanish. Prereq.: SPAN 213 or 213. SPAN-326 Spanish Literature I, 3 cr. This course offers SPAN-253 Composition II, 3 cr. This course develops stu- an introduction to Spanish literature written between 1200 dents' critical writing skills in preparation for 300-level courses and 1700, through a critical analysis and contextualization in literature and culture. It also serves as an introduction to of representative works of poetry, fiction and drama. Top- research skills in the Humanities, with special emphasis on ics include Medieval secular and sacred literature, and the the Spanish-speaking world. Conducted in Spanish. Prereq.: literature of the Spanish Golden Age: the rise of the modern SPAN 212 or 213. novel, Renaissance poetry, and literature of the Baroque. SPAN-301 Advanced Spanish Grammar, 3 cr. Compre- Conducted in Spanish. Prereq.: SPAN 252 and SPAN 253. hensive review of Spanish grammar for students at the SPAN-327 Business Spanish I, 3 cr. Foundations of busi- Advanced Level. Focus on the structure of the Spanish ness vocabulary, business writing, basic business and cultural sentence (morphology and syntax) as a means to success- concepts, and situational practices to be successful in today's fully master normative writing styles. Conducted in Spanish. Spanish-speaking business world. The course interweaves Prereq.: SPAN 253. three thematics threads: a business context, a geographic SPAN-312 Advanced Conversation, 3 cr. Mastery of various context and a cultural context. speaking skills leading toward communicative competence SPAN-328 Spanish Literature II, 3 cr. This course offers an at the Advanced-Low level. Prereq.: SPAN 251 or placement exam. introduction to Spanish literature written between 1700 and SPAN-314 Latin American Culture, 3 cr. This course offers the present, through a critical analysis and contextualization students an introduction to Latin American culture from pre- of representative works of poetry, fiction and drama. Topics Columbian times to the present, through the contextualized include Romanticism, Realism and Naturalism, Generación study of representative cultural texts, including literature, del 98, Generación del 27, literature of the Spanish Civil music, painting, and film. Topics include pre-Columbian civi- War and its aftermath, and recent literature. Conducted in lizations, the European Conquest, Colonial Baroque culture, Spanish. Prereq.: SPAN 252 and SPAN 253. Independence movements, 19th century nation building, 20th SPAN-353 Spanish for Teachers of Spanish, 3 cr. This century revolutions, and contemporary issues. Conducted capstone course is designed for the Spanish major, and in in Spanish. Prereq.: SPAN 253. particular, for those seeking K-12 certification. In terms of SPAN-315 Spanish Culture, 3 cr. This course offers students language pedagogy, expressions such as student-centered an introduction to Spanish culture from its roots in pre-Roman and teaching-centered approaches figure prominently. In this times to the present, through the contextualized study of course different pedagogical approaches will be explored representative cultural texts, including literature, music, as they relate to the teaching of grammar, writing, reading, painting and film. Topics include the legacy of the Roman vocabulary acquisition, pronunciation and intonation in Span- Empire, Muslim, Jewish and Christian coexistence during the ish. The course is conducted entirely in Spanish. Middle Ages, the Spanish Golden Age, Bourbon Spain, the SPAN-357 Prose of the Golden Age, 3 cr. Reading and study Second Republic, Spain under Franco, and contemporary of the literary prose of the Spanish Golden Age. Emphasis on issues. Conducted in Spanish. Prereq.: SPAN 253. Don Quixote and the picaresque novel. Conducted in Spanish. SPAN-319 Applied Spanish Linguistics, 3 cr. Linguistic SPAN-364 Chicago’s Latin@ Literature and Culture, 3 cr. principles and their application in the preparation of teaching Contributions of Spanish-American to Chicago and their materials and of microlessons. impact on the city. Conducted in Spanish. SPAN-321 Latin American Literature I, 3 cr. This course SPAN-367 Business Spanish II, 3 cr. Advanced business offers students an introduction to Latin American Literature vocabulary, business writing , basic business and cultural from pre-Columbian times to the end of the 19th Century, concepts, and situational practice for success in today's through a critical analysis of representative works of poetry, Spanish-speaking business world. Course develops along narrative and drama. Topics include Nahuatl, Inca and three primary inter-related thematic threads: A business Maya cosmogonies and poetry, literary perspectives on the context, a geographic context and a cultural context. Prereq.: Conquest, the New World Baroque, Latin American Romanti- Consent of instructor. cism, and Modernismo. Conducted in Spanish. Prereq.: SPAN SPAN-368 Latina American Cinema, 3 cr. This course offers 252 and SPAN 253. students a panoramic overview of Latin American cinema SPAN-323 Latin American Literature II, 3 cr. This course through the critical study of representative films in their po- offers students an introduction to Latin American Literature litical, economic and aesthetic contexts. Conceptually, the of the 20th and 21st centuries, through the critical analysis course is a cultural history of Latin America in the twentieth of representative works of poetry, narrative, drama, and the and twenty-first centuries, as seen through paradigmatic essay. Topics include Posmodernismo, Vanguardias, Social films of the Silent Period, the Avant-Garde, Studio Cinema, Realism, Regionalism, Indigenismo, Negritud, the Neoba- Neorealism, New Latin American Cinema, and contemporary roque, Magical Realism, Feminist Literature, Testimonio, U.S. cinema. Taught in Spanish. Prereq.: Consent of instructor

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SPAN-369 Latin America Culture Through Music, 3 cr. SPAN-400 Visión de América I, 3 cr. This course explores the This course develops an understanding of Latin American images of and ideas about "America" contained primarily but music as a cultural artifact, traces its roots and origins in not exclusively in literary works prior to the twentieth century. Europe, Africa and indigenous cultures, and explores its May address issues relevant to the field of Cultural Studies. central role in shaping cultural values and identities, both Must be taken within the first 12 hours of enrollment in the in Latin America and in U.S. cities like Chicago. Taught in M.A. Program. Conducted in Spanish. Prereq.: Graduate standing. Spanish. Prereq.: Consent of instructor SPAN-420 Visión de América II, 3 cr. This course explores SPAN-371 Seminar: José Martí, 3 cr. Critical study of the the images of and ideas about "America" contained primar- life and work of Cuban poet, essayist and political philoso- ily but not exclusively in literary works of the Twentieth and pher José Martí (1853-1895). Prereq.: Consent of instructor. Twenty-first Century. Must be taken within the first 12 hours SPAN-372 Alejo Carpentier, 3 cr. Critical study of selected of enrollment in the M.A. Program. Conducted in Spanish. works by Alejo Carpentier, a leading 20th century Latin Prereq.: Graduate standing. American writer and critic. Prereq.: Consent of instructor. SPAN-431 Latin American Romanticism, 3 cr. Critical study SPAN-374 Isabel Allende, 3 cr. Critical study of short stories of the origins, evolution and legacy of Romanticism in Latin and novels by Isabel Allende, a popular contemporary Latin American literature. Authors include José María Heredia, American writer whose commercial and critical success rests Gertrudis Gómez de Avellaneda, Ricardo Palma, Jorge Isaacs, on the combination of Magical Realism and Feminism. Prereq.: José Mármol and Manuel de Jesús Galván and in particular Consent of instructor. their adaptation of Rousseau's project for a utopian society SPAN-375 Literature of the Southern Cone, 3 cr. Critical to a Latin American context. Prereq.: Graduate Standing. overview of the historical evolution of the literature of Southern SPAN-432 Latin American Modernismo, 3 cr. Critical study South America (Argentina, Chile and Uruguay) from the 19th of the origins, evolution and legacy of Modernismo, the first Century to the 21st Century. autochthonous literary movement to emerge in Latin America. SPAN-377 Caribbean Literature, 3 cr. Critical study of Authors include José Martí, Rubén Darío, Manuel Gutiérrez Caribbean literature, with special emphasis on the literature Nájera and Amado Nervo. Prereq.: Graduate Standing. of Puerto Rico, Cuba, and the Dominican Republic in the 20th SPAN-433 José Martí, 3 cr. Critical perspectives on the life and 21st centuries. The course explores the Caribbean as a and work of Cuban poet, essayist and political philosopher socio-cultural area where the interaction between Indigenous, Josá Martí (1853-1895). Prereq.: Graduate Standing. European, and African cultures over five centuries has cre- SPAN-434 Latin American Magical Realism, 3 cr. Critical ated hybrid identities and worldviews. study of the origins, evolution and legacy of Magical Realism in Latin American Literature. Representative works by Alejo Carpentier, Miguel Ángel Asturias, Gabriel García Márquez, Isabel Allende, Cristina García, and Laura Restrepo. Prereq.: Graduate Standing.

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Amy Hietapelto, Ph.D., Dean PROGRAM ADVISEMENT OFFICE Michael Bedell, Ph.D., Associate Dean The Office of Program Advisement, housed in the College of Business and Management, provides professionally staffed, College Mission and Overview centralized advisement to students who wish to enroll in The College of Business and Management provides quality Business and Management classes. If you’re considering and accessible undergraduate and graduate education in Business course work, you are encouraged to contact the business to a diverse student population from metropolitan Advisement Office for information on declaring a major or Chicago and beyond. We prepare students for professional minor and to learn about the College’s degree programs and careers in an increasingly multicultural and global business procedures. Once you’ve enrolled as a Business major or environment. The college emphasizes learning through a minor, the Program Advisors keep records of your progress variety of teaching methods (primarily applied and pedagogi- toward graduation and serve as resources for information cal), research and service. about College of Business and Management courses and College programs combine a liberal arts education with programs. professional career preparation in Accounting, Finance, Man- The Program Advisors’ Office can also supply you with aca- agement, Marketing, and General Business Administration. demic flowcharts and program guides that provide additional The five undergraduate degree programs prepare students details about course selection planning for major and minor for careers in business or for additional study in graduate sequences. The Office is located in Room CBM-159. You schools of business. may reach an Advisor by telephone at (773) 442-6111 or by The College of Business and Management subscribes to e-mail at [email protected]. quality standards established by AACSB International: The For more information about College of Business and Association to Advance Collegiate Schools of Business, and Management programs and requirements, visit the is committed to providing you a well-rounded education for College’s home page on the internet at a career in business, government, or non-profit organizations. http://www.neiu.edu/~bschool. You may also wish to sub- degree PROGRAMS scribe to the College’s e-mail list service, Mercatus, which The College of Business and Management offers undergradu- faculty and staff members use to post current information ate students the Bachelor of Science degree with majors about Business courses and programs. in Accounting, Finance, General Business Administration, Professional School Curriculum Model Management, and Marketing. Graduate students may pursue Consistent with the emphasis on excellence in its mission, the Master of Business Administration (MBA) or Master of Sci- College has implemented a professional school curriculum ence in Accounting (MSA) degrees. The College also offers model that concentrates advanced study in business sub- undergraduate minors in Accounting, Finance, Management, jects during the last two years of a four-year program. If you Marketing, and International Business for those who wish intend to take Business and Management classes, we want to supplement or expand coursework in other disciplines. you to take liberal arts and business preparatory courses in A minor, however, is not a graduation requirement for Busi- the earlier years of your academic experience so that you’re ness students. well-equipped for success in your Business studies. College Organization Admission to Northeastern Illinois University does not The College of Business and Management is organized into automatically constitute admission to programs offered two departments, each headed by a chairperson: by the College of Business and Management. If you seek Department of Accounting, Business Law, and Finance a baccalaureate degree in business or want to minor in a Department of Management and Marketing business discipline, you’ll be expected to apply formally Classes are scheduled to accommodate the needs of full- for admission to the College after you’ve completed the time, part-time, and evening students. University’s General Education requirements plus a set of eight Foundation courses that provide basic skills critical for success in a Business program.

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Guidelines for using this privilege: If you’re a Northeastern non-business student who wants to take one or more Business courses, you need not apply for 1. Students must request authorization from the Program admission to the College of Business and Management. You Advisement Office to utilize the transition semester op- must, however, meet the same prerequisites as Business majors portunity. and minors, including completion of the College’s Foundation 2. Students failing to complete all requirements for admis- Courses with a GPA of 2.50 or higher and grades of "C" or sion to the College of Business and Management by the better in each course. As a non-business student, you may end of the Transition Semester will not be permitted to take up to 27 hours of Business courses. continue business studies (restriction from enrollment in 300-level business courses) until all program admission At-large students – students (with or without degrees) requirements have been met. registered at other institutions who enroll for Northeastern classes – must secure approval from the Business Program 3. Generally, students will be allowed ONE SEMESTER Advisors to register for any Business course. to utilize the Transition Semester opportunity. This includes semesters in which students receive a grade Sequence of Courses of D, F, or I, and semesters in which students withdraw and Admission Requirements from courses. A. General Education Courses 4. Should a student drop a required Foundation Course General Education courses are those in the fine arts, humani- during the Transition Semester, they will be expected to ties, behavioral/social sciences, and natural sciences that also drop all 300-level business courses in which they provide a well-rounded education for all students. North- are enrolled. eastern Illinois University’s General Education requirements You may register concurrently for Foundation and 300-level are described elsewhere in this catalog, and must be fulfilled courses for one semester only. If you do not completely fulfill prior to declaring a major or minor in business. the requirements for admission to the College of Business and Management by the end of that term, you will not be B. Foundation Courses permitted to continue your Business studies until all program These are basic skills courses that you complete before be- admission requirements have been met. Should you drop ing admitted to upper-division (300-level) study in business. a required Foundation Course during the Pre-Major Transi- Three are specific courses in Business and Management, tion semester, you’ll also be expected to drop any 300-level and five are in Arts and Sciences. Please check the course business courses for which you’ve enrolled. descriptions in this catalog for course prerequisites. The Foundation Courses are: C. Admission to the College of Business and Management: ENGL 101 Writing I...... 3 cr. Declaring a Business Major and/or Minor ENGL 102 Writing II...... 3 cr. To enroll in undergraduate business programs, you must MATH 165 Finite Math...... 3 cr. fulfill the University’s General Education requirements along MATH 167 Business Calculus...... 4 cr. with meeting the following additional College of Business ECON 217* Principles of Microeconomics...... 3 cr. and Management admission standards required to declare ACTG 201* Introduction to Financial Accounting...... 3 cr. a major or minor: ACTG 202* Introduction to Managerial Accounting...... 3 cr. 1. Complete each of the eight Foundation Courses (listed BLAW 285* The Legal Environment of Business...... 3 cr. above) with a grade of “C” or higher, and earn a Founda- Total Hours for Foundation Course 25 cr. tion Course grade point average of 2.50 or higher (on a 4-point scale). * Foundation Courses that are also part of the Business Core. 2. Complete at least 60 total credit hours of course work PRE-MAJOR TRANSITION SEMESTER (45 hours for Business minors), including the Foundation If you are completing the Foundation Courses, you may enroll Courses, with a cumulative grade point average of 2.00 in 300-level business courses during the same semester or higher. under the following conditions: 3. Apply for and be approved for admission to the Col- • You must be able to complete the Foundation Require- lege of Business and Management. This is equivalent ment and the General Education Requirement within that to declaring a business major and/or minor, and allows semester. you to enroll in upper-division business courses. • You must be able to complete at least 60 credit hours (45 D. Core Courses hours for business minors) of college-level course work Core courses are those that are required of all majors. Four by the end of that semester. of the Core Courses are also Foundation Courses. Please • You must have earned a 2.50 GPA for Foundation Courses check the course descriptions in the catalog for course that you’ve already completed and a 2.00 cumulative GPA prerequisites. for all course work you’ve completed at Northeastern.

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ACTG 201* Introduction to Financial Accounting...... 3 cr. fied and will be required to withdraw from those courses. ACTG 202* Introduction to Managerial Accounting...... 3 cr. You are responsible for any financial consequences of your BLAW 285* The Legal Environment of Business...... 3 cr. withdrawal. ECON 215 Principles of Macroeconomics...... 3 cr. REGISTRATION INFORMATION ECON 217* Principles of Microeconomics...... 3 cr. You can register for College of Business and Management ABF 350 Management Information Systems...... 3 cr. classes online through NEIUport. Before you register, be FINA 360 Principles of Financial Management I...... 3 cr. sure that you have complied with published prerequisites MNGT 370 WIP: Managing Global and other registration requirements. If you’re not sure that Business Organizations...... 3 cr. you have met all of the course prerequisites, contact the MKTG 350 Principles of Marketing...... 3 cr. Program Advisors. MNGT 368 Business Statistics...... 3 cr. MNGT 377 Production/Operations Management...... 3 cr. All courses with Incomplete grades are treated as courses MNGT 379 Operations Research...... 3 cr. in progress. A course with an Incomplete grade cannot be Total Hours for Core Courses 36 cr. used to satisfy course prerequisites.

* Core Courses that are also part of the Foundation. TRANSFER CREDITS FROM OTHER INSTITUTIONS FINA 360, MNGT 370, MKTG 350, and MNGT 368 are con- Northeastern Illinois University will generally accept courses sidered gateway courses. These courses are prerequisites for transferred from other accredited colleges and universities. more advanced business major courses. You should complete A maximum of 24 transfer credit hours (8 courses) may be these before enrolling for advanced courses in your major. applied toward a College of Business and Management major E. Major/Minor Required Courses program. A of maximum 9 transfer credit hours (3 courses) Major/Minor Required Courses are those that departments may be applied to a College of Business and Management require for the specialized majors and minors they offer. minor program. All transfer students planning to major in the Specific requirements for each major and minor are listed College of Business and Management must take a minimum under the departmental headings in this catalog. of 10 business and management courses at Northeastern. All Business majors are required to take MNGT 393, Strategic Transfer students should contact the Program Advisement Management, as the capstone course. To enroll in MNGT Office as early as possible to apply for admission to the Col- 393, you must be in your final semester before graduation, lege and to have transfer credits evaluated for acceptance have completed all business Core courses, have applied for by the College. Course syllabi for transferred business graduation, have met all university graduation requirements, courses are required for evaluation. Until this review has and have earned a 2.50 GPA in your major courses and a taken place, do not assume transferred courses fulfill any 2.50 Cumulative GPA. College of Business and Management course requirements. Acceptance of a transferred course by the University should F. Electives never be interpreted to mean that credit has also been Elective Courses are those you choose to match your own recognized as equivalent to the College of Business and special interests and abilities. Specific elective choices and Management course. prerequisites for each major and minor are listed under the departmental headings in this catalog. Electives must be In general, advanced business courses completed at ac- chosen from the preapproved list. credited four-year colleges and universities less than six years prior will be accepted by the College of Business and PREREQUISITES Management provided course content is the same. However, The curriculum in the College of Business and Management acceptance of transfer course work by Northeastern’s Office is highly structured and carefully integrated. The content and of Enrollment Services does NOT guarantee the transferred methods of upper division courses assume that you have already course(s) will meet College of Business and Management pro- taken a sequence of lower division courses, the prerequisites gram requirements. Lower division courses (100 or 200-level) for those courses, and other program prerequisites that provide transferred to Northeastern are generally NOT accepted as you with skills you will need for more advanced study. For that equivalent to College of Business and Management upper reason, all students—including students-at-large, non-Business division courses (see Proficiency Examinations below) even majors, and non-traditional degree students—must adhere to if an upper division level course appears to be comparable published course prerequisites, which are strictly enforced. and Northeastern accepted the course as a general elective. The minimum acceptable grade for a course is “C.” Grades Introduction to Financial Accounting, Introduction to Manage- of “D,” “F,” “P,” “S,” and “I” are not recognized as successful rial Accounting, and Legal Environment of Business are lower completion of a course or course prerequisite. division courses at Northeastern. The College will accept Class registration lists are monitored by the Office of Program credit for these courses from accredited community colleges Advisement. If you do not meet all published prerequisites and other four-year institutions attended prior to enrollment for courses in which you have enrolled, you will be so noti- at Northeastern provided the courses are deemed equivalent.

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NOTE: Transfer information is available on the COBM web- ness courses (9 courses) may be completed prior to formally page: www.neiu.edu/~bschool/transfer.htm declaring a business major or minor. Proficiency Examinations Students-at-large must secure approval from the Program The College of Business and Management may accept Advisement Office (room CBM 159) to register in any business a transferred lower-division course (200-level only) if you course. In general, the College’s Foundation Requirement is complete and pass a proficiency examination administered waived for students-at-large, but you must meet the specific by the Program Advisement Office. Courses for which the prerequisites for business courses in which you seek to College offers proficiency exams are Principles of Market- enroll. Students-at-large without degrees – students who ing, Principles of Financial Management I, Cost Accounting, are registered at other institutions and would like to enroll in Intermediate Financial Accounting I and II, Federal Income business classes at Northeastern to transfer to their home Tax (Individual), and Auditing. Additional exams in Business institution –must provide written authorization from your home Law I and II, Business Statistics, and Management Informa- institution for enrollment in business courses at Northeastern. tion Systems will be available beginning Fall 2011. Students-at-large with a degree who would like to enroll in business courses must submit copies of their transcripts to Proficiency examinations are offered through the Program the Program Advisement Office to confirm course prerequi- Advisement Office BY APPOINTMENT ONLY. To complete sites have been met. Specific course prerequisites are listed the proficiency exam, you must first demonstrate that you in the University’s Academic Catalog, in each semester’s earned a grade of “C” or better in the course for which you Schedule of Classes, and the Undergraduate Program Guide. are seeking transfer credit and that the course is less than six years old. Grades of “D”, “F”, “P”, and “S” are not accept- GRADUATION REQUIREMENTS able for consideration of proficiency exams. You will receive To earn a Bachelor of Science degree in a business major, a PASS or FAIL for your performance on the examination. If you must meet all University graduation requirements, have you pass, the credit for the transferred course and the grade completed all Foundation, Core, and Major required and you earned will be applied as appropriate to your business elective courses in the College of Business and Management major or minor, but will not count toward the University’s with a grade of C or better, achieved a minimum cumulative requirement that at least 42 hours of course work be com- 2.50 (on a 4-point scale) grade point average for all course pleted at the upper division level for graduation. You may work at Northeastern, and a 2.50 GPA for all of your Major attempt a proficiency exam for a given course only once, course work (Core Courses plus required and elective courses and the attempt must occur prior to completion of all other in your Major). Business Minors must earn a 2.50 or higher requirements for admission to the College of Business and GPA for all required and elective courses in the Minor. Management. The best strategy is to attempt proficiency examinations as early as possible to allow you to plan your FILING FOR GRADUATION academic career accordingly. Contact the Program Ad- To apply for graduation, contact the Program Advisors two visement Office to inquire about proficiency exams and to semesters prior to the term in which you plan to graduate. schedule testing dates. See approximate dates below: GRADUATION GOAL DEADLINE FOR FILING Enrolling in Multiple Institutions May Previous September Students interested in completing courses at alternate in- August Previous January stitutions after beginning enrollment at Northeastern must December Previous May contact their advisor PRIOR to enrollment in the course(s) to confirm if the course may apply to degree requirements. Major and minor graduation forms are valid for a one-year As a general rule, all upper-division business-related course period from the date on the form. If you do not graduate work must be completed at Northeastern (Core, Required, within that period, you must contact the Program Advisors and Elective business courses) once you have been admit- to complete a new graduation form for the University’s ted or re-admitted to Northeastern. (Business courses may graduation evaluators. NOT be completed at alternate institutions.) Failure to obtain ADDITIONAL ACADEMIC REGULATIONS permission to complete courses at an alternative institution prior to enrollment may result in rejection of the course by Governing Standards the University and the College. The requirements that govern any Business degree are those that were published in the Academic Catalog at the time you Students-at-Large most recently declared your Business major or minor, except If you’re a Northeastern non-business or business pre-major for changes in course prerequisites, which become applicable student who would like to enroll in one or more business as they are enacted. If you are absent from the University courses, you must meet the same prerequisites as business for one year or more, you revert to undeclared status, must majors and minors, including completion of the College’s re-apply for admission to the University and the College on Foundation Requirement. A maximum of 27 hours of busi- your return, and must meet all current declaration and busi- ness program requirements.

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The decision of the College of Business and Management calculated in the cumulative grade point average, but will Dean’s Office shall be final in all matters of college policies, earn credit hours for only one course. requirements, and course prerequisites. If you choose to major in one area of business (Accounting, Finance, Management, or Marketing) and minor in another Class Attendance/Course Withdrawals area, or to major in more than one area, you may not count the In accordance with University policy, you’re expected to same course toward fulfilling requirements in both programs. attend the first class session of all courses in which you are If the same course is required by more than one program in enrolled to confirm your registration. If you stop attending which you are enrolled, you must select a substitute College classes, you must officially withdraw from the course through of Business and Management course with the approval of established University procedures (NEIUport). Failure to the department chairperson of the second major or minor officially withdraw from a course you stop attending for any department. reason is the same as failing the course. A permanent grade of F will appear on your transcript. Requirements for Multiple Business Majors Students who wish to complete a second business major Pass/Fail Policy must take a minimum of 30 additional credit hours beyond Pass grades (“P”) are not permitted to satisfy any degree the course work required for the first major. These credit requirements. Only grades of “C” or better fulfill courses hours must consist of at least 24 credits in the second ma- requirements. jor discipline. The remaining 6 elective credits may be any Repeat Course Policies courses offered by the College of Business and Manage- The College calculates your Foundation and Major grade ment. Contact the College’s Office of Program Advisement point averages for College requirements using the most for further information. recent grade for repeated courses; the previous grade(s) Aging of Course Work will not be calculated in the cumulative grade point average The College of Business and Management may evaluate regardless of which grade is higher. This is in compliance business coursework for currency and may reject courses with the University’s cumulative grade point average policy. that are deemed to be dated/aged (completed six or more General Education Courses years prior to enrollment or re-enrollment at NEIU). These courses must be repeated. This applies to all students - new, YGeneral Education Courses are those in the arts, humanities, returning, and continuous. and sciences, which are intended to provide a well-rounded education for all students. These requirements are outlined in the University Academic Catalog and in the Schedule GRADUATE PROGRAMS of Classes each semester. The College of Business and Overview Management requires students complete the General Edu- The College of Business and Management offers graduate cation Requirement before enrollment in any upper-division programs in business leading to the Master of Business (300-level) business courses. Administration (MBA) degree and the Master of Science ECON 215, ECON 217, and MATH 165 fulfill both College in Accounting (MSA) degree. Your undergraduate degree of Business and Management course requirements and need not be in a business subject in order to pursue either the University’s General Education Requirement; however, of these business graduate degrees. Students who have course credit hours are only counted once toward gradua- majored in business as undergraduates may be waived from tion requirements. some or all of the Phase I course requirements in each degree track. Non-business undergraduate majors, however, may Duplication of Course Credit be required to complete all Phase I courses. The University policy permits students to repeat courses. Effective Summer 2008, when repeating courses, the most Admission to the Graduate Business Programs recent grade(s) and corresponding grade points from the All potential graduate students must first be admitted to the repeated course(s) will be used to calculate the cumulative Graduate College before they can be considered for admission grade point average; the previous grade(s) will not be cal- to the graduate business programs. All application materi- culated in the cumulative grade point average regardless of als are to be sent directly to the Graduate College. Once a which grade is higher. In addition, previous grade(s) will not potential graduate business student’s file is complete, it will be counted in the hours earned. Repeated courses will only be forwarded to the College of Business and Management count once toward the minimum 120 credit hours required for admission consideration. for graduation. Please note: ALL earned grades appear The Admissions Committee of the College of Business on the transcript regardless of which grade is utilized in and Management makes decisions about the admission of calculating the cumulative grade point average. Students students into graduate business programs leading to the who repeated a course prior to Summer 2008 in which a MBA degree and the MSA degree. The Committee evaluates grade of “C” or above was earned will have both grades applications on the basis of (a) transcripts of all course work completed at accredited four-year institutions that led to the

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 239 COLLEGE OF BUSINESS AND MANAGEMENT award of a bachelor’s or other earned credits or degrees; (b) of the Graduate Studies in Business and with the approval performance on the Graduate Management Admission Test of the Dean of the College of Business and Management (GMAT); (c) a one-page typewritten Statement of Career Goals and the Dean of the Graduate College. and Objectives; (d) letters of recommendation; and (e) any Advising other evidence that the committee may need to determine The Coordinators of the Graduate Studies in Business are that an applicant is qualified for program admission. the graduate advisors for all students seeking admission to Full Admission the MBA and the MSA programs. All graduate students, ir- To be considered for full admission to graduate business respective of status, must secure official course authorization programs, an applicant must have a minimum GMAT score from the appropriate Coordinator of their graduate business of 450 and an undergraduate cumulative GPA of 2.75 or program prior to registration in order to enroll in any graduate higher (on a system where 4.0 is an “A”). In addition to course offered by the College of Business and Management. these minimum quantitative requirements, careful attention Course Enrollment Guidelines is paid to the GMAT Verbal and Quantitative scores, as well as the GMAT Analytical Writing score, the Statement of Full-time graduate business students are strongly advised to Career Goals and Objectives, and to the letters of recom- enroll for no more than nine hours of graduate credit in a fall mendation. International students must have a score of or spring term and for no more than six hours of graduate 550 (or 213 by computerized testing, or 79 as an internet credit during a summer term. Part-time graduate business score) or better on the Test of English as a Foreign Language students are strongly advised to enroll for no more than six (TOEFL), must provide an evaluation of transcript materials hours of graduate credit during a fall or spring term and for by Educational Credential Evaluators, Inc., and must satisfy no more than three graduate credits during a summer term. visa requirements. Exceptions are approved by the Coordinator of the Graduate Studies in Business. Note: A GMAT Preparation course is available through COBM-NEIU. Call the Graduate Studies in Business Office at Course Scheduling/Online Courses 773-442-6107 for details. Nearly all graduate business courses being offered are Conditional Admission scheduled for evening (most often) or Saturday (less often) time periods. The College of Business and Management A limited number of students who do not meet these minimum makes an effort to schedule graduate business courses by requirements may be admitted on a conditional basis after following a predictable pattern. Students are cautioned to a careful scrutiny of their application materials. Conditional make course choices carefully and well in advance so that admission is typically offered to students who demonstrate program completion will not be delayed because a needed an exceptional characteristic which compensates for aca- course is not available. demic deficiencies in no more than one admission criteria. At the discretion of the College of Business and Management Beginning in Fall 2010, some graduate courses in business Admissions Committee, students granted conditional admis- will be offered in an online format. These classes will be of- sion to the graduate business programs may be subjected fered over the internet. Though regular classroom attendance to academic load limitations, restricted access to course may be avoided, some of these classes may require some registration opportunities, and to other requirements stipu- campus attendance, as for a final. The content of the course lated at the time conditional admission is offered. will be the equivalent of the courses offered on campus. Deficiencies Alternatives to Standard Courses Students may be advised to enroll in certain undergraduate Up to six credit hours of elective courses may be earned courses before registration in graduate business courses through two types of supervised activities: an independent if there are deficiencies in their academic background, project and a master’s thesis. A student may register for no particularly in mathematics, computer skills, writing, and more than one independent project (three credit hours). A language skills. Any courses taken at the undergraduate thesis is a scholarly endeavor equal to six credit hours of level to correct such identified deficiencies will not count standard courses. For further details about either of these toward the graduate degree; for example, Finite Math and alternatives, please contact a Coordinator in the Graduate Business Calculus or their equivalencies are required for all Studies in Business program. graduate program applicants but will not count toward the MASTER OF BUSINESS ADMINISTRATION (MBA) graduate degree. PROGRAM Transfer Credits The MBA Program provides students with a broad knowl- Request for transfer credits with supporting documents/ edge base in the area of business and management which transcripts should be submitted to the Graduate College. A will prepare them for mid- and upper-level positions in both student may apply a maximum of 9 transfer semester hours the private and public sectors, including the manufacturing, of graduate credit from the degree granting program of an- service, financial, institutional, and government fields. The other accredited college or university to Phase II curriculum MBA Program offers a challenging and practical orientation to requirements upon the recommendation of the Coordinator the complexities of modern business management and to the

240 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COLLEGE OF BUSINESS AND MANAGEMENT tools necessary for business decision- making. Students with MASTER OF SCIENCE IN ACCOUNTING (MSA) no prior education in business will be required to complete PROGRAM 58 credit hours: i.e., 25 credit hours of Phase I Foundation The MSA curriculum is designed to meet the needs of students Courses and 33 credit hours from the Phase II Advanced with or without undergraduate preparation in business or ac- Graduate Business Core Curriculum. Students with prior counting. The MSA Program prepares students for the chang- formal education in business may petition to waive up to 25 ing accounting profession of the new millennium. The MSA credits from the Phase I Foundation. This waiver of up to 25 core courses provide students with a balanced, rigorous, and credits for students with prior education in business depends in-depth exposure to the building blocks for a well-educated upon the specific makeup of their undergraduate experiences accountant with an advanced degree in financial accounting, and the grades received. Decisions regarding course waivers managerial accounting, auditing, income taxation, and research will be made by the MBA Program Coordinator at the time methodology. The program also requires students to take an admissions decision is reached. elective courses in accounting and non-accounting fields so Within the core (Phase II) requirement, each MBA student that graduates from the program can become an integral part selects three elective courses focused toward their particular of the business world’s information management team and be interests. able to make decisions in a multi-disciplinary business envi- ronment. The pedagogical approach throughout the program MBA Program Requirements emphasizes analysis, critical thinking, life-long learning skills, Phase I - Foundation Courses - Required for all MBA team work, interpersonal and communications skills, leadership students unless specific waivers have been granted ability, and cultural awareness. These are the competencies based upon prior equivalent course work. needed by those who must compete in the global business ACTG-400 Fundamentals of Accounting...... 4 cr. environment. In addition, the program enables students to (or ACTG 201 and ACTG 202.....6 cr.) meet the 150 semester hours of course work requirement BLAW-400 Legal Environment of Business...... 2 cr. needed to take the CPA exam in the states which have (or BLAW 285………………………3 cr.) enacted the legislation. FINA-400 Fundamentals of Financial Management.....2 cr. MSA Program Requirements (or FINA 360………………………..3 cr.) A two-phase structure enables students from business and ECON-401 Fundamentals of Business Economics...... 4 cr. non-business backgrounds to progress conveniently toward MKTG-400 Fundamentals of Marketing...... 2 cr. degree completion with a minimum of redundant courses. (or MKTG 350...... 3 cr.) Students with no prior education in business must complete MNGT-400 Managing Organizations...... 2 cr. both the Accounting Foundations and the Business Foundations (or MNGT 370...... 3 cr.) as described under Phase I of the MSA program. Students MNGT-401 Business Statistics...... 2 cr. with a prior education in business but not in accounting are (or MNGT 368...... 3 cr.) required to show proficiency in the Accounting Foundations of Total 18 cr. Phase I through either course work or by passing a proficiency Phase I requirements may also be met by completing selected examination. No courses listed under Phase I can be counted undergraduate equivalent courses. Further information in Phase II. Decisions regarding Phase I course waivers will be about this option is available from the Graduate Studies in made by the MSA Program Coordinator at the time an admis- Business Office. sions decision is reached. Phase I - Foundations Phase II - Advanced Graduate Business Core Courses - Required for all MBA students. Accounting Foundations ACTG-402 Managerial Accounting...... 3 cr. If a student’s undergraduate degree is in business but not ACTG-403 Management of Information in accounting, the student is required to show proficiency Systems and Technology...... 3 cr. in the following five accounting courses and in business FINA-402 Issues in Corporate Finance...... 3 cr. calculus through either (a) competent course work, or (b) by MKTG-402 Marketing Management...... 3 cr. passing a proficiency examination. There are six prerequisite MNGT-402 Applied Business Research...... 3 cr. courses. They are not part of the MSA degree and cannot be MNGT-403 Leadership and applied to the MSA degree. Students must first successfully Organizational Behavior...... 3 cr. complete these Accounting Foundations courses before full MNGT-404 Production/Operations admission is granted to the MSA program and before they Management...... 3 cr. will be permitted to take Phase II courses. MNGT-502 Business Policy...... 3 cr. ACTG-301 Cost Accounting...... 3 cr. Total 24 cr. ACTG-307 Auditing Theory and Problems...... 3 cr. Elective Courses ...... 9 cr. ACTG-310 Federal Income Tax (Individual)...... 3 cr. ACTG-321 Intermediate Financial Accounting I...... 3 cr. Total for Degree 33 - 51 cr.

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ACTG-322 Intermediate Financial Accounting II...... 3 cr. Phase II: Accounting Core and Electives MATH-167 Business Calculus...... 4 cr. After admission to the MSA program, all students are required Total 19 cr. to complete a minimum of 30 semester hours beyond the above requirements. All 30 semester hours of course work Business Foundations must be in graduate level courses. If a student’s undergraduate degree is not in business, the student is required to fulfill the above Accounting Founda- Accounting Core (15 hours) tion requirements plus the following 23 hrs. of Business ACTG-407 Auditing Theory and Practice...... 3 cr. Foundation Courses. No courses listed under Phase I can ACTG-412 Accounting for Planning and Control...... 3 cr. be counted for credit in Phase II. ACTG-421 Current Topics in Financial Accounting...... 3 cr. ACTG-430 Research Methodology in Accounting...... 3 cr. ACTG-400 Fundamentals of Accounting...... 4 cr. ACTG-440 Tax Research and Procedure...... 3 cr. (or ACTG 201 and ACTG 202.....6 cr.) BLAW-400 Legal Environment of Business...... 2 cr. Total Accounting Core 15 cr. (or BLAW 285………………………3 cr.) Accounting Electives ...... 6 cr. FINA-400 Fundamentals of Financial Management.....2 cr. Two electives from the following: (or FINA 360………………………..3 cr.) ECON-401 Fundamentals of Business Economics...... 4 cr. ACTG-406 Governmental and Not MKTG-400 Fundamentals of Marketing...... 2 cr. for Profit Accounting...... 3 cr. (or MKTG 350...... 3 cr.) ACTG-408 Information Technology Auditing...... 3 cr. MNGT-400 Managing Organizations...... 2 cr. ACTG-413 Advanced Management Accounting...... 3 cr. (or MNGT 370...... 3 cr.) ACTG-422 Financial Statement Analysis...... 3 cr. MNGT-401 Business Statistics...... 2 cr. ACTG-441 Estate, Gift and Trust Taxation...... 3 cr. (or MNGT 368...... 3 cr.) ACTG-451 Accounting Information Systems...... 3 cr. Total 18 cr. ACTG-480 Issues in International Accounting and Multinational Business Operations ...... 3 cr. Phase I requirements may also be met by completing se- ACTG-500 Master’s Project...... 3 cr. lected undergraduate equivalent courses (above). Further COBM-414 Management Consulting...... 3 cr. information about this option is available from the MBA/MSA Non-Accounting Electives...... 9 cr. Coordinator’s office. (must be approved by the MSA Program Coordinator) Total Program Hours 30 cr.

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and financial concepts. Finance majors can emphasize DEPARTMENTS/ the study of markets or the study of financial management practices. The financial services field has exploded with new kinds of products and services, creating a need for individuals PROGRAMS to sell new financial and investment instruments and services and to manage the entities which provide them. Banking, ACCOUNTING, stock brokerage, commodities/futures/options trading, and financial planning and analysis are traditional areas where BUSINESS finance majors find employment. Frequently finance majors are sought for entry level positions in the allied fields of real LAW AND FINANCE estate and insurance. It is important to understand the legal implications of key Rasoul Rezvanian, Ph.D., Professor of Finance, Chair business decisions, as business law constitutes the proto- Sara Aliabadi, Ph.D., Assistant Professor of Accounting cols for managerial action. Business law courses offered at Nauzer Balsara, Ph.D., Professor of Finance Northeastern are not a pre-law program and are not intended Hong Gee Chen, Ph.D., Assistant Professor of Accounting to be preparation for law school. Ring Chen, Ph.D., C.P.A., Associate Professor of UNDERGRADUATE PROGRAMS Accounting Major in Accounting for the Bachelor of Science Nont Dhiensiri, Ph.D., C.F.A., Associate Professor of Degree Finance Business and Management Core Courses...... 36 cr. Alireza Dorestani, Ph.D., Assistant Professor of Required Major Courses...... 24 cr. Accounting Essam Elshafie, Ph.D., Associate Professor of Accounting, *ACTG-301 Cost Accounting I...... 3 cr. M.S.A. Coordinator ACTG-307 Auditing Theory and Problems...... 3 cr. *ACTG-310 Federal Income Tax (Individual)...... 3 cr. Charletta Gutierrez, Ph.D., Associate Professor of ACTG-321 Intermediate Financial Accounting I...... 3 cr. Management Information Systems *ACTG-322 Intermediate Financial Accounting II...... 3 cr. Phillip Neal, J.D., M.S.A., C.P.A., Assistant Professor of *ACTG-324 Advanced Financial Accounting...... 3 cr. Accounting and Business Law BLAW-380 Business Law I...... 3 cr. Emmanuel Nyadroh, Ph.D., Assistant Professor of MNGT-393 Strategic Management...... 3 cr. Accounting Narendar Rao, Ph.D., C.F.M., C.M.A., C.B.M., Two Electives from the following...... 6 cr. Professor of Finance ACTG-306 Accounting for Non-Profit Organizations.....3 cr. Roger W. Reinsch, J.D., Professor of Business Law ACTG-311 Federal Income Tax (Corporate)...... 3 cr. Stijepko Tokic, J.D., L.L.M., Assistant Professor of ACTG-312 Cost Accounting II...... 3 cr. Accounting ACTG-325 Contemporary Financial Accounting Issues.3 cr. Xiaohong (Sara) Wang, M.A., Assistant Professor BLAW-381 Business Law II...... 3 cr. Chunwei Xian, Ph.D., Assistant Professor of Accounting Total Credit Hours for Accounting Major 60 cr. Ai-Ru Yen, Ph.D., Assistant Professor of Accounting *These courses include an international component. Myung-Ho Yoon, Ph.D., Professor of Accounting Recommended Professional Courses for Accounting is the language of business, and employees of Certification as a CPA, CMA, and CIA small and large organizations must understand basic ac- Baccalaureate degree-holders who wish to prepare for profes- counting principles. The knowledge of debits and credits, sional certification examinations may register as students- financial statements, and accounting information systems is at-large in selected courses in order to supplement previous basic for all business activities. Accounting majors must, of academic work. Contact the Chair of the Department of course, be well grounded in accounting theory and practice. Accounting, Business Law and Finance for information and Many accounting majors sit for the Uniformed Certified course enrollment authorization. Recommended professional Public Accountant (C.P.A.) Examination and embark on certification courses include: meaningful careers in the public accounting field, and some seek to take the Certified Management Accountant (C.M.A.) ACTG-306 Accounting for Non-Profit Organizations Examination ACTG-311 Federal Income Tax (Corporate) ACTG-312 Cost Accounting II Finance is the study of value. Using basic principles from the fields of accounting, economics, and statistics, finance involves analysis of financial institutions, financial markets,

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Major in Finance for the Bachelor of Science FINA-366 Financial Institutions and Markets...... 3 cr. Degree FINA-373 Intermediate Financial Business and Management Core Courses...... 36 cr. Management...... 3 cr. Required Courses...... 15 cr. Two courses from the following:...... 6 cr. FINA-362 Investment...... 3 cr. FINA-364 Problems in Business Finance...... 3 cr. FINA-366 Financial Institutions and Markets...... 3 cr. FINA-367 Short-term Financial Management...... 3 cr. FINA-371 International Financial Management...... 3 cr. FINA-368 Financial Management of FINA-373 Intermediate Financial Management...... 3 cr. Financial Institutions...... 3 cr. MNGT-393 Strategic Management...... 3 cr. FINA-369 Speculative Markets...... 3 cr. FINA-370 Option Pricing: Theory and Three Courses from the following list:...... 9 cr. Strategic Applications...... 3 cr. FINA-363 Security Analysis...... 3 cr. FINA-371 International Financial FINA-365 Personal Financial Planning...... 3 cr. Management...... 3 cr. FINA-364 Problems in Business Finance...... 3 cr. FINA-372 Portfolio Management...... 3 cr. FINA-367 Short-Term Financial Management...... 3 cr. FINA-374 Futures Trading Strategies...... 3 cr. FINA-369 Speculative Markets...... 3 cr. FINA-375 Debt Markets and Portfolio FINA-370 Option Pricing: Theory and Strategies...... 3 cr. Strategy Applications...... 3 cr. FINA-376 Technical Analysis of the FINA-374 Future Trading Strategy...... 3 cr. Futures Markets...... 3 cr. FINA-377 Real Estate Finance...... 3 cr. FINA-377 Real Estate Finance...... 3 cr. FINA-378 Introduction to Risk FINA-378 Introduction to Risk Management and Insurance...... 3 cr. Management and Insurance...... 3 cr. ACTG-310 Federal Income Tax (Individual)...... 3 cr. Total 21 cr. ACTG-311 Federal Income Tax (Corporate)...... 3 cr. Total 60 cr. COURSE OFFERINGS Minor in Accounting A note on prerequisites for undergraduate courses: Prerequi- sites are cumulative, i.e., some prerequisites have prerequisites This minor provides the background for professional entry of their own that must also be successfully completed. level positions in accounting. Required Courses...... 15 cr. A note on prerequisites for graduate courses: Access to all graduate business courses requires admission to the MBA ACTG-301 Cost Accounting I...... 3 cr. and/or MSA programs, and access to all Phase II Advanced ACTG-307 Auditing Theory and Problems...... 3 cr. Graduate Business Core Courses and Concentration courses ACTG-310 Federal Income Tax (Individual)...... 3 cr. requires completion of the Phase I Foundation Courses. ACTG-321 Intermediate Financial Accounting I...... 3 cr. COBM-385 Advanced Topics in Business, Topic Varies, 3 ACTG-322 Intermediate Financial cr. A cross-disciplinary, topic varies, undergraduate course Accounting II...... 3 cr. designed to examine leading-edge topics in business. Prereq.: Declared business major or minor and consent of Chairperson and COBM Dean. Two courses from the following...... 6 cr. COBM-414 Management Consulting, 3 cr. The philosophy, ACTG-306 Accounting for concepts, techniques and processes underlying management Non-Profit Organizations...... 3 cr. consulting practice in business and other operations. Topics ACTG-311 Federal Income Tax (Corporate)...... 3 cr. include client’s problem identification, proposal development, ACTG-312 Cost Accounting II...... 3 cr. data collection and analysis, and communicating to the client ACTG-324 Advanced Financial Accounting...... 3 cr. appropriate solution and implementation recommendations. ACTG-325 Contemporary Financial Project management and interpersonal skills needed to be Accounting Issues...... 3 cr. a successful management consultant, as well as ethical is- Total 21 cr. sues of the management consulting profession, will also be Minor in Finance addressed. Case studies, software tools and guest lecturers This minor provides an introduction to finance for students will be used in the course. Prereq.: Completion of all Phase I courses interested in the financial aspects of organizations. or equivalent plus a minimum of nine credit hours of Phase II courses, which must include MNGT-402 or ACTG-430. Required Courses...... 15 cr. COBM-485 Advanced Topics in Business, Topic Varies, FINA-360 Principles of Financial Management...... 3 cr. 3 cr. A cross-disciplinary, topic varies, graduate course de- FINA-362 Investment...... 3 cr. signed to examine leading-edge topics in business. Prereq.: FINA-363 Security Analysis...... 3 cr. Graduate standing and consent of Chairperson and COBM Dean.

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Accounting individuals. Topics include gross income and exclusions, ABF-350 Management Information Systems, 3 cr. This deductions to arrive at and deductions from gross income, course centers on the use of information systems (especially gain or loss recognition, basis, capital gains and losses, credits computer based) to provide information on which business and administration. Prereq.: All Foundation Courses including ACTG-202. decisions are made. Particular emphasis is placed on the ACTG-311 Federal Income Tax (Corporate), 3 cr. Advanced system user’s role in project development, implementation development of topics discussed in the first tax course. and success. Prereq.: All Foundation Courses including ACTG-202;. Additional topics include matters specifically applicable to ACTG-201 Introduction to Financial Accounting, partnerships, corporations, and basic introductions to estate 3 cr. Accounting is a process for measurement of business and gift taxes. Tax research techniques are also developed activity. This course introduces the underlying assumptions in the subject. Prereq.: ACTG-310. of accounting; recording and reporting of transactions, ACTG-312 Cost Accounting II, 3 cr. This course is a logi- preparation and interpretation of financial statements.Prereq.: cal continuation of the prerequisite course with even greater MATH-165 and MATH-167 (may be taken concurrently). emphasis on accounting information used for management ACTG-202 Introduction to Managerial Accounting, 3 cr. planning and control. Topics include division performance This course focuses on managerial accounting. It emphasizes measurement, transfer pricing, and application of quantitative the use of accounting information for management planning techniques to cost accounting. Prereq.: ACTG-301. and control decisions. Prereq.: MATH-165 and MATH-167 and ACTG-201. ACTG-313 Internal Auditing and Management Control, ACTG-300 Principles of Accounting, 3 cr. This course 3 cr. Internal auditing is an independent appraisal activity surveys the basic accounting concepts and procedures within an organization for the review of operations aimed used in the preparation of financial statements, statement at promoting its efficiency and effectiveness. This course analysis, and managerial planning and control. Topics cov- explores the concepts and standards of internal auditing ered include financial accounting for external reporting and and their applications. Topics include the discussion of managerial accounting for internal planning. The course is the nature and environment of internal auditing, disciplines targeted toward undergraduate non-business-major students related to internal auditing, internal auditing process and with no prior knowledge of accounting, to study and obtain the organization and administration of an internal auditing an overall fundamental understanding and appreciation department. Prereq.: ACTG 307 and ABF 350. of the use of accounting information. This course cannot ACTG-321 Intermediate Financial Accounting I, be counted for credit toward a major in business. Prereq.: 3 cr. This course begins the three-course professional MATH-092 or equivalent. financial accounting sequence. This is a comprehensive ACTG-301 Cost Accounting I, 3 cr. The course expands study of the theory and practice of public accounting and upon the study of accounting information used to value the pronouncements of the Financial Accounting Standards products for inventory, needed by management to plan and Board. This course emphasizes theory, working capital and control operations. Topics include job order and process cost long term assets. Prereq.: All Foundation Courses including ACTG-202. accounting systems, standard costs and variance analysis, ACTG-322 Intermediate Financial Accounting II, flexible budgeting, direct costing and break-even analysis. 3 cr. This is the second course in the professional financial Prereq.: All Foundation Courses including ACTG-202. accounting sequence. This course emphasizes long-term ACTG-306 Accounting for Non-Profit Organizations, 3 cr. liabilities, equity, revenue recognition and the statement of A study of the special techniques employed in recording and changes. Prereq.: ACTG-321. reporting financial data of non-profit governmental units and ACTG-324 Advanced Financial Accounting , 3 cr. This private non-profit organizations.Prereq.: ACTG-322. is the third course in the professional financial accounting ACTG-307 Auditing Theory and Problems, 3 cr. Auditing sequence. This course emphasizes multi-national and do- contributes to the reliability of financial and other information. mestic consolidations. Prereq.: ACTG-322. This course, comprised of theory and philosophy of auditing, ACTG 325 Contemporary Financial Accounting Issues, 3 makes it an essential part of an accountant’s knowledge. cr. The course covers an in-depth investigation of contem- Topics include standards-general, field work and reporting, porary accounting issues and problems, including analysis evidential matter, review of internal control, auditing tech- and evaluation of most recent accounting pronouncements niques, practices, problem-solving, auditor’s legal liability, and and articles in major accounting journals. Prereq.: ACTG-322. a study of A.I.C.P.A. industry audit guides. Prereq.: ACTG-322. ACTG-380 International Accounting, 3 cr. This course is ACTG-308 Advanced Auditing, 3 cr. This course enhances concerned with an examination of the environmental factors the students understanding of auditing principles. Included is affecting accounting concepts and standards. Differences in a detailed study of statements of auditing standard, evidential the cultural, social, political, legal and economic environment matter, techniques, problem solving, and a study of AICPA are the determining factors in the selection of accounting industry audit guidelines. Prereq.: ACTG-307. concepts and standards. Coverage will include country and ACTG-310 Federal Income Tax (Individual), 3 cr. Funda- regional studies and accounting problems related to mul- mentals of tax accounting and reporting with emphasis on tinational businesses such as foreign currency translation. Prereq.: ACTG 322.

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ACTG-382 Internship in Accounting, 3-6 cr. Prereq.: consent phasis on major provisions of the income tax law and related of Chairperson and Dean’s Office. administrative and judicial rulings as they affect business ACTG-386 Independent Study in Accounting, transactions. This course also includes consideration for 1-3 cr. Prereq.: Consent of Chairperson and Dean’s Office. the tax structure and its role as a tool for business planning. ACTG-400 Fundamentals of Accounting, 4 cr. This course Prereq.: ACTG-400 or equivalent and graduate standing. is designed for graduate students with no prior knowledge ACTG-412 Accounting for Planning and Control, 3 cr. of accounting. Students will study and obtain an overall This course provides for systematic and in-depth discus- fundamental understanding and appreciation of the use of sion and analysis of various accounting models which are accounting information for making business decisions. This useful to organizational planning and control, including the is a condensed, fast-paced course that addresses the topics role of accounting systems in developing and refining data of financial accounting for external reporting and managerial necessary for cost and managerial planning. Prereq.: ACTG-400 accounting for internal planning, control, and decision-making or equivalent and graduate standing. of business operations. Prereq.: graduate standing. ACTG-413 Advanced Management Accounting, 3cr. Cov- ACTG-402 Managerial Accounting, 3 cr. This course fo- ers various analytical models of management accounting, cuses on accounting methods applicable to the accumulation information economics, incentive contracting, cost and and analysis of financial data relevant to managerial decision performance assessment, agency theory, behavior aspects making problems. Topics include cost behavior, budgeting, of management accounting and other current issues in cost allocation, cost accounting systems and capital budget- management accounting research. Prereq.: ACTG-412 or equivalent ing. Prereq.: ACTG-400 or equivalent and graduate standing. and graduate standing, ACTG-403 Management of Information Systems and Tech- ACTG-421 Current Topics in Financial Accounting, 3 cr. nology, 3 cr. This course examines two major and related This course provides a conceptual framework for current concepts: the management of information and the manage- issues in financial accounting measurement and reporting, ment of technology. Principles underlying the acquisition, and valuation of assets, liabilities and income determination application, and management of technology are considered, and other necessary disclosures of financial information. including economic justification for buying or replacing Prereq.: ACTG-400 and graduate standing. technologies. Special attention is given to management ACTG-422 Financial Statement Analysis, 3 cr. Provides information systems (MIS) and to information technology (IT) a thorough understanding of the accounting models, the applications which support managerial decision-making and language, the meaning, the significance and the limitations enhance organizational competitiveness. Relevant business of the public corporate financial statements. Means of mas- cases are studied to reinforce conceptual learning. Prereq.: tering the tools of financial analysis and tools to identify the ACTG-400 or equivalent and graduate standing. significant financial and operating factors for the purpose of ACTG-406 Governmental and Not-for-Profit Accounting, reaching informed lending, investment and other decisions. 3 cr. This course is designed to introduce students to the Prereq.: ACTG-400 or equivalent and graduate standing. requirements of accounting for not-for-profit and federal, ACTG-430 Research Methodology in Accounting, 3 cr. state, and local governmental entities. These entities are Provides a thorough understanding of research method- required to follow the pronouncements of either the Financial ologies in accounting. The approach is to take a central Accounting Standard Board or the Government Accounting research question and pursue its dimensions which include: Standards Board. The financial accounting and reporting importance of the question posed, the research design to concepts, standards and procedures applicable to federal, evaluate that question, threats to the credibility of potential state, and local governmental entities and not-for-profit inferences drawn, research types that could be applied to organizations will be discussed. Prereq.: ACTG-400 or equivalent the same question, and challenges in communication and and graduate standing. interpretation. Prereq.: ACTG-400 or equivalent and graduate standing. ACTG-407 Auditing Theory and Practice, 3 cr. Integrates ACTG-440 Tax Research and Procedure, 3 cr. The purpose accounting standards, accounting systems, internal control and methods of conducting tax research and communicating structures and the dual auditing functions of obtaining and tax research conclusions. The course will focus on Internal evaluating evidence - all within the context of a professional Revenue practice and procedures. Tax policy, issues in environment. Prereq.: ACTG 421 or equivalent and graduate standing. taxpayer compliance, and taxpayer and tax preparer respon- ACTG-408 Information Technology Auditing, 3 cr. The sibilities will also be addressed. Prereq.: ACTG-410 or equivalent purpose of this course is to teach students how to audit and graduate standing. computer-based accounting information systems; therefore, ACTG-441 Estate, Gift and Trust Taxation, 3 cr. Current this course focuses on evaluation of accounting systems laws, cases, rulings, and regulations useful for estate planning controls, tests accounting data integrity, and discusses the purposes are discussed. Topics include estate valuation, nature and use of expert systems in accounting with emphasis gift planning, estate planning and trusts, life insurance, joint on their use as an audit tool. Prereq.: ACTG-407. tenancy, powers of appointment, pre-marital and marital ACTG-410 Seminar in Tax Planning, 3 cr. This course dissolution agreements, community property, and generation- focuses on a managerial approach to taxation through em- skipping transfer tax. Planning for estate tax minimization will

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be emphasized. Prereq.: ACTG-410 or equivalent and graduate standing. are also covered. The social responsibilities, ethical concerns, ACTG 451 Accounting Information Systems, 3cr. An in- and dilemmas of the organization’s manager are stressed as depth coverage of the concepts and techniques underlying part of the practical decision making environment. Prereq.: the development, use and control of both manual and com- graduate standing. puterized accounting information systems. Focus is on the BLAW-410 International Business Law, 3 cr. This course understanding and evaluation of accounting information and will include materials on the international legal environment, accounting information systems, and the understanding of international economic associations, such as WTO, conflicts the theory and practice of internal control. Particular em- of law, international contracting, letters of credit, exporting/ phasis will be placed on the cost and benefit of accounting importing issues, including tariffs, and other aspects of inter- information and the strengths and weaknesses of account- national business transactions. The purpose is to prepare an ing information systems using current technology. Prereq.: MBA student to be able to understand the legal issues that ACTG-400 or equivalent and graduate standing. are involved in international business transactions. Prereq.: ACTG 480 Issues in International Accounting and Multi- graduate standing. national Business Operations, 3 cr. In-depth discussion of Finance accounting issues and problems faced by companies with FINA-360 Principles of Financial Management, multinational operations. Topics include issues related to 3 cr. This course is a study of the effect of the theory of foreign currency translator, consolidation of foreign sub- valuation on decision making within the firm. Topics include sidiaries, foreign investment, international transfer pricing, capital budgeting, leverage, dividend theory, and present analysis of foreign investment. Issues in the ethical conduct value. Prereq.: All Foundation Courses completed. of multinational operations and in the Foreign Corrupt Prac- FINA-362 Investment, 3 cr. An introduction to financial tices Act will also be discussed. Prereq.: ACTG-421 or equivalent markets. Particular emphasis is placed on valuation and the and graduate standing. characteristics of different financial assets.Prereq.: FINA-360. ACTG-500 Master’s Project, 3 cr. Approval of major advi- FINA-363 Security Analysis, 3 cr. This course analyzes the sor is necessary. factors affecting the market valuation of securities utilizing ACTG-501 Master’s Thesis, 3 cr. Approval of major advi- fundamental analysis and modern portfolio theory. Prereq.: sor is necessary. FINA 360. Business Law FINA-364 Problems in Business Finance, 3 cr. This course, BLAW-285 The Legal Environment of Business, employing the case method, is designed to help the student 3 cr. A study of governmental regulation of the conduct of through problem-solving as well as learning skills for mak- business. Topics include sources of authority, the Constitu- ing financial decisions for corporations.Prereq.: FINA-360 and tion and Bill of Rights, administrative agencies, litigation and senior status. arbitration as means of resolving disputes, anti-trust laws, FINA-365 Personal Financial Planning, 3 cr. This course mergers and acquisitions, securities regulations, employment is a broad-based introduction to a wide range of personal and labor management regulations, environmental regula- financial topics including investments, real estate, insurance, tions, product liability, consumer protection, torts and ethics. and retirement planning. It will provide the informational and Prereq.: 30 credit hours of college work. decision-making tools needed for successfully implementing BLAW-380 Business Law I, 3 cr. The study of the law of a personal financial plan. Prereq.:MATH-165 and FINA-360. contracts, including mutual assent, consideration, legality, FINA-366 Financial Institutions and Markets, 3 cr. This course capacity, statute of frauds, third parties, performance, breach, provides an integrated view of the concepts and principles discharge, and remedies; UCC sales, including transfer of of financial flows in the economy. The role of intermediation title, risk of loss, bulk sales, product liability and strict liability. and interest rates is stressed. Prereq.: FINA-360. Prereq.: Prereq.: BLAW-285. FINA-367 Short-term Financial Management, 3 cr. The BLAW-381 Business Law II, 3 cr. Continuation of BLAW subject matter of the course includes a detailed study of 280 and covers: Agency, partnerships, corporations and the short-term assets and liabilities on a corporate balance UCC commercial paper. The rights and liabilities of corporate sheet. It also develops skills useful to a bank loan officer, a and partnership forms of business organization are covered. credit analyst, a cash manager, or personnel on the corporate Negotiation, warranties, holder in due course, bank items are treasurer’s staff. Prereq.: FINA-360. covered as part of UCC commercial paper. Prereq.: BLAW-285. FINA-368 Financial Management of Financial Institutions, BLAW-400 Legal Environment of Business, 2 cr. This 3 cr. The objective of this course is to expose the student course centers on the American legal system as one sphere to the techniques of financial management employed by of influence in the business operations of an organization. the financial institutions and other financial intermediaries. Topics include anti-trust laws, mergers and acquisitions, The course emphasizes the use of tools for decision making securities regulations, equal employment, and labor manage- within a financial institutional framework which is in a state ment regulations, product liability, and consumer protection. of transition. Prereq: FINA-360. Litigation and arbitration as methods for resolving disputes

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FINA-369 Speculative Markets, 3 cr. This course reviews FINA-377 Real Estate Finance, 3 cr. The primary objective the principles and mechanics of the major speculative finan- of this course is to provide an overview of real estate finance. cial instruments: commodities, financial futures and options. This course involves an exploration of the characteristics, Particular emphasis is placed on pricing theories and trading institutions, and markets through which financing of real estate strategies. The role of risk transfer as an economic good is occurs. This course focuses on the dynamic changes that discussed. The student is expected to complete a project have occurred in the real estate field in the past few years involving simulated trading. Prereq.: FINA-360. and also assesses the impact that these changes have had FINA-370 Option Pricing: Theory and Strategic Applica- on both the availability and costs of mortgage debt and the tions, 3 cr. The course is designed to familiarize students with risks associated with its use. Prereq.: FINA-360. the theoretical foundations of options pricing. This knowledge FINA-378 Introduction to Risk Management and Insur- is then used to design strategies for profiting from mispriced ance, 3 cr. The individual, family, business entity, and society options. Mathematical complexity will be kept to a minimum. are all exposed to accidental loss events that may have a The use of personal computers as decision- making aids will significant bearing on their financial security. Risk manage- be strongly emphasized. Prereq.: FINA-360. ment is the process of identifying, analyzing, controlling, FINA-371 International Financial Management, financing, and monitoring these loss exposures. The primary 3 cr. The course focuses on the international aspects of focus of this introductory course is to provide an understand- finance management. Particular emphasis is placed on the ing of the various risks that businesses and individuals are control of exchange rate risk and financing multinational exposed to and the alternative methods that are available corporations. Prereq.: FINA-360. to manage these risks. Prereq.: FINA-360. FINA-372 Portfolio Management, 3 cr. The course cov- FINA-382 Internship in Finance, 3-6 cr. Prereq.: consent of ers the theory and the techniques of portfolio management. Chairperson and Dean’s Office. Particular emphasis is placed on definition of objectives for FINA-395 Independent Study in Finance, 1-3 cr. Prereq.: and the construction of portfolios. This course prepares the consent of Chairperson and Dean’s Office. student for the first CFA exam.Prereq.: FINA-360 and MNGT-368. FINA-400 Fundamentals of Financial Management, 2 cr. FINA-373 Intermediate Financial Management, 3 cr. This This course centers on corporate financial management, course is an extension of FINA 360. It seeks to build upon providing students with an overview of essential financial the theoretical framework developed in FINA 360, enabling concepts such as time value of money, the relation between students to acquire new conceptual and applied knowledge risk and return, stock valuation, bond valuation, and the of corporate finance. The course covers, among other top- analysis of corporate financial performance. Prereq.: ACTG-400 ics, advanced issues in capital budgeting, optimal capital or equivalent and graduate standing. structure theory, dividend policy, buy versus lease decisions, FINA-402 Issues in Corporate Finance, 3 cr. This course mergers, bankruptcies and reorganizations. Prereq.: FINA-360. builds upon the theory of modern corporate finance covered in FINA-374 Futures Trading Strategies, 3 cr. The course is Fundamentals of Financial Management (FINA 400). Concepts designed to emphasize the practical, rather than the theoreti- addressed include: cost of capital and optimal structures; cal aspects of futures markets. Students will be exposed to the role of dividends in corporate evaluations; using options both technical and fundamental approaches to trading, and and features in hedging financial risk; leasing; mergers and to disciplined money management techniques. Prereq.: FINA-360. acquisitions, and the basics of international financial manage- FINA-375 Debt Markets and Portfolio Strategies, ment. Prereq.: FINA 400 or equivalent and graduate standing. 3 cr. The first part of the course is designed to introduce FINA-462 Investment Strategies, 3 cr. This course focuses students to some of the very recent innovations in the fixed- on the practical use of the techniques of modern finance income securities market, as for example, zero coupon in managing pension/endowment funds. Students will be bonds, floating rate notes and convertible issues. The next exposed to the foundations of modern portfolio theory and segment familiarizes students with portfolio management will be required to develop a plan for inventing a significant considerations unique to debt instruments. Mathematical amount of pension fund assets. Prereq: FINA-400 or equivalent and complexity, though inevitable, will be kept to a minimum. graduate standing. Prereq.: FINA-360. FINA-469 Mergers and Acquisitions, 3 cr. This course FINA-376 Technical Analysis of the Futures Markets, 3 cr. involves an examination of the key elements of the mergers This course will enable students to read and interpret futures and acquisitions process. It provides the analytical framework price charts. Technical analysis (as opposed to fundamental and vital tools necessary to successfully plan and execute analysis) stresses the information content of part and price mergers, acquisitions, and corporate restructuring. One key data and is based on the premise that prices do not always goal of this course is for the students to develop a critical move randomly. Students believing in this underlying phi- appreciation of the key financial and strategic criteria in a losophy ought to benefit from this course.Prereq.: FINA-360. proposed acquisition. The primary purpose of this course is to make sure students understand what works and what does not, in the world of mergers and acquisitions. Prereq.: FINA-400.

248 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MANAGEMENT and MARKETING

FINA-470 Corporate Financial Strategy, 3 cr. Corporate financial strategy in practice is emphasized in this course. MANAGEMENT and Topics to be discussed include: (a) financial planning, (b) strategies for raising capital, (c) strategies for allocating capital MARKETING among different uses, and (d) strategies for working capital Sundaram Dorai, D.B.A., Associate Professor management. Prereq: FINA-400 or equivalent and graduate standing. of Marketing, Chair FINA-471 International Financial Management, Rasoul Afifi, Ph.D., Associate Professor of Management 3 cr. This course emphasizes the theoretical concepts of Hamid Akbari, Ph.D., Professor of Management international banking and finance together with their practi- Michael Bedell, Ph.D., Professor of Management, cal ramifications. Case-studies will be used to reinforce Associate Dean concepts discussed in the textbook. Prereq: FINA-400 or equivalent Mei-Lung Chen, Ph.D., Associate Professor of and graduate standing. Management FINA-474 Seminar on Futures and Options Markets, 3 Charles Funk, Ph.D., Assistant Professor of Management cr. This seminar provides a rigorous treatment of the com- Amy Hietapelto, Ph.D., Associate Professor of modity/financial and options markets. Emphasis is placed Management, Dean on the theory underlying futures/options instruments. How- Jianfeng Jiang, Ph.D., Assistant Professor of Marketing ever, the course is a practical, problem-solving approach to Jian Li, Ph.D., Associate Professor of Management, market-generated challenges, and will concentrate primarily M.B.A. Coordinator on advanced trading and hedging techniques. Prereq: FINA-400 Constantine Loucopoulos, Ph.D., Associate Professor or equivalent and graduate standing. of Management FINA-475 Management of Financial Institutions, Deepa Pillaj, Ph.D., Assistant Professor of Marketing 3 cr. This course focuses on the application of traditional Marie-Élène Roberge, Ph.D., Assistant Professor of finance concepts to the management of commercial banks Management and other depository intermediaries, which are part of the Suresh Singh, Ph.D., Assistant Professor Financial Services Industry, operating in domestic and inter- Qiumei (Jane) Xu, Ph.D., Assistant Professor of national markets. Prereq: FINA-400 or equivalent and graduate standing. Management FINA-500 Master’s Project, 3 cr. Approval of major advi- sor is necessary. Shuben Xu, Ph.D., Assistant Professor FINA-501 Master’s Thesis, 3 cr. Approval of major advisor Shabnam Zansani, M.S., Assistant Professor is necessary. Management is the art and science of managing and leading people, organizations and businesses. The central function of management is to create and maintain a productive and constructive environment for reaching organizational goals in an effective and efficient way. Majors will learn the theory and practice of management by studying organizations, entrepreneurship, production and operations management, international business and management, leadership, human resource management, management of change, and many other related topics as they pertain to the management of all sizes of organizations in both for profit and non-profit sec- tors. Management preparation can be applied in many areas; therefore, students majoring in this field may find jobs in a variety of industries and organizations. Examples include: human resource management specialists, production and inventory control specialists, quality assurance analysts, production planners, unit managers, retail management, management consulting and management trainees in a number of organizations. Marketing is an essential function in any business; it deals with the strategic and tactical planning activities of organ- izations which develop, price, promote, and distribute goods and services aimed at meeting the needs of customers through commercial exchanges. The marketing courses are designed to provide students with a foundation of marketing theory and practice in manufacturing and service organizations in both for profit and non-profit sectors. Students majoring in marketing

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 249 MANAGEMENT and MARKETING can choose from a variety of career areas. Examples include: MKTG-366 Business to Business Marketing...... 3 cr. personal selling, retail management, distribution planning, *MNGT-378 Women in Management...... 3 cr. customer service, advertising/sales promotion, product/brand *MNGT-354 Logistics Management...... 3 cr. management, telemarketing, and franchise unit management. *MNGT-357 Purchasing Management...... 3 cr. *MNGT-380 Entrepreneurship...... 3 cr. UNDERGRADUATE PROGRAMS *MNGT-399 Management of Change...... 3 cr. Major in Management for the Bachelor of Science Total 60 cr. Degree *Up to two non-Marketing courses, as indicated by an Business and Management Core Courses...... 36 cr. asterisk (*), can be applied as electives towards the Major in Required Courses...... 12 cr. Marketing for the Bachelor of Science Degree. MNGT-371 Organizational Behavior...... 3 cr. Major in General Business Administration for the MNGT-372 Organization Theory and Design...... 3 cr. Bachelor of Science Degree MNGT-381 International Business and Management.....3 cr. The General Business Administration program trains MNGT-393 Strategic Management...... 3 cr. business generalists. While General Business majors learn Four electives from the following:...... 12 cr. about different functional areas of business, including Man- MNGT-354 Logistics Management...... 3 cr. agement, Marketing, Accounting and Finance, they do not MNGT-357 Purchasing Management ...... 3 cr. specialize in any particular area. This program is most suit- MNGT-373 Human Resource Management...... 3 cr. able for those students who may not have strong interest in MNGT-375 Management and Organization any particular area of business, and who may wish to start or Communications...... 3 cr. work in a small or medium-sized enterprise where employees MNGT-376 Small Business Management...... 3 cr. and managers will be required to exhibit a broad range of MNGT-378 Women in Management...... 3 cr. business competencies. Students can qualify for a variety MNGT-380 Entrepreneurship...... 3 cr. of jobs in many sectors of business because of their broad MNGT-392 Business, Technology and Society...... 3 cr. based preparation in general business. This preparation is MNGT-396 Industrial and Labor Relations and especially suitable for those who want to be entrepreneurs, Collective Bargaining...... 3 cr. starting or managing small to medium-sized businesses. MNGT-399 Management of Change...... 3 cr. The General Business Administration major has two options. *MKTG-353 Marketing Research...... 3 cr. *MKTG-354 Personal Selling...... 3 cr. Option l-Business Administration for Second *MKTG-357 Sales Management...... 3 cr. Majors *MKTG-360 Marketing Channels...... 3 cr. This program is designed for students who wish to combine Total 60 cr. coursework in a non-business discipline with a solid founda- tion in business administration. Students with an interest in * Up to two non-Management courses, as indicated by an International Business may use this option in conjunction asterisk (*), can be applied as electives towards the Major with a major in the Foreign Languages Department. Other in Management for the Bachelor of Science Degree. combinations of double majors with this option are possible, Major in Marketing for the Bachelor of Science such as Computer Science, Anthropology, and Political Sci- Degree ence. Students in this option must fulfill the complete College of Business Core Curriculum, along with twelve other credit Business and Management Core Courses...... 36 cr. hours in Business. An outline of this option is as follows: Required Courses...... 15 cr. Business and Management Core Courses...... 36 cr. MKTG-351 Consumer Behavior...... 3 cr. Required Courses...... 3 cr. MKTG-353 Marketing Research...... 3 cr. MNGT-393 Strategic Management...... 3 cr. MKTG-358 International Marketing...... 3 cr. Total 3 cr. MKTG-359 Marketing Management...... 3 cr. MNGT-393 Strategic Management...... 3 cr. Choose one of the following...... 3 cr. MKTG-358 International Marketing...... 3 cr. Three electives from the following:...... 9 cr. MNGT-381 International Management...... 3 cr. MKTG-352 Advertising...... 3 cr. Approved Elective...... 3 cr. MKTG-354 Personal Selling...... 3 cr. MKTG-355 Electronic Commerce...... 3 cr. Choose two courses from one area...... 6 cr. MKTG-356 Retail Management...... 3 cr. Management, Marketing, Finance, Accounting MKTG-357 Sales Management...... 3 cr. MKTG-360 Marketing Channels...... 3 cr. Total for Option I...... 48 cr.

250 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MANAGEMENT and MARKETING

Option II-General Business Administration *MKTG-357 Sales Management...... 3 cr. This program is designed for students completing General MKTG-358 International Marketing...... 3 cr. Business as a primary (first or only) major. It offers a broad, MKTG-360 Marketing Channels...... 3 cr. interdisciplinary orientation to modern business theory and MKTG-366 Business to Business Marketing...... 3 cr. practice. Students in this option must fulfill the complete Total 21 cr. College of Business Core Curriculum, along with twenty- *Can only count once in Marketing minor. four other credit hours in Business. An outline of this option is as follows: Minor in International Business The International Business Minor is intended for any student Business and Management Core Courses...... 36 cr. who is interested in enhancing his or her business and man- Required Courses...... 3 cr. agement skills for working in an increasingly global world. MNGT-393 Strategic Management...... 3 cr. The requirements for each are: *Select One 300-Level Course from each of the following business disciplines (beyond the Core).... 12 cr. TOTAL CREDITS FOR INTERNATIONAL BUSINESS ACCOUNTING...... 3 cr. MINOR: (21 CR. HOURS) FINANCE...... 3 cr. Required Courses (4 hours)*,**...... 12 cr. MARKETING...... 3 cr. MKTG-358 International Marketing...... 3 cr. MANAGEMENT...... 3 cr. FINA-371 International Finance Management...... 3 cr. *Select Three 300-Level Business Courses MNGT-381 International Business and Management.....3 cr. from any combination of business disciplines...... 9 cr. ECON-321 International Monetary Theory and Relations...... 3 cr. Total for Option II...... 60 cr. OR * Excludes MNGT 393, ACTG 300, BLAW 380, BLAW 381 ECON-322 International Economics...... 3 cr. and 300-level Core Courses. Minor in Management * One of these courses may be taken as part of the Stud This minor is designed for students interested in entry-level Abroad Program with the written approval of department chair. management positions and/or general managerial careers **Business Majors must substitute approved elective courses in business organizations. for any course required in their majors Required Courses...... 12 cr. Electives (3 Courses) from the Following List *:...... 9 cr. MNGT-370 Principles of Management...... 3 cr. Courses in Study Abroad Program ...... (maximum 9 cr.) MNGT-371 Organizational Behavior...... 3 cr. (written approval of department chair is required) MNGT-372 Organizational Theory & Design...... 3 cr. MNGT 378 Women in Management...... 3 cr. MNGT-373 Human Resource Management...... 3 cr. ECON-321 International Monetary Theory * Three additional management electives...... 9 cr. and Relations...... 3 cr. Total 21 cr. OR *See the list of Management Electives under the Manage- ECON-322 International Economics...... 3 cr. ment Major. (One must taken as a required course and the other one may be taken as an elective) Minor in Marketing Other courses approved by department chairperson. This program is for students interested in a marketing minor to Total 21 cr. complement a major discipline such as another field of busi- ness, psychology, foreign language, computer science, etc. * Interested students should contact the chairperson for Required Courses...... 9 cr. appropriate course selection. MKTG-350 Principles of Marketing...... 3 cr. COURSE OFFERINGS MKTG-351 Consumer Behavior...... 3 cr. A note on prerequisites for undergraduate courses: MKTG-359 Marketing Management...... 3 cr. Prerequisites are cumulative, i.e., some prerequisites have One of the following:...... 3 cr. prerequisites of their own that must also be successfully MKTG-352 Advertising...... 3 cr. completed. MKTG-357 Sales Management...... 3 cr. A note on prerequisites for graduate courses: Access to Three of the following:...... 9 cr. all graduate business courses requires admission to the MBA *MKTG-352 Advertising...... 3 cr. and/or MSA programs, and access to all Phase II Advanced MKTG-353 Marketing Research...... 3 cr. Graduate Business Core Courses and Concentration courses MKTG-354 Personal Selling...... 3 cr. requires completion of the Phase I Foundation Courses. MKTG-356 Retail Management...... 3 cr.

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COBM-385 Advanced Topics in Business, Topic Varies, 3 organizations. Students are presented with both the descrip- cr. A cross-disciplinary, topic varies, undergraduate course tive and prescriptive aspects of the discipline in order to pro- designed to examine leading-edge topics in business. Prereq.: vide insight into the planning and designing of organizations Declared business major or minor and consent of Chairperson and COBM Dean. for effectiveness. Major topics include rational and social Management systems views of organizations; the social, technical, legal MNGT-201 Business and the Free Enterprise System, and economic environments of organizations; organizational 3 cr. Insight into the role of the free enterprise system in characteristics such as size, technology, structure, climate society and economy. Functions and operations of business and administrative philosophy; elements of organizational firms are analyzed for career opportunities in business and structure and design (authority structure); specialization; industry. Recommended for intended business majors. Does degree of centralization; policies; communication channels; not fulfill major or minor elective. and reward systems; organizational processes including goal setting; strategic planning; decision making; coordinating MNGT-354 Logistics Management, 3 cr. Introduction to the and controlling; and organizational survival. Prereq.: MNGT-370. business logistics environment. Detailed coverage of the use of concepts and quantitative techniques in facility location, MNGT-373 Human Resource Management, 3 cr. Orga- distribution, warehousing, scheduling, order processing, nization and operation of the personnel department. Role storage, material handling and other logistics design and of the personnel department in the organization. Topics include task/job development (job analysis, job design, job operating decisions. Prereq: MNGT-377. specification, job enlargement, job enrichment, performance MNGT-357 Purchasing Management, 3 cr. This course standards, work rules, work conditions); staffing the organiza- focuses on the industrial purchasing function. Topics such as tion (recruitment, selection, placement, promotion, demotion, the organization of the purchasing department, purchasing interviewing, testing); performance appraisal; training and techniques, vendor selection, determination of "quality" value development; compensation (wage and salary administration, analysis, quality control, inventory control, reciprocity will be supplementary benefits, incentives); collective bargaining covered. Cases are used to provide a better understanding (unionization, negotiation, grievance and arbitration); legal of purchasing. Prereq.: MNGT-370 and MNGT-377. and other environmental issues are stressed. Prereq.: MNGT-370. MNGT-368 Business Statistics, 3 cr. Quantitative methods MNGT-375 Management and Organization Communica- specifically applied to management, marketing, finance, tions, 3 cr. Formal structures, channels, and mechanism for and accounting problems. Topics covered include basic communication within the organization and its environment. probability theory, measurement and scaling, descriptive Informal process of communication within the organization. statistics, correlation, estimation, testing hypotheses, confi- Supervisory and management roles in organizational com- dence intervals for mean, and regression. The use of personal munication. Dynamics of communication in and between computers as decision making aids will be emphasized. organization work units. Functional roles/ perspectives af- Prereq.: MATH-165 and MATH-167. fecting organizational communications. Class exercises and MNGT-370 WIP: Managing Global Business Organiza- case studies will be used. Prereq.: MNGT-370. tions, 3 cr. This course addresses four critical areas of the MNGT-376 Small Business Management, 3 cr. Applica- emerging management environment: globalization, diversity, tion of management concepts and techniques to the small leadership and teamwork. Traditional and projected theories firm. Special attention will be given to the particular nature, of organization management and organization behavior, as opportunities, needs, and problems of small manufacturing, focused toward these four themes, are examined. Addition- wholesale, retail, and business service firms. Topics include ally, the writing-intensive component of this course includes comparison of similarities, differences, and relations between a variety of written communication activities to develop a small and large firms, issues and methods in starting a small discipline-focuses writing skill. Prereq: All foundation courses must firm (including selecting the legal mode of organization, buy- be completed with a grade of “C” or better. ing an existing firm, franchising); funding; risk and venture MNGT-371 Organizational Behavior, 3 cr. A broad survey management for small firms; the role of local, state, and analyzing the contributions of behavioral science to man- federal government. Case studies and field research may agement and administration. Topics stressed are scientific be included. Prereq.: MNGT-370, MKTG-350 and FINA-360. method in organizational research, individual and group MNGT-377 Production/Operations Management, 3 cr. dimensions of organizational behavior, decision making, bar- This course covers subjects related to the design of produc- riers to communication, work motivation, intergroup conflict, tion, inventory, and quality control systems. In the production leadership, organizational climate and development, and systems design the following topics are covered: design of analysis of power in organizations. Role playing, simulations, products and services, capacity planning, process design, class exercises, and case studies are used. Prereq.: MNGT-370. work analysis and measurement, facility location, produc- MNGT-372 Organizational Theory and Design, 3 cr. This tion scheduling. In the inventory control systems design course approaches the study of business organizations and the following issues will be discussed: relation of inventory their management from a macro perspective. The focus of system to the other functions of organizations, cost structure, organization theory is to study the structure and design of

252 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 MANAGEMENT and MARKETING deterministic and probabilistic control models. In the quality to graduation, completed ALL Business and Management Core Courses, met control design the following are covered: quality concept, ALL graduation requirements, including GPA requirements, and have a minimum statistical quality control methods such as control charts, cumulative GPA and major GPA of 2.50 at the time of registration. MNGT-379 sampling, etc. Prereq.: MNGT-368 and MNGT-370. may be taken concurrently. MNGT-378 Women in Management, 3 cr. This is a course MNGT-396 Industrial and Labor Relations and Collec- for both male and female students. The course presents and tive Bargaining, 3 cr. This course focuses on the collective reviews the issues relevant to the emerging role of females bargaining process between management and employees, in management and organizations. Critical evaluation of the especially in unionized organizations but also in non-union issues are practiced in class discussions. Prereq.: MNGT-370. organizations. Major topics include: historical development MNGT-379 Introduction to Operations Research and and current issues of the labor movement; the unionization Management Science, 3 cr. A survey of applied scientific process and its impacts on organization; the negotiation methods used in management problems. Among the topics process; the grievance/arbitration process; labor laws. Prereq.: considered are linear programming and related algorithms, MNGT-370 and MNGT-373. dynamic programming, decision theory, Markov analysis, MNGT-399 Management of Change, 3 cr. An advanced project evaluation, and review techniques. Prereq.: MATH-165, seminar course focusing on organizational change man- MATH-167 and MNGT-368. agement by managers and employees who wish to initiate MNGT-380 Entrepreneurship, 3 cr. Examination of the a change, are assigned responsibility to manage a change, entrepreneurial process and the role of entrepreneurship in or who are affected by change initiated by others. Major new ventures and small businesses, obtaining financing for topics include: nature and dynamics of change and change new businesses; marketing, R & D, and production of new management; dimensions of change; change management products and services. Evaluation of the entrepreneurs and strategies; cycle theories; stability and change; resistance ways to encourage the entrepreneurial spirit in organizations to change; the change manager as change agent or resister/ of all sizes. Students will be required to write a realistic busi- defender. Prereq.: MNGT-370. ness plan. Prereq.: MNGT-370, MKTG-350 and FINA-360. MNGT-400 Managing Organizations, 2 cr. This course MNGT-381 International Business and Management, provides graduate students without a recent business aca- 3 cr. This course examines the following issues: The global demic background with a general overview of management economic environment, corporate strategy, foreign operations principles and the sub-fields of the management discipline. of American firms and impact of foreign competition on the Topics include organizational structure and performance; domestic market; organization for foreign production, mar- and the general functions of management such as planning, keting and finance, foreign markets, resources, institutions, organizing, controlling processes, motivating, communicat- managerial problems arising out of governmental relations, ing, decision making, human resource management, strategic the cultural environment, and multinational management management, and management of international organizations. setting. Prereq.: MNGT-370, MKTG-350 and FINA-360. Prereq.: graduate standing. MNGT-382 Internship in Management, 3-6 cr. Prereq.: Senior MNGT-402 Applied Business Research, 3 cr. This course standing and consent of Chairperson and Dean’s Office. conveys the nature, purpose, and method of applied busi- MNGT-386 Independent Study in Management, 1-3 cr. ness research for practicing managers and owner-operators Prereq.: Senior standing and consent of Chairperson and Dean’s Office. and enables them to acquire research skills. Course top- MNGT-392 Business, Technology and Society, 3 cr. ics include problem or project definition, data gathering, Course deals with the environment of business. The role of hypothesis testing, analysis of result, and developing and technology in modern business organizations is considered reporting of conclusions. Special attention is devoted to as well as social change and social pressure on the busi- the communication process, reporting research findings ness community. Other topics to be covered are the social at various stages, and the use of traditional and high-tech responsibility of business; “The Social Audit”: its function in sources of business information. Prereq.: MNGT-401 or equivalent business organizations; managing modern business: changes and graduate standing. and adaptability; technology transfer activities in modern MNGT-403 Leadership and Organizational Behavior, 3 business: the U.S. and developing countries’ experiences. cr. This course addresses the concepts of perception, learn- Prereq.: MNGT-370. ing and motivation, and focuses on work-related attitudes MNGT-393 Strategic Management, 3 cr. This advanced and personalities of individual employees and managers. capstone course involves the study of the concepts and Organizational facets of stress, group dynamics, and orga- techniques of determining strategies and operational policies nization culture and socialization provide a foundation for of business organizations. Primarily through the use of cases, the discussion of cooperation, conflict, and influence. The students are exposed to theories of business policy, busi- role of leaders and leadership upon organizational behavior ness environment, and the impact of different policy making and cultures is emphasized. Management communication scenarios on selected functions of the business organization. methods and decision-making processes are considered. Prereq.: graduate standing. Prereq.: Must have applied for graduation, be in final University semester prior

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MNGT-404 Production and Operation Management, 3 cr. evolving organizational practice. The topics covered include This course provides general coverage of production/opera- concepts of strategy, analytical informational and behavioral tions management in organizations. Emphasis is placed on characteristics of the strategic planning process, the design the application of the POM concepts to both goods and and organization of strategic planning systems, and patterns service organizations. The information presented is beneficial of strategic behavior. Examples are drawn from a variety of to students majoring in all of the business administration institutions, although the major emphasis is on business. functional areas. The course covers production scheduling, Prereq.: graduate standing. materials management, facilities planning and layout, material MNGT-489 Management of Organization Change, 3 cr. productivity and quality control. Forecasting, scheduling, This course explores the concept of successful manage- inventory, and distribution modeling are discussed. Statistical ment of organizational and behavioral change, focusing on process control is also presented. Prereq.: MATH-167, MNGT-401 both “planned” and “unplanned” changes and emphasizing and graduate standing. the development of change strategies and measurement MNGT-474 Human Resources Policy and Decision Making, of change effectiveness. Included will be group laboratory 3 cr. This course addresses personnel policy formulation and work using video tape systems. Attention will also be given implementation. Consideration is given to human resources in response to external (e.g., social) changes. Opportunities planning, staffing, development, and placement issues in exist for field work in various institutional contexts.Prereq.: the context of legal and collective bargaining constraints. A graduate standing. review of topical issues such as employment- at-will, drug MNGT-490 Management of Technological Innovation, testing, honesty in the workplace and other special topics 3 cr. This course provides a foundation for managing in- is provided. Prereq.: graduate standing. novation and technology in a changing global and competi- MNGT-480 Entrepreneurship, 3 cr. This course focuses on tive environment. It takes an integrative perspective on the the initiation of new business ventures as contrasted with the management of innovation as a strategic activity, emphasizing management of on-going enterprises. Topics covered include discussion and workshops on topics related to the evolution the characteristics of successful entrepreneurs, methods of of technology, threats of disruptive technology, networked identifying market opportunities, appraising market potential, business models, organizational architecture and innovation, determining startup costs of acceptable purchase price, legal corporate venturing and intrapreneurship, and means for de- aspects of organization or acquisition, raising venture capital, veloping technological competencies. Prereq.: graduate standing. initial capital structure, selection of the board of directors and MNGT-498 International Business, 3 cr. This course ex- key managers, allocation of control among involved parties, amines the cultural, social, political and economic factors and method of rewarding entrepreneurs and key managers. which underlie certain business practices in foreign countries. Cases, readings, and some outside speakers will be used. Depending upon the expertise and preference of the instruc- The major emphasis, however, will be on the evaluation of tor, the course may focus upon a few primary geographical prospective “real world” ventures. Prereq.: graduate standing. areas (e.g., Eastern Europe, Far East) intensively, or it may MNGT-481 International Management, 3 cr. This course present a wide array of cultural environments in survey examines the salient features of decision-making and man- fashion. Prereq.: graduate standing. agement practices in multinational firms. Particular attention MNGT-500 Master’s Project, 3 cr. Approval of major advi- is given to organizational planning and control functions, and sor is necessary. to problems encountered by managers as they interact with MNGT-501 Master’s Thesis, 3 cr. Approval of major advi- host governments and institutions. Linkages between certain sor is necessary. cultural factors and features of the managerial climate are MNGT-502 Business Policy and Strategy, 3 cr. This course also examined. Prereq: graduate standing. focuses upon strategy formulation and implementation at the MNGT-487 Strategy and Organization, 3 cr. This course highest level of organizations. Methods of obtaining resources serves to integrate preceding courses through the study of and creating systems, structures, and policies needed to strategy formulation and implementation functions and re- attain strategic goals are addressed, as is the critical role sponsibilities of top-level management. The topics addressed of the chief executive office (CEO) or the owner-operation of include the concept of corporate strategy, the strategic smaller entities. The common body of knowledge acquired planning and resource allocation processes, the design of from other graduate business courses is integrated and ap- formal organizational structure, management control systems, plied to policy and strategy issues or practices within a wide reward and sanction systems, the selection and training of range of organizational frameworks, including multinational key personnel, and the leadership role of the chief executive corporations, small-to-medium-sized enterprises (SMEs), officer. Cases and readings are drawn from a variety of types and sole proprietorship. The case method of instruction is of organizations. Prereq.: graduate standing. emphasized. Prereq.: graduate standing, student must be in last semester MNGT-488 Strategic Planning, 3 cr. This course provides of the MBA Program and must have completed all other Phase II Advanced an examination of various models and research findings Graduate Business Core courses in the Program. in the area of strategic planning and of the theoretical and managerial issues raised by these models, findings, and

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Marketing MKTG-358 International Marketing, 3 cr. This course ex- MKTG-350 Principles of Marketing, 3 cr. This course pro- amines the special problems of marketing in an international vides a comprehensive overview of the marketing process setting. Reasons for international expansion, both historically by explaining its role in business and society. Major topics and in the present, are discussed. The cultural, political, and include market segmentation and research, purchasing legal environments for international marketing are examined. behavior in the consumer and industrial markets, a careful Problems of product, promotion, price, physical distribution, analysis of the marketing mix (product, price, distribution and and organization on an international scale are also examined. promotion) and the planning and evaluation of the overall Prereq.: MKTG-350. marketing effort. Prereq.: All Foundation Courses including ECON-217. MKTG-359 Marketing Management, 3 cr. A capstone course MKTG-351 Consumer Behavior, 3 cr. This course examines: designed to stress the managerial aspects of marketing. the buyer as a problem solver; buying decision processes; Consideration of product, pricing, distribution, promotion, sociological and psychological factors affecting buyer be- and organization design are related through student projects havior; and consumer behavior models. The course shows to the development of the firm’s marketing strategy.Prereq.: how consumer behavior concepts are used in the formulation MKTG-350 plus one other Marketing course. of the firm’s marketing strategy.Prereq.: MKTG-350. MKTG-360 Marketing Channels, 3 cr. This course is de- MKTG-352 Advertising, 3 cr. This course examines the signed to prepare future managers to successfully handle roles and management of advertising, sales promotion, public the interrelationships among manufacturers, wholesalers, relations, and publicity in the company’s promotional mix. retailers, and consumers. Topics covered include analysis Major topics include determining promotional objectives, of marketing channel structures, development of channel budgeting, and planning, executing, evaluating and coordi- strategy, and management of marketing channels. The course nating the promotional effort. Prereq.: MKTG-350. will emphasize how to plan, organize, and control the eco- MKTG-353 Marketing Research, 3 cr. An investigation nomic, political, and social relationships among institutions of the research necessary for the formulation of marketing and agencies to make certain that products and service are policies. Topics include research design; sampling; and available for use or consumption by industrial, commercial, statistical analysis. Prereq.: MKTG-350 and MNGT-368. and household consumers. Prereq.: MKTG-350. MKTG 354 Personal Selling, 3 cr. Introduction to the rationale MKTG-366 Business to Business Marketing, 3 cr. An and methods for effective person-to person communications indepth look at marketing in the industrial setting. Topics in the marketing of products, services, and ideas. Application covered include the industrial buyer organization, planning, of the marketing concept to the personal selling process and product and pricing policies, and sales techniques. Extensive development of customer relationships. Course makes use use is made of up-to-date readings and cases. Students of in-class presentations and role-playing. Prereq: MKTG 350. synthesize their learning in a study of major industrial firm MKTG-355 Electronic Commerce, 3 cr. This course pro- or governmental branch. Prereq.: MKTG-350. vides a basic understanding of how business transactions MKTG-382 Internship in Marketing, 3 cr. Prereq.: senior stand- take place over digital networks, mostly the Internet. The ing, consent of Chairperson and Dean’s Office. topics addressed include the impact of the Internet on the MKTG-389 Independent Study in Marketing, 3 cr. Prereq.: marketing mix, new challenges and opportunities presented senior standing, consent of Chairperson and Dean’s Office. by consumer and business buying behaviors on the Inter- MKTG-400 Fundamentals of Marketing, 2 cr. This course net, designs principles of an effective Marketing web site, is designed for graduate students who have not recently had e-commerce and security payment systems, important com- formal academic training in marketing. The course develops panies in the Internet marketing business, major Web sites, knowledge of the fundamentals of the marketing discipline, e-commerce resources available to marketers, and models including the responsibility of a firm’s marketing personnel to for online retail. The course also examines the role of the develop and manage productive relationships with the firm’s Internet in promoting global commerce. Prereq.: MKTG 350. customers and the means by which those relationships are MKTG-356 Retail Management, 3 cr. The various mar- continuously improved. Prereq.: graduate standing. keting activities involved in managing the retail enterprise MKTG-402 Marketing Management, 3 cr. This course are examined individually and as a part of the overall retail focuses on the techniques of management as applied to system. Emphasis is placed upon technological changes the functional areas of marketing. Prereq.: Graduate standing. and upon factors determining store location, merchandise MKTG-451 Consumer Behavior and Marketing Action, management, organization purchasing, and competition in 3 cr. This course focuses in analyzing demand, identifying the retail environment. Prereq.: MKTG-350. market segments, and predicting customer response to MKTG-357 Sales Management, 3 cr. This course exposes alternative marketing strategies using concepts from the students to the roles of professional sales people in the mar- behavioral sciences. Prereq.: MKTG-402 and graduate standing. keting system. It focuses on the development of essential selling skills and the management of sales people. Prereq.: MKTG-350. MNGT-370 recommended.

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MKTG-452 Advertising Management, 3 cr. This course MKTG-461 Services Marketing Management, 3 cr. Per- explores advertising from the viewpoint of business manage- spectives on managing the distinctive aspects of services ment, develops an understanding of the role of advertising as opposed to the marketing and buying of physical goods. under various conditions, and looks at the problems of inte- The course examines ways in which various kinds of services grating advertising strategies into the firm’s total marketing differ from tangible goods and from each other along social program. Prereq.: MKTG-402 and graduate standing. and technological dimensions. Topics include services value MKTG-453 Marketing Research, 3 cr. This course explores creation, services marketing strategies, management of ser- different approaches to planning, collecting, analyzing, and vice production and quality, and means for balancing supply communicating information from the marketplace, including and demand for services. Prereq.: MKTG-402 and graduate standing. techniques and applications for specific marketing areas. MKTG-468 Industrial Marketing, 3 cr. This course examines Prereq.: MKTG-402, MNGT-368 or equivalent and graduate standing. planning, organizing, and controlling industrial marketing MKTG-456 Channel Distribution and Retailing, 3 cr. This activities, and studies industrial products and how they are course provides for the study of retailing as an integral part marketed. Different marketing techniques are discussed of the economic system and examines retailing from both according to the nature of industrial products and services. the manufacturer’s perspective and consumer’s perspective. Prereq.: MKTG-402 and graduate standing. It focuses on management and behavioral theories. Prereq.: MKTG-500 Master’s Project, 3 cr. Approval of major advi- MKTG-402 and graduate standing. sor is necessary. MKTG-458 Global Marketing, 3 cr. This course focuses MKTG-501 Master’s Thesis, 3 cr. Approval of major advi- on identifying and analyzing worldwide marketing oppor- sor is necessary. tunities and generating strategies for overseas marketing, and explores the impact of environmental differences on marketing strategies and customer response. Prereq.: MKTG- 402 and graduate standing.

256 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COLLEGE OF EDUCATION COLLEGE OF EDUCATION

Maureen D. Gillette, Ph.D., Professor, Dean Educational Foundations Elliott Lessen, Ph.D., Associate Dean Elementary Education Effie Kritikos, Ph.D., Associate Dean Exercise Science The faculty and staff of the College of Education of North- Health and Wellness eastern Illinois University are dedicated to excellence and Human Resource Development innovation in education. Serving the Chicago metropolitan Inner City Studies Education area, we seek to make our teaching, research, and service Language Arts efforts responsive to the needs and aspirations of a diverse Physical Education student body and community. The College of Education, as Reading a fundamental component of a comprehensive public urban Secondary Education university, dedicates itself to becoming nationally recognized: Special Education 1. In developing professionals who wilI teach, train, con- sult, and counsel; in becoming leaders who facilitate ACCREDITATION AND APPROVAL learning, scholarship and creativity throughout life; In 2003, the National Council for Accreditation of Teacher 2. In developing, applying and disseminating research Education (NCATE) conducted a thorough on-site evaluation that results in new knowledge, improved practice and of the College of Education and awarded full accreditation greater levels of achievement by instructors, learners, in the College of Education. families, communities and organizations; and In 2003, the State Teacher Certification Board, after extensive 3. By strengthening a commitment to serve schools, com- evaluation of all College of Education certification programs munities, business, industry and the professions. as part of the State Board’s Fifth Year Review, found North- To accomplish our mission, we pursue collaborative and eastern Illinois University in compliance with all standards. In systematic strategies that will continue to improve our teach- 2008, the Counseling Program received full accreditation from ing, learning, research, and service. We seek to utilize our the Council for the Accreditation of Counseling and Related location in the Chicago metropolitan area as a base upon Educational Programs (CACREP). As a result, Northeastern which we will build and support teams and alliances within the has full approval for all of its undergraduate and graduate university, and in all appropriate areas outside the university. certification programs for teachers, administrators, and school service personnel. These certification programs are: The College of Education takes an all-university approach, requiring its candidates to have a well- rounded general educa- Early Childhood Education (Birth - Grade 3) tion in the liberal arts, thorough training in professional educa- Educational Administration tion courses, and extensive school- community clinical (Graduate level only) experiences. Candidates completing teacher certification General Administrative programs receive entitlement to certification from the Illinois State Board of Education. Occasionally, state requirements for Elementary (K-9) various certifications may change. Consult the departmental Secondary (6-12) advisor regarding certification requirements. Art (K-12) Candidates with degrees may complete an approved teacher Biology certification program. Information for degreed candidates is English available from the Program Advisor. French (K-12) COURSES OF STUDY Health Education The College offers courses of study in: History Mathematics Bilingual/Bicultural Education Music (K-12) Counselor Education Physical Education (K-12) Early Childhood Education Spanish (K-12) Educational Leadership

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The summary pass rate for Northeastern Illinois University Master of Arts in Educational Leadership* of Basic Skills and the academic content area tests is 98%. Master of Arts in Counseling Additional information on test performance of NEIU program School Counseling completers is available in the College of Education office. Community Counseling Reading (K-12)* Rehabilitation Counseling (Graduate level only) Master of Arts in Family Counseling Master of Arts in Human Resource Special Education (K-12) Development Learning Behavior Specialist (LBS I) Master of Arts in Inner City Studies Learning Behavior Specialist (LBS II) Master of Arts in Reading* Curriculum Adaptation Specialist Master of Arts in Gifted Education Behavior Intervention Specialist Master of Arts in Special Education School Service Personnel Initial Certification-Learning Behavior Specialist I (Graduate level only) (LBSI)*, Guidance and Counseling - School Master of Science in Special Education Guidance and Counseling - Community Advanced Certification-Learning Behavior Guidance and Counseling - Rehabilitation Specialist II (LBS II) Master of Arts in Teaching: Language Arts* UNDERGRADUATE MAJORS Master of Science in Instruction: Language Arts Bilingual/Bicultural Education Master of Arts in Teaching: Community Health and Wellness Bilingual/Bicultural Education* Early Childhood Education Master of Science in Instruction: Elementary Education Bilingual/Bicultural Education Health and Wellness-Secondary Education Master of Science in Exercise Science Human Resource Development Fitness & Wellness Inner City Studies Human Performance Physical Education Secondary Education (Major in the Discipline) ADVISEMENT The University Advisement Center advises freshman and Special Education sophomores who have not yet declared a major. Students In order to graduate, majors not seeking certification must who are interested in becoming teachers should seek guid- complete all the requirements for their academic programs ance from the Education Advisement Specialist (pre-major and be admitted to the College of Education. advisor). Student with a declared major in the College of UNDERGRADUATE MINORS Education should seek academic advisement from the ap- propriate department advisor. The College of Education offers minor programs which supple- ment other academic programs offered at Northeastern. GENERAL CONSIDERATIONS FOR THOSE These minors include the following: TAKING COURSE WORK, SEEKING ADMISSION Educational Foundations AND RETENTION IN THE COLLEGE OF Educational Psychology EDUCATION Educational Studies Candidates taking coursework in “professional education” Multicultural Education and “major” courses in the College of Education are assumed to be seeking admission to the College of Education. During Health, Physical Education, Recreation, and Athletics the time that candidates are taking any courses in the Col- Health Education lege of Education, the following apply: Physical Education • Candidates may not enroll in any required professional Inner City Studies education course more than twice to achieve an accept- Inner City Careers able grade. GRADUATE PROGRAMS • The Admissions, Retentions, and Appeals Committee of The College of Education offers the following graduate pro- the College of Education may request an interview with grams. Programs with an asterisk (*) lead to both a master’s any candidate. The continuation, admission, retention, degree and Illinois state certification. or graduation of that candidate may be withheld until the candidate complies, and the committee takes appropriate action relative to the candidate’s status.

258 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COLLEGE OF EDUCATION

Declaring an Education Major • Candidates may be required to take examinations or submit other documentation specific to the particular program and Students interested in pursuing a major in the College of discipline in which they are enrolled or seeking enrollment. Education can pre-declare the major of interest with the College of Education pre-major advisor. Programs may impose time limitations on candidates • Students declaring a major in the College of Education who completing programs. If candidates do not meet time have pre-declared their education major must have College limitations, they may have to retake some courses. of Education pre-major advisor’s signature. Pre-major advi- • Evidence of specific behaviors and/or dispositions which sor will refer the student to the appropriate major education would be likely to interfere with satisfactory performance advisor to complete Declaration of Major form. In order to as a teacher or professional within the field may be con- declare an education major, students must have passed the sidered as constituting a basis for denying admission or Illinois Certification Testing System (ICTS) Test of Academic retention. Proficiency. Test scores should be submitted to the College • Prior conviction of certain felonies may preclude State of Education program advisor in order to declare a major. Teacher Certification. Contact the State Certification Of- Program advisor will forward complete Declaration of Major ficer for clarification. Prior conviction of certain felonies form to the College of Education Admission’s Officer. In may also preclude placement in certain field experiences. Secondary Education, candidates may declare their content A federal fingerprint-based background check is required. area major (Art, Biology, English, French, Health Education, The individual must notify the Clinical Experiences Office of History, Math, Music, PE, Spanish) but may not declare their any convictions prior to placement in any field experiences. secondary education concentration until they have passed the ICTS Test of Academic Proficiency. • Candidates with degrees seeking certification under Illinois House Bill 2207 must seek admission to both the College • Admission to the College of Education cannot be completed of Education and to the Teacher Certification Program until all minimum requirements have been met. Admis- for Post-Baccalaureate Students. These are separate sion materials are available at College of Education web processes. For requirements and advisement, contact page: www.neiu.edu. Candidates who have completed the program advisor. application files will have their applications reviewed by the Admissions, Retentions, and Appeals Committee of • Candidates enrolled in the Interdiscipinary Studies BA the College of Education at its next regularly scheduled program at Northeastern who wish to pursue any of the meeting. programs within the College of Education may take a maximum of nine hours prior to admission to the College All candidates, including transfer students, must meet of Education. To take any further courses, the candidate the following minimum requirements for admission to must be formally admitted to the College of Education. the College of Education: Candidates must also complete all professional course 1. Declaration of Undergraduate Major/ Graduate requirements of their particular programs. A minimum Program, or Certification Area. cumulative GPA of 2.50 (on a 4.0 scale) is required of all 2. Passing score on the Illinois Certification Testing undergraduate work for IDS candidates to be admitted System Test of Academic Proficiency1 into the College of Education. 3. Completed College of Education Application Form • For graduation, candidates must earn a College of Educa- 4. “C” or better in ENGL 101 (3 cr.) tion grade of “C” or higher in all courses counted toward 5. “C” or better in college level math leading to NEIU the major, the minor, areas of concentration, and profes- math competency (3 cr.) sional sequences. Grade of "B" or better in all clinical experiences and Student Teaching is required. Also see 6. One recommendation form from any university pro- graduation requirements below. fessor 7. Fingerprint-based Federal background check report 2 8. 2.5/4.0 Cumulative Grade Point Average ADMISSION POLICIES FOR UNDERGRADUATES 9. 30 semester credits at NEIU or transfer credits Admission to Northeastern Illinois University does not auto- 1Inner City Studies, Human Resource Development, and matically constitute admission to the College of Education, Community Health majors are not required to take or to professional programs in the College of Education. the Test of Academic Proficiency. All others majors Candidates who seek to major in any of the programs offered are required to have passed the Test of Academic in the College of Education must be admitted to the College Proficiency before declaring their major. of Education to complete their degrees and to graduate. 2Inner City Studies and Human Resource Development Majors are not required to complete a fingerprint- based background check report

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RETENTION POLICIES FOR ADMITTED Readmitted students will be required to meet new state UNDERGRADUATES requirements in place at the time of readmission, and any Once admitted to the College of Education, the candidate new admission and retention requirements within the Col- is expected to maintain certain standards in order to be lege of Education. retained within the College. These include: • A candidate who has withdrawn while on academic 1. Maintenance of a cumulative grade point average of probation or who has not been retained in the College 2.75 (on a 4.0 scale) in professional courses and majors of Education due to an insufficient grade point average within the College of Education. Candidates should (G.P.A.), final grades in professional courses or dispositional check with their major advisor, as some departmental issues, may be reinstated after the cumulative G.P.A., and requirements may vary. academic or dispositional issues have been rectified in 2. Maintaining of a University cumulative grade point aver- accordance with program, departmental or Admissions, age of 2.50 (on a 4.0 scale). If this cumulative grade point Retention, and Appeals committee approval. A written average falls below 2.50, the candidate will be placed appeal to the College of Education must be submitted. It on academic probation in the College of Education. is the responsibility of the candidate to notify the Office Candidates are allowed one term, while on probation, of the Dean, College of Education, of any intention to to raise their cumulative grade point average to 2.50. If withdraw from the College. Readmitted candidates will be the cumulative grade point average is not raised to at required to meet new state requirements in place at the least 2.50 after one term on probation, the candidate time of readmission, and any new admission and retention will not be retained in the College of Education. requirements within the College of Education. 3. A grade of “C” or higher in courses in professional Communication education and majors within the College of Education. All communication from College of Education Admissions Candidates receiving a grade lower than “C” will be Office will be sent exclusively through the NEIU email system. placed on academic probation and will not be permitted This technology will be used extensively to maintain com- to do the major field experience or student teaching.See munication with all students. It is the student’s obligation specific program requirements for courses requiring a to regularly check their NEIU email account. Failure to do so “B” or higher. may cause the student to miss important information, includ- Candidates are allowed one term, while on probation, to ing critical updates about program changes and deadlines. earn an acceptable grade. If acceptable grades are not earned after one term on probation, the candidate will not CLINICAL EXPERIENCES AND STUDENT be retained in the College of Education TEACHING Programs that prepare students to obtain an Illinois Teach- DEAN’S LIST REQUIREMENTS ing Certificate require students to participate in a variety of The Dean’s List recognized majors in the College of Education courses that include field-based experiences as required by who have achieved academic success in a specific semester. State Law. These field-based experiences occur in public, Criteria for determining eligibility for the Dean’s List: charter, private, and parochial schools, day care centers, 1. A Semester grade point average of 3.80 or above for and community agencies, depending on the program of the semester being awarded. study being pursued. The Clinical Experiences and Student Teaching Office collaborates with school partners to identify 2. Major must have been declared by the start of the a variety of field sites for placements. semester being awarded. Prior to being accepted by a field site, the student may be 3. Must be registered into 6 or more credit hours by 10th required to interview with staff at the site, complete an appli- day of semester being awarded. cation, submit additional information, and/or have credentials 4. No pass/fail grades in the term being awarded and not reviewed based on site requirements. more that one on past academic record. Students complete supervised field-based activities at REINSTATEMENT AND READMISSION these partner sites to develop a practical skillset and gain a Reinstatement and readmission to the College of Education deeper awareness of the knowledge, skills, and dispositions is not automatic. required of a practicing professional in the field. All field- • Candidates in good standing who have been admitted based experiences are conducted under the supervision of to the College of Education and then withdraw from the a fully certified professional at the field site and a university University will, upon readmission to the University, be supervisor. The student is evaluated by both. automatically reinstated in the College of Education, if See the Clinical Experiences and Student Teaching section the period of withdrawal has not exceeded two years. If of this catalog for detailed and specific information and the period of withdrawal exceeds two years, candidates consult program advisors. must apply for readmission to the College of Education.

260 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 OFFICE OF CLINICAL EXPERIENCES AND STUDENT TEACHING

GRADUATION REQUIREMENTS invited to share ideas, attend workshops, plan group visits, To be eligible for graduation with a recommendation for and consult staff on curriculum and instructional issues. The entitlement for teacher certification through the College of Conference Center functions as a meeting place for educa- Education, all candidates must be admitted to the College, tors from throughout the Chicagoland area. In this facility, maintain the admission standards, successfully complete the educational reform groups, professional associations, and required courses in professional education and all require- teachers from the school-based programs meet to discuss ments of their academic program, and meet all University how schools can be improved. graduation requirements. PROFESSIONAL PROGRAMS IN SCHOOLS In addition, candidates pursuing teacher certification are The Center’s staff members and university faculty continue required to complete general education coursework as an exemplary record of service to Chicago and suburban specified by their respective program. For further information schools by collaborating closeiy with Chicago teachers, ad- concerning the general education requirements, candidates ministrators, parents, businesses, and community agencies. should consult with the respective College of Education Together, we provide a wide range of professional develop- departments offering teacher certification programs. ment and instructional services at school sites, the Center, and Illinois Certification Testing System (ICTS) the University. The Center offers professional development The State of Illinois requires that candidates seeking early programs for teachers in such areas as science, reading, childhood, elementary, high school, special education, school math, cooperative learning and the arts; dropout preven- service personnel or administrative certificates must pass a tion and college bound programs for inner city youth; and series of examinations. workshops that involve parents in their children’s education. All candidates must pass the ICTS Test of Academic Profi- OFFICE OF CLINICAL ciency prior to program admission. All candidates must also pass the subject matter examination in the area for which EXPERIENCES AND STUDENT certification is sought prior to receiving authorization for TEACHING any student teaching,practicum, or culminating internship. Catherine Wycoff, Director Candidates seeking certification in early childhood (type Note: EDFN course field placement information is found 04), elementary (type 03), highschool (type09), or a special- at the end of this section of the catalog. ist certificate (type 10) must also pass the Assessment of Professional Teaching (APT) examination prior to receiving Requirements a certificate. It is recommended that candidates take the Multiple requirements must be met prior to participation in APT examination during their student teaching semester. any course, other than EDFN courses, that includes a field- Registration and Study Guides are available at the ICTS based clinical component. These are listed below and apply website: www.icts.nesinc.com to all students, including those pursuing a focused program of study to obtain a subsequent Illinois Teaching Certificate. THE CHICAGO TEACHERS’ 1. GPA of 2.5/4.0 overall CENTER 2. GPA of 2.75/4.0 in all professional education courses and majors within the College of Education IMPROVING URBAN EDUCATION THROUGH 3. Grades of “C” or better in all professional education COLLABORATION courses required within the certification program being Since its founding in1978, thc College of Education’s Chi- pursued cago Teachers’ Center has been an innovator in developing 4. All “I” grades converted to grades of “C” or better in programs to improve urban education in Chicago schools professional education and major courses through collaborative partnerships. The Center challenges the educational system to better serve diverse cultural and 5. Evidence of freedom from tuberculosis and commu- ethnic populations by creating, documenting, and dissemin- nicable diseases dated less than one year prior to the ating model programs for teachers and students. start of the semester for clinical students and within 90 days of the start of the semester student teachers THE CENTER SITE IS A RICH RESOURCE FOR 6. Grade of “B” or better in all previous clinical experiences, BUILDING SUCCESSFUL PROGRAMS unless the course is being re-taken for a second time Located at River West Plaza, 770 North Halsted, Fourth 7. Any additional requirements established by the depart- Floor, the Chicago Teachers’ Center makes its wide array of ment or program in which the course is housed, or resources available to teachers, university students, and defined within a Remediation Plan to the general public. The drop-in center houses several thousand curriculum books, teacher-made instructional 8. Evidence of a successful LIVESCAN Federal Fingerprint materials, computers, supplies and equipment. Teachers are Background Check less than three years

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9. Evidence of a successful LIVESCAN Federal Fingerprint All field-based experiences are components of university Background Check less than 90 days prior to the start of courses and are completed at field sites selected solely by the semester in which student teaching is being taken. the university. One or more placements will be in diverse 10. Successful completion of the Chicago Public School and/or urban settings. Field sites are selected to assure Field Experience registration process. compliance with NCATE Standards, Illinois State Law, School District/School policies, procedures, and regulations, and 11. Successful completion of the Chicago Public School NEIU policies and procedures. Processes or procedures Student Teaching On-Line Application and Registration may be altered in response to changes made by any of the Packet aforementioned. 12. Departmental approval All clinical and student teaching experiences include a field- 13. Evidence of passing the Illinois Certification Testing based component and university-based coursework and/ System test for the appropriate content area prior to or a seminar. In addition, concurrent registration in other student teaching (Consult http://www.icts.nesinc.com courses may be required. Students must successfully dem- for dates, times, locations, and requirements.) onstrate success in the field and with seminar and classroom Deadlines components of the course to successfully complete the Mandatory information sessions: second month of se- course. A candidate who is successful in one, but not the mester, one year in advance of semester in which a clinical other, will be unable to successfully complete the course, course or student teaching will be taken without exception. Application deadlines: November - April, one year in Communication advance of semester in which a clinical course or student All communications from the CEST Office will be sent only teaching will be taken. through the NEIU email address. TB test results: Valid for one year; if results have expired, a A variety of technology will be used extensively to maintain new test must be administered no more than 90 days prior communication with candidates. Technological tools currently to the start of the semester in which a clinical course or in use include NEIU email and NEIUport Groups. student teaching will be taken The student is responsible to immediately become a member Student Teaching Orientation and Professional Growth of an online group when directed. Failure to enroll in an en- Days: Two days preceding the first day of the semester with vironment, check email, or maintain an active email address exact dates announced at mandatory orientation meetings. in a NEIUport CEST Group may cause the student to miss Online Communication important information, including updates about program Website: http://www.neiu.edu/~cestdept changes and deadlines. Students who miss information or deadlines due to lack of membership, errors in the email ad- NEIUport Group: CEST dress, or failure to check announcements or email sent will All dates, announcements, information, news, and other re- not be afforded any special consideration or adjustments. sources will be posted at the CEST Group homepage found in NEIUport Groups. Students planning to pursue a degree Pre-Application Meetings in an education program requiring clinical coursework and/ All who intend to apply for a clinical and student teaching are or student teaching must join the CEST Group in NEIUport required to attend one CEST information session BEFORE Groups. This should be done during enrollment in the EDFN submitting an application. Meetings will be announced courses, or immediately upon deciding to pursue a degree within the CEST NEIUport group site. Information about in Education. application procedures, policies, expectations, timelines, and other related information will be provided to assure Overview successful application. Field-based clinical and student teaching experiences support Unless otherwise announced, students will attend prior to the development of knowledge, skills, and dispositions future applying for EACH field experience, regardless of the number educators require to educate diverse student populations. of field experiences required in a program, to assure receipt These are managed, assigned, supervised, and evaluated of most recent application information. Students who do not through the CEST Office. Design, implementation, and evalu- attend the pre-application meeting must attend a meeting ation of clinical experiences are done in collaboration with and submit an application for placement in a future semester. faculty, staff, and school-based partners to provide optimum opportunities for the growth and development of candidates. Application process Illinois state law requires those seeking an Illinois Initial Students wishing to enroll in a course that includes supervised Teaching Certificate to complete field-based experiences field-based clinical components first apply to the CEST Of- which include student teaching. These must be completed fice one year in advance of the semester in which planning while enrolled in a State Approved Program under the direct to enroll in a course requiring supervised field-based clinical supervision of teacher holding the appropriate teaching experiences. certificate and a university supervisor.

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Registration for courses with field-based Placement site locations experiences Placements will be made in urban and diverse settings in Courses requiring field-based experiences require the follow- Chicago, and portions of Cook, Lake, McHenrey, Kane, and ing: 1) submission of all materials (online and print) application DuPage counties. to the CEST Office by the established deadlines, 2) registration Field placement sites are selected to prepare students to be in the course(s) using regular university procedures during able to teach students with special needs, newcomers and advance registration and payments made on schedule to English Language Learners, students in high needs schools, assure that registration is maintained, and 3) final approval and students from racial, cultural, ethnic and socioeconomic from the CEST Office to enroll/remain enrolled in associated groups that differ from the teacher candidate. Efforts will be courses based on a review of program requirements. made to provide placements across the spectrum of grades/ To be considered fully registered in a field-based course, the ages covered on a certificate; however, this may not always course must appear on the student’s record in the official be possible. All placements are made within the age/grade university student registration system. Those who are not span covered on the Teaching Certificate one is seeking to fully registered into a course with field-based placements earn as follows: will not be permitted to report to a placement site. Students will be immediately removed from a field site and notified at Certificate Placement the time the CEST Office becomes aware of removal from a Early Childhood Birth-Grade 3 course for non-payment or any other reason. Reporting to Elementary Grades K-9 a placement site with knowledge of not being fully enrolled or after being terminated is cause for disciplinary action. Grades 6-12 Secondary (specific subject) Administrative drops from field based courses K-12 Special Students will be administratively dropped by the CEST Of- Certificates Any grade fice when prerequisites or requirements for courses having field placements have not been fulfilled, when procedures Placements out of area have not been followed, or where registration in required Candidates may submit a written request for the Director concurrent courses has not occurred. to grant permission to complete student teaching as guest Placement student at another NCATE accredited institution outside of Field placements are solely managed by the CEST Office. these areas in the event of a move out of the area. These Students may request one or more placement sites to be situations generally occur due to a move out of state and considered. However, placements are driven by NCATE student teaching is the only class left for completion. If Standards, Illinois State Law, school district or private permission is granted, the candidate registers at NEIU and school requirements, and availability of supervisors. As pays tuition and fees and the Director defines procedures such, a placement site cannot be guaranteed. Placement for supervision and evaluation. The candidate usually incurs at some sites is contingent upon completion of a success- additional fees to be paid to the host institution directly. ful interview with the administration and/or other staff. In Students seeking a subsequent certificate the event a candidate is unsuccessful in two interviews, no Illinois State Law allows those possessing a current Illinois further attempts to place will be made. Teaching Certificate to obtain one or more subsequent teach- Changes in placement ing certificates by pursuing a focused program of study. The Changes will not be made once a placement has been configuration of clinical experiences and student teaching confirmed by a School/District. Students may NOT contact required will be based on the results on an evaluation of schools or districts in attempts to secure a placement. This credentials and professional teaching experiences. behavior is cause for disciplinary action, including removal These students will apply and be processed individually from the program. Candidates who reject placements will consistent with the law and in accordance with NEIU poli- not be placed until the next semester in which placements cies and procedures. are made. TB Tests Conflicts of interest TB tests may be obtained in the Health Services Office or Placements will be made to assure that no conflicts of inter- from a health provider outside the university. est occur to assure candidates receive an experience that is In accordance with the Illinois School Code (105 ILCS 5/24- free of bias and external influence. Candidates will not be 5), all school boards require employees, and clinical students placed in schools where family members or significant oth- and student teachers, to provide evidence of physical fitness ers attend, are employed, serve on school boards or LSCs, to perform duties assigned and freedom from communicable or in districts outside of District 299 where family members disease, including tuberculosis. Such evidence shall consist of are employed or serve on school boards. a tuberculin skin test (NEIU Health Services requires Mantoux)

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 263 OFFICE OF CLINICAL EXPERIENCES AND STUDENT TEACHING and, if appropriate, an x‑ray, made by a physician licensed in teach in the Spring semester must not plan travel or vaca- Illinois or any other state to practice medicine and surgery tions in advance of receiving a confirmed student teaching in all its branches, an advanced practice nurse who has a assignment. If advance plans are made and conflict with written collaborative agreement with a collaborating physi- school/district Spring Vacation times, travel plans will need cian that authorizes the advanced practice nurse to perform to be altered. Teacher Candidates who plan vacations in health examinations, or a physician assistant who has been advance of knowing the school district calendar risk being delegated the authority to perform health examinations by his unable to complete their plans as scheduled if the vacation or her supervising physician not more than 90 days preceding period conflicts with the school/district calendar. the start date. TB Tests may be obtained at no cost from the Pre-student teaching clinicals: Scheduling NEIU Health Services Department (773.442.5800, Room E-051). Pre-student teaching clinical experiences are scheduled at Those tested outside of NEIU must present their results to dates and times mutually agreed upon between the NEIU the NEIU Health Services Department and receive a Tuber- Teacher Candidate and the school/site cooperating teacher(s) culosis Test Report Form. The student then brings this form and/or administration. These will be planned between the to this office. A form is available online at http://www.neiu. start and end dates of the semester and only after being edu/~healthsc/tb_form.pdf assigned by the CEST Office. Background Checks Candidates must plan to be at a school in no less than half Teacher candidates must be aware that the Illinois School day increments, and ideally for full days. Additionally, clini- Code (ILSC 5/10-21.9) requires school boards to conduct cal candidates should plan to be at a clinical site on one or a criminal background investigation on applicants for em- more consistent days throughout the semester. ployment. This law also prohibits the employment of any Pre-student teaching clinicals may not be completed sporadi- person who has been convicted of committing or attempt- cally or clustered into a two or three week period. ing to commit any one or more of a number of offenses. At A Teacher Candidate who is unable to complete a field-based present, offenses include first degree murder; any Class X component of a course within the semester due to an ex- felony; juvenile pimping; soliciting for a juvenile prostitute; tenuating circumstance may request to receive an “I” grade exploitation of a child; obscenity; child pornography; harmful (see the section on Incompletes in this catalog). When an “I” material; criminal sexual assault; aggravated criminal sexual grade is issued, an Incomplete Contract will be developed assault; criminal sexual abuse; aggravated criminal sexual to define the requirements, procedures, and timelines to be abuse; offenses set forth in the Cannabis Control Act, and followed. Deviations from this contract minimally require the crimes defined in the Illinois Controlled Substances Act. written approval of the CEST Director. Lack of success in Employment must be denied where the offenses and/or the placement is not cause to issue an “I” grade. conviction occurred inside or outside the state of Illinois. The College of Education requires LIVESCAN Federal Finger- Scheduling conflicts print Background Checks of those registering to complete Candidates must plan other coursework, work, personal, major field-based clinical experiences and maintain them and family obligations in a way that allows sufficient time on file for five years. Students may be subject to multiple to travel to and from the site, fulfill clinical expectations at checks if enrolling or participating in a clinical experience the site, and complete any associated requirements such as after the expiration date. research, lesson planning, and other work required outside of the placement site. When planning, it is suggested that The College of Education requires LIVESCAN Federal Fin- the candidate plan ninety minutes in each direction for travel gerprint background checks of those registering to complete as there is no guarantee of a placement site close to home, student teaching less than three months prior to the start work sites, or the University. of the semester in which student teaching is being taken. Scheduling conflicts for seminars and other University-based Student Teaching Calendar activities may occur as a result of variations in holiday, All courses requiring students to complete field-based clinical break, or vacation periods of schools/districts and NEIU, components are University courses and follow the University and/or variations among the school/district calendars of the calendar. Student teaching begins and ends on the first students under the supervision of a single supervisor and/or and last day of the semester as published in the University seminar leader. Conflicts will need to be discussed with the Schedule. Students may not report to a school to begin supervisor who may or may not make an accommodation. student teaching or activities associated with it before the The supervisor or the student may seek assistance from official first day of the semester, without written approval of the CEST Director to resolve such matters. Nothing in this the principal and the CEST Director. section should be construed to suggest that matters will During the student teaching period, the student teacher automatically resolve as the Teacher Candidate desires as follows the calendar of the school/district, not NEIU, with the University is responsible to maintain program integrity. respect to holidays and vacations. Those planning to student

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Seminars to terminate any field-based clinical experience may be All courses with field-based clinical components include a initiated by the, University supervisor, cooperating teacher, class seminar held on or off campus. Dates and times will school/site administrator, the CEST Director, or other NEIU be published in the University Schedule for the semester. faculty or administrators. If asked to leave a field experience Seminars begin during the first week of classes and continue placement by the placements site/school district, cooperat- throughout the semester. ing teacher, or NEIU, the teacher candidate will receive an Seminars follow a defined syllabus and complement the automatic “F” in the respective clinical/student teaching field-based component of the course. The syllabus includes course and will not be given an new placement or allowed specific content to be learned. Written and other assign- to continue his/her field experience. ments are also required. Discussions will include reflections Candidates provided with, but who do not successfully com- about the field-based clinical experience and progress toward plete a second field-based clinical experience will generally becoming a professional educator. not be permitted to complete the program. Seminars may or may not be conducted by the same person Self-selected Termination supervising the clinical student/student teacher and may in- Those who self-select to terminate a clinical experience or clude Teacher Candidates supervised by multiple supervisors. student teaching are required to discuss this matter with the In this case, the final grade will be determined collaboratively University supervisor and CEST Director prior to making a by the supervisor and the seminar leader. Supervisors who final decision. are not seminar leaders may need to schedule additional A decision to self-terminate clinical experiences or student meetings with those being supervised if deemed necessary. teaching must be submitted to the CEST Director in writing Evaluation prior to notifying the placement site and cooperating teacher. The University Supervisor assigns a final grade with input Teacher Candidates who self-terminate are responsible to from the cooperating teacher(s). A Teacher Candidate must withdraw from the course in accordance with University pro- be fully successful in the field-based component to success- cedures and according to timelines printed in the University fully complete any course requiring a component regardless Schedule. Standard university timelines and procedures of the quality of work in the non-field based component of influence grading and ability to recover tuition and fees. the course. Failure to successfully complete non-field based Teacher Candidates who self-terminate may petition the work or assignments will negatively impact a course grade. CEST Director in writing for permission to reapply in a future A grade of “A” or “B” must be earned in a pre-student teach- semester provided the self-termination was not done to avoid ing clinical course to enroll in a subsequent course requiring remedial or disciplinary actions resulting from deficiencies a field-based clinical component, and in student teaching to in knowledge, skills, and/or dispositions. The CEST Office be entitled to receive an Illinois Teaching Certificate. Student may define conditions or deny a future placement. teachers receiving a grade of “C” or “D” will not be entitled Students who self-terminate without discussing the matter to Illinois Certification but may be eligible for graduation. with the University Supervisor and without submitting a The Teacher Candidate may appeal a final grade in accordance written notice to the CEST Director may be denied future with Departmental and College of Education procedures. student teaching or clinical placements. Re-enrollment in a clinical course or student Causes for removal teaching The following is a representative, not exhaustive, list of events Those earning less than a “B” in any course requiring a field- that are generally considered serious enough to warrant re- based component will be reviewed by the CEST Director moval from a placement site by the supervisor, cooperating to determine eligibility to re-enroll in the course. Teacher teacher, or site administration: sleeping, completing personal Candidates who are unsuccessful a second time will be work at the school site, leaving the building, classroom, or reviewed for removal from the program. A third attempt to assignment area without authorization, inappropriate inter- re-enroll will not be permitted. actions with students, verbal or physical abuse, fighting, falsification of time sheets by failing to sign in/out at actual Interrupted placements times, failure to sign in/out, frequent absences (regardless Interruptions in placements occur due to changes in staffing of reason), multiple changes of clinical schedule, failure to at the school, personal or health issues, or due to a lack submit lesson plans in advance, failure to develop adequate of success in the field experience. When the placement is lesson plans, failure to complete/submit items to CT or US on interrupted due to unexpected changes in staffing at the site schedule, lack of content knowledge, inability to cope with or for some other reason beyond control of the university or the demands of teaching, lack of appropriate and professional the candidate, a new placement site will be secured within dispositions as determined by the CT and/or US, failure to the semester. implement directions and/or suggestions for improvement, All decisions to terminate field based placements are handled and disruptive to classroom or school. on a case-by-case basis regardless of the initiator. A request

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Remediation Plan Working and enrollment in other courses A written Remediation Plan will be developed when a place- Working and/or enrollment in other University courses during ment is interrupted, and it has been determined to secure student teaching is strongly discouraged because student another placement. A remediation may also be developed at teachers are required to function in the same way as does a any time a supervisor deems performance to be sub-standard. full-time teacher. As such, tremendous physical and emotional Remediation Plans will include areas in need of remediation, demands are made of the candidate. and goals, activities, timelines, assessment plans, a monitor- In addition to teaching and working in the classroom during ing plan, and planned future actions will also be included. the regular school day, a student teacher engages in many A candidate’s failure to adhere to the Remediation Plan is other activities. These include preparing detailed lesson cause for termination without further placement. plans, grading papers, locating and developing instructional Intermediate steps such as additional coursework or coun- materials to use with students, developing tests and other seling may be required to address deficiencies as part of assessments, participating in professional development the Remediation Plan and/or before future placements are sessions that may occur before or after the student school made. The written plan will be signed by all, and followed. day, planning for and attending student conferences with Additionally, the student may be required to formally withdraw parents, family, and/or other staff, participating in weekly from the course, receive a failing grade. The decision will University-based seminars, and completing written and be based on the causes, not the time the termination occurs other assignments associated with the seminar/University during the semester. course. In addition, attendance at other professional growth When the deficiencies in knowledge, skills, or dispositions activities may be required by the CEST Director as detailed are deemed so severe or beyond, remediation a referral to the earlier in this section. Professional Standards Committee of the respective depart- Obtaining an initial Illinois Teaching Certificate ments, or the College of Education Admissions, Retention Successful completion of one of the teacher preparation and Appeals Committee may be made in tandem with, or programs in the College of Education entitles one to obtain in lieu of a Remediation Plan as deemed appropriate by the an Illinois Teaching Certificate. Applications and procedures Director of the CEST Office. are available online through http://www.isbe.net. Credential Files Those who meet the requirements for additional endorse- NEIU student teachers may maintain a credential file in the ments will have them added at the time the Certificate is Placement Office of the Office of Student Affairs/Public Af- processed. While NEIU informs the State of those entitled fairs Room B-119, 773.442.4680. Up-to-date vacancy lists to receive a Certificate, the Certificate is issued by the State are also maintained in this office. and regulations for maintaining and renewing it are governed Student Teacher Orientation and Professional by the State. Illinois certification laws and procedures are Growth Days online (http://www.isbe.net/certification). Student Teacher Orientation is scheduled during the week Insurance prior to the start of the first day of the semester before stu- Accidents or unforeseen health challenges may occur at any dent teaching begins. Additional professional growth days time. Teacher Candidates are especially vulnerable due to may be scheduled at other times during the semester in contact with large numbers of people. which student teaching occurs and attendance is required. All full-time students pay a fee for student health insurance Plan vacations, and family and work schedules to assure or must show proof of a private health plan which provides availability during the week which precedes the start of the coverage equal to or better than the student health plan. Part- semester in which student teaching to assure attendance. time students may elect to pay for student health coverage. Student teachers who fail to attend may be prohibited from Details about the NEIU student health insurance plan can be student teaching during that semester. obtained at http://www.neiu.edu/~healthsc or by contacting Student teachers who are full-time teachers and teaching the Health Service Office (773.442.5800). in their own classroom as permitted by law may request an Students completing field-based clinicals who are enrolled on exemption from attendance at all Student Teacher Orienta- a part-time basis are strongly encouraged to have their own tion and Professional Growth Days events other than the health insurance which covers medical services, ambulance meeting with the supervisor only if these days conflict with transportation, mental health services, and prescription the school work calendar. needs whether purchased through NEIU or a private provider. Additional days may be scheduled during the semester, Liability as deemed necessary by the CEST Director. These will be Pursuant to Illinois law, the school district must provide NEIU announced on the NEIUport CEST Group homepage or by Teacher Candidates with liability protection as is provided to announcement. regular employees of the district. See 105 ILCS 5/10-20.20 and 105 ILCS 5/10-22.3.

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Educational Foundations (EDFN) course information COUNSELOR Students in EDFN 306, 307, 406, and 407 complete observa- tions and/or service in educational settings. Unlike major EDUCATION clinicals and student teaching, EDFN students identify and Charles Pistorio, Ph.D., Associate Professor, Chair secure their own field site to complete the course activities Lee A. Beaty, Ph.D., Professor in a way that will allow them to fulfill the specific field-based Sharon Bethea, Ph.D., Assistant Professor requirements as outlined in the course syllabi. Mei-Whei Chen, Ph.D., Professor Within the first two weeks of the semester, students will Kenneth F. Currier, Ph.D., Associate Professor receive a direction packet prepared by the CEST Office from Craig S. Johnston, Ph.D., CRC, Assistant Professor the course instructor. Steps to complete prior to going to the Sara Schwarzbaum, Ed.D., Professor school site are defined. Minimally, students must success- Shedeh Tavakoli, Ph.D., Assistant Professor fully complete the Chicago Public School Field Experience registration process. Students will be required to register The mission of the Department of Counselor Education at with the CEST Office and provide evidence of freedom from Northeastern Illinois University is to provide a quality graduate communicable diseases (TB, specifically). education curriculum in Community, Family, Rehabilitation Upon completion of these activities, the student will obtain and School Counseling to passionate, responsible, effective, a clearance packet from the CEST Office. The student then self-reflective and diverse students. The program will equip is eligible to go into the school site to complete their hours. these students to provide exceptional services to enrich the A documentation form on which all observation and service lives and maximize the functioning of individuals, families, hours are recorded must be submitted to CEST Office at the and their communities, by providing exemplary professional end of the semester. counseling services in a changing multicultural world. A student may NOT begin the field work for any EDFN class Program Objectives without receiving an authorization packet from the CEST 1. The Department of Counselor Education will recruit Office. qualified applicants and will train counselors-in-training to be self reflective, effective, and competent providers

of services. 2. Program faculty will endeavor to include the most cur- PROGRAMS rent evidence-based and/or outcome-based research cross program course offerings in their course work in education 3. Syllabi will include current CACREP and CORE stan- Cross Program Courses in Education (EDUC) are offered in dards, as well as information from other sources to the area of Educational Foundations. maintain an open, engaging curriculum that equips students to work in a variety of work settings. EDUCATIONAL FOUNDATIONS COURSES 4. The Department will conduct program evaluation in- EDFN 302 Philosophical and Historical Foundations cluding recommendations and feedback from advisory of Early Childhood Education board meetings, program faculty, and current and former EDFN 303 Early Childhood Development students. The information obtained will be reviewed an- Catalog descriptions of these courses are located in nually and incorporated into the program as appropriate. the Educational Leadership and Development section of The Community and School counseling programs are ac- the catalog. credited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The School counseling program meets the educational requirements for Illinois Type 73 School Counselor Certification. Graduate students of CACREP accredited counseling programs are eligible to sit for the National Counselor Exam (NCE) during their last year of study. The eight core curricular areas of CACREP are the comprehensive foundation of the exam questions used for the NCE. After successful completion of the NCE and upon graduation, one can then apply for the National Certified Counselor (NCC) credential through the National Board of Certified Counselors (NBCC).

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The Rehabilitation counseling program is accredited by the examination. Students may not enroll for more than four (4)

Council on Rehabilitation Education (CORE). Graduates of three-credit hour courses (12 credit hours) in a term. this program are qualified to obtain national certification as Once admitted, students must demonstrate satisfactory a Certified Rehabilitation Counselor (CRC). The standards progress. To continue in the program, a 3.0 GPA average for rehabilitation counseling education are set by CORE, is required, and student may not have more than six credit which has a working relationship and parallel accreditation hours below the grade of B. In the clinical courses, COUN standards with CACREP. 405 and COUN 406, students must earn a grade of B or Graduates of the Community, School, and Rehabilitation better to continue in the program. Therefore, an ongoing counseling programs are also eligible to apply for and receive evaluation, for the purpose of making retention decisions, licensure as a Licensed Professional Counselor (LPC) upon is made of all admitted students in the areas of academic successful completion of the requirements and licensure achievement, professional growth, and personal growth. application(s) as set forth by the state of Illinois. Although evaluation will take place during every class, formal It is imperative that students consult with their program advi- evaluation procedures are applied prior to practicum, and sors regarding course selection and sequencing. on the annual date of one’s admission to the program. (See section on the Graduate College in this catalog for specifics.) GRADUATE PROGRAMS Students may also be reviewed for retention at the request Master of Arts in Counseling of individual faculty members. The program leading to the Master of Arts degree in Counsel- Should a student be recommended for non-retention in the ing consists of the following three sequences: program by the faculty Professional Standards Committee, 1. School Counseling the student’s faculty advisor will communicate the reasons 2. Community Counseling to the student in writing. Further, depending upon the cir- 3. Rehabilitation Counseling cumstances, the advisor may: Admission Requirements • direct the student to seek a more appropriate field of study; Applicants to all three sequences must meet the admission requirements of the Graduate Enrollment Services, and will • advise specific remedial steps that must be taken also be required to meet the following additional requirements: before continuation in the program is permitted; and 1. Submit recent scores for the general test of the Graduate • inform the student of the procedure used to appeal the Record Examination (GRE). Scores will be considered committee’s decision. along with other aspects of the application; A copy of all communication recommending non-retention 2. Satisfy supplementary admission requirements as will be forwarded by the Department of Counselor Education specified by each sequence; and Program to the Graduate College for final action. 3. Participate in an evaluative Preadmission Workshop Prerequisites: Six credit hours of psychology as speci- after application materials have been submitted. fied by each sequence The Department of Counselor Education admits students Community: Six credit hours of psychology, including twice a year, in the spring and fall terms. Admission to the Abnormal Psychology or equivalent program is competitive. It is possible for an otherwise ac- Rehabilitation: Six credit hours of psychology, including ceptable applicant to be denied admission due to the com- Abnormal Psychology or equivalent petitive strength of the applicant pool. Those not selected for admission may reapply only once. School: Current initial or standard Illinois teaching certification Eligibility to Enroll in Classes OR Once students are officially admitted to the program, they may register for classes in the department during regular Applicants to school counseling who do registration periods. Those who have not yet been reviewed not hold a current, valid initial or standard for selection may take one course as a student-at-large. For teaching certificate must include in their students in the Community and School sequences, that course application packet evidence of is COUN-401. For students in the Rehabilitation sequence, 1. taking and passing the Test of that course is COUN-433. Upon formal acceptance into the Academic Proficiency; and program, the credits for these courses will be applied towards 2. taking and passing a finger print based fulfillment of degree requirements. background check To qualify for the master’s degree, students must complete 3. In addition, the non-certified applicant 48 credit hours of prescribed course work, which includes must complete the following courses three credits of practicum, six credits of internship, and prior to starting practicum/internship: successfully complete the written departmental proficiency

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EDFN 405 Development of Elective Courses Educational Thought The number of elective courses will vary for each sequence. EDFN 406 Human Development The elective courses will be selected in consultation with and Learning an advisor. Courses most appropriate for that sequence and the student’s career objectives may be selected from EDFN 407 Learning Theories and the following: Educational Practice COUN-411 Post Secondary College & Career SPED 404 Overview of the Field of Counseling...... 3 cr. Special Education COUN-414 Advanced Career Counseling...... 3 cr. THE CURRICULUM COUN-415 Children, Youth and Their Systems...... 3 cr. COUN-420 Introduction to Family Counseling...... 3 cr. Required Core Courses, Electives, and Clinical COUN-421 Advanced Marriage Experiences and Family Counseling...... 3 cr. Required Core Courses for Each Sequence COUN-422 Grief Counseling...... 3 cr. COUN-423 Counseling for Business & Industry...... 3 cr. The program requires a minimum of 48 credit hours, or 16 COUN-424 Stress Management...... 3 cr. courses. A core or common curriculum of 30 credit hours is COUN-425 Addictions Counseling...... 3 cr. required of all sequences. The core courses include: COUN-426 Advanced Counseling for COUN-401 The Counseling Profession in a Pluralistic Chemical Dependency ...... 3 cr. Society (for School and Community COUN-427 Diagnostic Systems for Counseling...... 3 cr. sequences)...... 3 cr. COUN-431 Couple and Family Systems Studies...... 3 cr. or COUN-433 Foundations of Rehabilitation Counseling COUN-432 Counseling Couples...... 3 cr. (for Rehabilitation sequence)...... 3 cr. COUN 433 Foundations of Rehabilitation Counseling....3 cr. COUN-402 Developmental Counseling...... 3 cr. COUN 434 Medical & Psychosocial COUN-403 Frameworks for Counseling...... 3 cr. Aspects of Disability...... 3 cr. COUN-404 Evaluation Techniques...... 3 cr. COUN 435 Work & Disability...... 3 cr. COUN-405 Individual Counseling Skills...... 3 cr. COUN 436 Case Management in Rehabilitation COUN-406 Group Counseling...... 3 cr. Counseling...... 3 cr. COUN-407 Community Counseling COUN-437 Introduction to Integrative Expressive (for the Community sequence)...... 3 cr. Techniques...... 3 cr. or COUN-410 Seminar in School Counseling COUN-468H Seminar: Student Personnel Work in Higher (for the School sequence)...... 3 cr. Education...... 3 cr. or COUN-434 Medical and Psychological Aspects COUN-478 Advanced Counseling...... 3 cr. of Disability (for the Rehabilitation COUN-490 Thesis Research...... 3 cr. sequence)...... 3 cr. COUN-499 Clinical Supervision...... 3 cr. COUN-408 Research Seminar...... 3 cr. Also available are a limited number of Independent Studies COUN-409 Career Development...... 3 cr. in which a student creates a course with a special topic of COUN-430 Multicultural Counseling: Worldview interest under the direction of a faculty member. Credits vary. and Systems Orientation...... 3 cr. Graduate level courses in other departments, may be used as Total 30 cr. electives with the permission of the student’s advisor (e.g., In addition, the Community sequence requires Psychology/Gerontology, Special Education, Leadership). COUN-420 Introduction to Family Counseling...... 3 cr. Student assistants used for clinical courses will receive COUN-427 Diagnostic Systems for Counseling...... 3 cr. 3 credits which may be used for elective credit or for ad- One Elective Course...... 3cr. ditional credit beyond the 48 hours. In addition, the Rehabilitation sequence requires When choosing electives, students must be aware that the COUN-427 Diagnostic Systems for Counseling...... 3 cr. various practicum and internship sites require specificcourses COUN-435 Work and Disability...... 3 cr. and competecnies before they will accept students. It is COUN-436 Case Management for Rehabilitation imperative that each student take responsibility for consulting Counselors...... 3 cr. with both the advisor and the faculty coordinator of clinical In addition, the School sequence requires experiences long before applying for the clinical courses. Three elective courses...... 9cr. Failure to do so could delay completion of the program.

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Additional Requirements Master of Arts in Family Counseling 1. Clinical Experience - Practicum and Internship Coursework for the 60 credit hours Master of Arts in Family Practicum Counseling program fulfills the requirements for state licens- ing, the CACREP Specialty Track, the National Academy for Practicum is a 100 hours, field-based experience which re- Certified Family Therapists, Inc., and the American Associa- quires a minimum of 40 hours of clinical contact with clients tion for Marriage and Family Therapy Clinical memberships. (contact hours), and is a prerequisite for Internship. Students Although most accrediting bodies use the words “Marriage earn three credits for and Family” to describe their specialty, this program has Practicum-Group Supervision elected to use the word “Family” to represent what the program COUN-442 Practicum I: Group Supervision in School believes to be a better description of the practice methods. Counseling The Family counseling program is accredited by the Council or for the Accreditation of Counseling and Related Educational COUN-444 Practicum I: Group Supervision in Community Programs (CACREP). Graduates of CACREP accredited Counseling programs are eligible to sit for the National Counselor Exam (NCE) during their last year of study. The eight core cur- or ricular areas of CACREP are the comprehensive foundation COUN-446 Practicum in Rehabilitation Counseling of the exam questions used for the NCE. After successful NOTE: Practicum is offered in the Fall semester. completion of the NCE and upon graduation, one can then apply for the National Certified Counselor credential through Internship the National Board of Certified Counselors (NBCC). Internship is a 600 hours, field-based experience which requires a minimum of 240 hours of clinical contact with Admission Requirements clients. Students are strongly encouraged to complete all Applicants to the M.A. in Family Counseling program must coursework prior to beginning Internship. Students earn meet the admission requirements of the Graduate Enrollment six credit hours for Services and the following additional requirements: Internship I 1. Submit recent scores for the general test of the Graduate COUN-462 Internship I: School Counseling Record Examination (GRE). Scores will be considered COUN-463 Internship I: Rehabilitation Counseling along with other aspects of the application; and COUN-464 Internship I: Community Counseling 2. Participate in an evaluative Preadmission Workshop Internship II after application materials have been submitted. COUN-472 Internship II: School Counseling Admission to the program of the Department of Counselor COUN-473 Internship II: Rehabilitation Counseling Education is competitive. It is possible for an otherwise acceptable applicant to be denied admission due to the COUN-474 Internship II: Community Counseling competitive strength of the applicant pool. Those not se- 2. Departmental Proficiency Examination lected for admission may reapply only once. All candidates are required to pass a comprehensive examina- Eligibility to Enroll in Classes tion. Candidates may take the examination after completion of Once students are officially admitted to the program, they 27 credit hours of coursework, including COUN 401 (433 for may register for classes in the department during regular Rehabilitation), 402, 403, 404, 405, 406, 408, 409, and 430. registration periods. Those who have not yet been reviewed This exam is offered in February, June and October annually. for selection may take one course, COUN 401, as a student- 3. Notification of Student Recess at-large. Upon formal acceptance into the program, the Once having begun the Counselor Education program, if a credits for this course will be applied towards fulfillment of student does not attend classes for more than two consecutive degree requirements. semesters (Fall, Spring, Summer), the student must notify the To qualify for the master’s degree, students must complete Graduate College and the advisor of his/her intent to continue 60 credit hours of prescribed coursework, which includes in the program. Faculty members reserve the right to review three credits of practicum, and six credits of internship, and the student’s course work upon reentry by the student and to successfully complete the written departmental proficiency require that certain courses be repeated if necessary. Each examination. Students may not enroll for more than four (4) student is required to complete an average minimum of six three-credit hour courses (12 credit hours) in a term. to nine credit hours per academic year to finish the program Once admitted, students must demonstrate satisfactory within the prescribed time frame of six years. progress. To continue in the program, a 3.0 GPA average is required, and student may not have more than six credit hours below the grade of B. In the clinical courses, COUN 405 and COUN 406, students must earn a grade of B or

270 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COUNSELOR EDUCATION better to continue in the program. Therefore, an ongoing Elective Courses evaluation, for the purpose of making retention decisions, Two elective courses. Elective courses will be selected in is made of all admitted students in the areas of academic consultation with an advisor. Possible elective courses include achievement, professional growth, and personal growth. COUN-422 Grief Counseling...... 3 cr. Although evaluation will take place during every class, formal COUN-424 Stress Management...... 3 cr. evaluation procedures are applied prior to practicum, and COUN-425 Addictions Counseling...... 3 cr. on the annual date of one’s admission to the program (See COUN-426 Advanced Counseling for section on the Graduate College in this catalog for specifics.). Chemical Dependency...... 3 cr. Students may also be reviewed for retention at the request COUN-428 Advanced Individual Counseling: of individual faculty members. Case Conceptualization...... 3 cr. Should a student be recommended for non-retention in the COUN-432 Counseling Couples...... 3 cr. program by the faculty Professional Standards Committee, COUN-433 Foundations of Rehabilitation Counseling...3 cr. the student’s faculty advisor will communicate the reasons COUN-434 Medical & Psychosocial to the student in writing. Further, depending upon the cir- Aspects of Disability...... 3 cr. cumstances, the advisor may: COUN-435 Work & Disability • direct the student to seek a more appropriate field of COUN-436 Case Management in study; Rehabilitation Counseling...... 3 cr. • advise specific remedial steps that must be taken COUN-437 Introduction to Integrative Expressive before continuation in the program is permitted; and Techniques...... 3 cr. • inform the student of the procedure used to appeal the COUN-468 Seminar in Counseling: Title Varies...... 3 cr. committee’s decision. COUN-478 Advanced Counseling...... 3 cr. A copy of all communication recommending non-retention COUN-490 Thesis Seminar...... 3 cr. will be forwarded by the Department of Counselor Education COUN-499 Clinical Supervision...... 3 cr. program to the Graduate College for final action. TOTAL 6 cr. Prerequisites Also available are a limited number of Independent Studies Students in the M.A. in Family Counseling program must in which a student creates a course with a special topic of have the following prerequisites: interest under the direction of a faculty member. Credits vary. Graduate level courses in other departments may be used as Six credits of psychology, including abnormal psychology electives with the permission of the student’s advisor (e.g., or equivalent Psychology/Gerontology, Special Education, Leadership). THE CURRICULUM Student assistants used for clinical courses will receive three Required Core Courses, Electives, and Clinical credits which may be used for elective credit or for additional Experiences credit beyond the sixty hours. Required Courses for the M.A. in Family Counseling Additional Requirements The program requires a minimum of sixty credit hours, or 1. Clinical Experience—Practicum and Internship twenty courses: Practicum COUN-401 The Counseling Profession Practicum is a 100 hours, field-based experience which in a Pluralistic Society...... 3 cr. requires a minimum of 50 hours of clinical contact with COUN-402 Developmental Counseling...... 3 cr. clients (contact hours), and is a prerequisite for Internship. COUN-403 Frameworks for Counseling...... 3 cr. Students earn three credit hours for: COUN-404 Evaluation Techniques...... 3 cr. COUN-445 Practicum Group Supervision in Couple COUN-405 Individual Counseling Skills...... 3 cr. & Family Counseling COUN-406 Group Counseling...... 3 cr. NOTE: Practicum is offered in the Fall semester. COUN-407 Community Counseling...... 3 cr. COUN-408 Research Seminar...... 3 cr. Internship COUN-409 Career Development...... 3 cr. Internship is a 600 hours, field-based experience which COUN-415 Children, Youth, and their Systems...... 3 cr. requires a minimum of 250 hours of clinical contact with COUN-420 Introduction to Family Counseling...... 3 cr. clients. Students are strongly encouraged to complete all COUN-421 Advanced Marriage coursework prior to beginning Internship. Students earn and Family Counseling...... 3 cr. six credit hours for: COUN-427 Diagnostic Systems for Counseling...... 3 cr. COUN-465 Internship I Group Supervision in Couple COUN-430 Multicultural Counseling: Worldview & Family Counseling & Systems Orientation...... 3 cr. COUN-475 Internship II Group Supervision in Couple COUN-431 Couple and Family Systems Studies...... 3 cr. & Family Counseling TOTAL 45 cr.

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2. Departmental Proficiency Examination Interpretations of test data are an integral part of this course. All candidates are required to pass a comprehensive exami- Prereq: graduate standing. nation. Candidates may take the examination after 39 credit COUN -405 Individual Counseling Skills, 3 cr. A labora- hours of required coursework have been completed, including tory course providing competency-building experiences to COUN 401, 402, 403, 404, 405, 406, 408, 409, 415, 420, 421, prepare counselors for helping relationships. Supervised 430, and 431. This examination is offered in February, June, counseling of fellow students and outside clients is required. and October annually. Both a knowledge base and a skill base are developed. In all aspects of this course, confidentiality and ethical-behavior are 3. Notification of Student Recess stressed. The course contributes to the helping relationships Once having begun the Counselor Education program, component of the program and is required of all students. if a student does not attend classes for more than two Prereq: COUN-403 and 401 or 433. consecutive semesters (Fall, Spring, Summer), the student COUN-406 Group Counseling, 3 cr. Course focuses on must notify the Graduate College and the advisor of his/ groups and group leadership. Knowledge base includes her intent to continue in the program. Faculty members theory, group processes, group dynamics, interventions, reserve the right to review the student’s coursework upon roles of members and leaders, facilitative and debilitative reentry by the student and to require that certain courses behaviors, characteristics of developmental stages, ethics, be repeated if necessary. Each student is required to and therapeutic ingredients of group work. Experiential group complete an average minimum of six to nine credit hours activities develop self-awareness, interpersonal skills, and per academic year to finish the program within the pre- leadership ability. Confidentiality and ethical behavior are scribed time frame of six years. stressed. Course contributes to the helping relationships COURSE OFFERINGS and group work components of the program and is required COUN-401 The Counseling Profession in a Pluralistic of all students. Prereq:COUN -405. Society, 3 cr. This course covers three content areas: an COUN-407 Community Counseling, 3 cr. Presents a theo- overvlew of the counseling profession, ethical and legal retical framework focusing on meeting the counseling needs standards, and multlcultural counseling. The course offers of identified target populations in a programmatic fashion. an orientation to the counseling profession, and ethical, Prevention, crisis intervention and community based inter- legal, and professional identity issues. Students will study ventions are presented. Specific skills in target population, the history of the profession, ethical and legal standards, identification, need assessment, goal formulation, interven- preparation standards, organizations, functions, and related tion design and program evaluation are developed. Course journals. Students will also be introduced to the tripartite contributes to both the appraisal and research components training model for multicultural competency, which includes of the program and is required of all students. Prereq:COUN-403 awareness of cultural assumptions, knowledge of cultural COUN-408 Research Seminar, 3 cr. Introduces students diversity, and skills for cross-cultural counseling. This course to the nature of scientific research, with particular reference is required of all students. Prereq.: graduate standing. to the research methods and statistical treatments that are C0UN-402 Developmental Counseling, 3 cr. Course focuses appropriate to the study of problems and issues related to on the concept of developmentally oriented counseling. It professional counseling. Students demonstrate their critical is based upon lifespan theory which makes the assumption understanding by designing a research proposal. Course that there is developmental logic to behavior. Counselors contributes to the research and evaluation component of learn to assess and understand the client’s developmental the program and is required of all students. Prereq:COUN-404 processes and provide appropriate helping strategies for COUN-409 Career Development, 3 cr. This introductory clients working through developmental blocks. Students course provides an overview of the field of career development study developmental theories, concepts, and principles, with applications appropriate to the student’s sequence. The including psychosocial, cognitive, moral, emotional, family, focus is on career development theories; occupational and career, self, and cultural development. Prereq: graduate standing. educational information; career and leisure counseling: life- COUN-403 Frameworks for Counseling, 3 cr. Focuses style and career decision making; and program planning and on various theories of counseling and their associated evaluation. A whole life perspective facilitates the personal, techniques. Students study a range of theories and their social, and career development of children, adolescents, and application in various professional settings and are required adults. This course contributes to the lifestyle and career to synthesize their own approach. This course contributes development component of the program. Required of all to the theoretical foundations of the helping relationships students in the Counselor Education Program. Prereq:COUN-402. component of the program and is required of all students. COUN-410 Seminar in School Counseling 3 cr. This course Prereq- graduate standing. provides an overview of the field of school counseling in COUN -404 Evaluation Techniques, 3 cr. Principles of test elementary, middle, and secondary schools. Emphasis is on construction, basic statistical concepts, study of commonly the role of the school counselor as well as an examination of used standardized tests, and other evaluative procedures. the history and current trends in school counseling programs and services. The developmental school counseling model

272 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COUNSELOR EDUCATION offers a foundation for understanding various interventions, is of value to students seeking careers in the business world, including individual and group counseling, crisis interven- community colleges, and vocational agencies. Prereq: graduate tion, consultation, appraisal, and coordination of counseling standing, COUN-409. services. Required of all students in the School Counseling COUN-424 Stress Management, 3 cr. Course is for coun- Sequence. Prereq.: graduate standing. selors serving clients in a variety of settings. Its holistic COUN-411 Post Secondary College & Career Counseling, focus is on stress and burnout from proactive and reactive r cr. This course is intended to provide students, who have an perspectives. Student learning activities are didactic and interest in working at the high school level, with specialized experiential. Each student will design, implement and evalu- information about college search, admissions, and financial ate a personal stress management program appropriate to aid processes. This course will provide an overview of the his/her own needs and resources. Students participate in field of college counseling and the basics of the college research, laboratory and support group activities dealing admission and selection process. It will emphasize the role with aspects of stress management. Prereq:COUN-401 or 433. of the school counselor in providing information, assistance, COUN-425 Addictions Counseling, 3 cr. This course focuses and support in the students' and families' decision-making. primarily on the work of counselors who deal with psychoac- Prereq: Graduate standing, COUN-405 and 410 or permission of the instructor. tive substance use, abuse, and dependence among clients. COUN-414 Advanced Career Counseling, 3cr. Advanced The course is presented in three modules: 1) a contextual Career Counseling provides students with an in-depth labo- understanding of substance addiction including the phar- ratory experience in career counsellng which will require macological, socioeconomic, and psychological aspects of them to integrate their knowledge of career and counseling addiction; 2) screening, assessment, treatment planning, theories, individual counseling skills, evaluation techniques, referral, and counseling interventions; and 3) specialty ad- and skills related to the job search process. Students will be diction areas such as gambling, sexual, food and relation- required to formulate, present, and write an in-depth client ship addictions. An overview of current best practices in case study. Prereq: COUN-409, consent of instructor. counseling is presented such as motivational interviewing COUN-415 Children, Youth and their Systems, 3cr. and cognitive/behavioral approaches. Prereq.: graduate standing, A study of children and youth and their systems. Assessment COUN-403 and 401 or 433. and Counseling techniques will be addressed. A comparison COUN-426 Advanced Counseling for Chemical Depen- between the medically modeled view and the systemic view dency, 3 cr. Participation in various aspects of a treatment will be presented. Students will interview a child and his/ program, including admission interviews, evaluation of pa- her family as well as an older youth and their family. Prereq: tients, short and long range planning with patients, dealing candidacy, COUN-420 or consent of instructor. with denial and relapse through counseling. A needs as- COUN-420 Introduction to Family Counseling, 3 cr. Course sessment among class members will determine part of this focuses on major theories and techniques of family counsel- course. Prereq: graduate standing and COUN-425 or consent of instructor. ing. Lectures, student research, and role playing are utilized as COUN-427 Diagnostic Systems for Counseling, 3 cr. This presentation forms. Prereq: graduate standing, COUN-403 and 401 or 433. course acquaints counselors with descriptive, research- COUN-421 Advanced Marriage and Family Counseling, based, and clinical knowledge that contributes to the diag- 3 cr. An advanced experience in Marriage and Family nosis and treatment of mental disorders, including disorders counseling. Focuses on developing a personal model of of behavior and impulse control, mood, and anxiety as well counseling and experiencing the total therapeutic process. as the various personality disorders and disorders involv- Diagnostic skills, case analysis, and relationship strategies ing loss of contact with reality. Students study the current are emphasized. Prereq: graduate standing and COUN-420 Diagnostic and Statistical Manual of Mental Disorders of the COUN-422 Grief Counseling, 3 cr. An overview of contem- American Psychiatric Assn. and the ways the manual is used porary attitudes regarding loss and death and their implica- in clinical practice. Prereq: graduate standing. tions for the counselor’s personal reaction to death related COUN-428 Advanced Individual Counseling: Case Con- events. Students gain expertise with the grieving process ceptualization, 3 cr. Provides students with the opportunity and the physical and emotional consequences associated to work with a single client over a ten-week period, using with maladaptive grief. Specific issues raised by different integrative conceptualization and counseling models as a types of loss will also be discussed. Crisis intervention skills, basis for on-going assessment and planning. Small group counseling techniques, and community mutual aid efforts to settings focus on diagnosis and treatment planning within facilitate a healthy grieving process are presented. Prereq: the context of legal and ethical guidelines and with reference graduate standing, COUN-403 and 401 or 433. to the current Diagnostic and Statistical Manual of Mental COUN-423 Counseling for Business & Industry, Disorders of the American Psychiatric Association. Require- 3 cr. Focuses on the counseling needs in business ments include preparation and presentation of a professional and industry. The course builds on the work done in disclosure statement and a clinical case study. COUN-414 Advanced Career Counseling, with the emphasis on the career counseling needs of the adult worker. Course

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COUN-430 Multicultural Counseling: Worldview and Sys- the procedures in developing effective job development and tems Orientation, 3 cr. This course will discuss treatment placement strategies and obtain knowledge of labor market approaches with culturally diverse families. Students learn trends, employment law, and vocational issues surrounding the impact of worldview and cultural factors on life cycle the acquisition and maintenance of competitive employment development, family functioning, dynamics, roles, expecta- in today’s society. Specific emphasis will be placed on the tions, and lifestyle choices, and the relation to presenting unique challenges faced by people from non-majority and problems. Culturally appropriate skills will be included, as traditionally underserved groups. Prereq: COUN-433 well as indigenous healing methods. Finally, students will COUN-436 Case Management in Rehabilitation Counsel- become aware of their own familes’ cultural backgrounds. ing, 3 cr. The course is intended to be a capstone experi- Prereq: graduate standing. ence whereby the rehabilitation counselor-in-training applies COUN-431 Couple and Family Systems Study, 3 cr. principles, skills, and knowledge to simulated case examples. An in-depth look at family systems, including a family’s de- Topics include:the goals and models of case management in velopmental and life cycles. Attention will be given to various rehabilitation; client/consumer interviewing and assessment; contemporary family structures with a focus on family assess- planning for appropriate and effective intervention strategies, ment of contemporary problems such as substance abuse, services, and benefits included in a rehabilitation plan; plan domestic violence, and sexual dysfunction. Comparison of monitoring and evaluation; and job placement, closure, and a systemic view and the traditional medically modeled psy- follow-up. Various models of case management will be pre- chological and psychiatric view will be addressed. Students sented with a primary focus on the State-Federal Vocational will also study the assessment of families through the use of Rehabilitation model. Prereq: COUN 433, 434, 435 standardized instruments. Prereq.: graduate standing. COUN-437 Introduction to Integrative Expressive Tech- COUN-432 Counseling Couples, 3 cr. This course will niques, 3 cr. The purpose of this course is to introduce provide students with knowledge and understanding of the integrative expressive therapies into counseling practice. The principal theoretical frameworks, and the existing clinical ap- course covers 10 commonly used counseling frameworks proaches to counseling couples derived from the theoretical with expressive art interventions. Adlerian therapy, Narrative frameworks. The course will also expose students to a variety therapy, Person-Centered therapy, and other forms of therapy of clinical issues a counselor is most likely to encounter in will be discussed in relation to expressive arts techniques. clinical work with couples. Prereq: graduate standing and COUN 420 The course will be primarily experiential in which students COUN-433 Foundations of Rehabilitation Counseling, will experience different expressive arts. Prereq: Graduate standing. 3 cr. This course will provide students with the foundations COUN-442 Practicum I: Group Supervision in School of rehabilitation and the rehabilitation counseling profession. Counseling, 3cr. Course focuses on the integration of coun- The course will introduce students to relevant aspects of seling skills and conceptual frameworks to create strategies rehabilitation history, philosophy, values, and practice, with to assist children in the areas of personal, social, education an emphasis on the operational aspects of the rehabilitation and career development, in which strategies are applied in service delivery system. The course will examine current supervised counseling sessions with individuals and groups. issues, community resources, services, and the vocational This course contributes to the counseling proficiency com- rehabilitation process. Prereq: graduate standing ponent of the program. Required of all students enrolled in COUN-434 Medical & Psychological Aspects of Disability, the school sequence. Prereq: COUN-409, and approval of Coordinator 3 cr. Involves study of medical information on a wide range of Clinical Experiences. of disabilities from systems perspective.The psychological, COUN-444 Practicum I: Group Supervision in Community social, and vocational implications of the experience of the Counseling, 3 cr. Focuses on group supervision of clinical various disorders will be integrated into the course. Medical experiences and diagnostic and planning procedures within terminology, medical specialty practices and health care the context of legal and ethical guidelines of the Diaqnostic systems providing diagnosis, treatment, restorative services, and Statistical Manual of Mental Disorders of the American or therapy to individuals with disabilities will be discussed. Psychiatric Association. Presentation of a professional The course, nature, etiology, effects and prognosis of physi- disclosure statement and a clinical case study are required. cal, sensory, mental, neurological, developmental, and other Course contributes to the counseling proficiency component disability/disease processes will be covered. Case studies of of the program. Required of students in the community se- system-related disabilities will be presented with emphasis quence and the family progrm. Prereq: COUN-409, and approval of on understanding the psychosocial, functional and vocational Coordinator of Clinical Experiences. implications of disease, congenital and adventitious disability COUN-445 Practicum I: Group Supervision in Couple Prereq: admission to the program and Family Counseling, 3 cr. Practicum I focuses on COUN-435 Work and Disability, 3 cr. This course involves group supervision of the clinical experiences as well as on both didactic and experiential modes of instruction enabling assessment and planning procedures for counselors within students to build competencies in the career development and the context of legal and ethical guidelines. A review of major job placement of persons with disabilities. Students will learn theories and Couple/Marriage & Family techniques are ap-

274 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 COUNSELOR EDUCATION plied to case material generated from the field experience of the role of the family counselor in a community agency, of Practicum I. This course contributes to the counseling family guidance clinic, community mental health center, proficiency component of the program and is required of all hospital, substance abuse treatment program, aging center students in the family counseling program. Prereq.: Acceptance or court services setting. Interns will be working under the into the C/M&F sequence and approval of Coordinator of Clinical Experiences. supervision of a site supervisor and a counselor education COUN-446 Practicum in Rehabilitation Counseling, 3 faculty person. The course will require the intern to complete cr. Students will apply rehabilitation counseling knowledge 300 hours of field-related activities, including participation and skills introduced in previous courses. The purpose of in an on-campus seminar every other week. Prereq.: All courses the course is to enhance basic rehabilitation counseling required for the specialization, Practicum, and approval of Coordinator of Clini- skills including interviewing, listening skills, assessment, cal Experiences. documentation and case recording, referral, and follow-up COUN-466 Independent Study in Guidance and Person- services. There will be periodic and direct communications nel Work, 3 cr. Intensive guided study in selected areas of throughout the semester between the site supervisor and guidance and personnel work. Consultation with instructor the faculty through site visits, conference calls, electronic prior to registration is mandatory. Prereq: graduate standing and communications and either video-taping or audio-recording consent of instructor. of individual counseling sessions between the student and COUN-469 Independent Study in Guidance and Person- client. Prereq: COUN-402, 403, 404, 405, 406, 409, 433, 434, 435, 436 nel Work, 1 cr. Intensive guided study in selected areas of COUN-462: Internship I: School Counseling, 3 cr. First of guidance and personnel work. Consultation with instructor two supervised internship courses required for the school prior to registration is mandatory. Prereq: graduate standing and counseling sequence. Focus is on the implementation of consent of instructor. the role of the school counselor in school settings. Interns COUN-470 Independent Study in Guidance and Personnel work under the supervision of a site supervisor and a uni- Work, 2 cr. (See COUN-469 for description.) versity faculty person. The course will require the intern to COUN-472: Internship II: School Counseling, 3 cr. A con- complete 300 hours of field related activities and participate tinuation of COUN 462 focusing on the implementation of the in an on-campus seminar every other week. Prereq: All courses role of the school counselor in school settings. Interns work required for the sequence, including COUN-442, and approval of Coordinator under the supervision of a site supervisor and a counselor of Clinical Experiences. education staff person. The course requires the interns to COUN-463 Internship I: Rehabilitation Counseling, 3 cr. complete 300 hours of field-related activities and participate Students will apply rehabilitation counseling knowledge and in an on-campus seminar every other week. Prereq: COUN 462 skills introduced in previous courses through classroom- and approval of instructor. based activities and supervision provided by university-based COUN-473 Internship II: Rehabilitation Counseling, 3 cr. certified rehabilitation counselor. The purpose of the course Students will apply rehabilitation counseling knowledge and is to enhance basic rehabilitation counseling skills through skills introduced in previous courses in a community-based, Socratic, individualized, and group supervision including field experience. The purpose of the course is to further interviewing, listening skills, ethical/professional issues, develop rehabilitation counseling skills including counseling case studies, community resource reports, assessment, interventions, intake interviewing and eligibility determination, documentation and case recording, referral, and follow-up assessment, rehabilitation plan development and contruc- services in actual community-based settings serving per- tion, documentation and case recording, case management, sons with disability. Prereq: COUN 446 and approval of Coordinator of and follow-up services. There will be periodic and direct Clinical Experiences communications throughout the semester between the site COUN-464: Internship I: Community Counseling, 3 cr. First supervisor and the faculty through site visits, conference of two supervised internship courses required for the com- calls, electronic communications and either videotaping or munity sequence that focuses on the role of the counselor audiorecording of individual counseling sessions between in a community service program, family guidance clinic, the student and client. Prereq: COUN 463 and approval of Coordinator mental health center, hospital, substance abuse treatment of Clinical Experiences. program, aging center or court services setting. Supervision COUN-474 Internship II: Community Counseling, 3 cr. provided by a site supervisor and a counselor education A continuation of COUN 464 which further involves the intern staff person. Requires 300 hours of field-related activities, in the implementation of the role of the counselor in a com- including participation in an on-campus seminar every munity service program, family guidance clinic, mental health other week. All courses required for the sequence, includ- center, hospital, substance abuse treatment program, aging ing prerequisite COUN-444 and approval of Coordinator of center or court services center. Supervision provided by a site Clinical Experiences. supervisor and a counselor education staff person. Requires COUN-465 Internship I: Group Supervision in Couple and 300 hours of field related activities, including participation Family Counseling, 3 cr. This is the first of the supervised in an on-campus seminar every other week. Prereq: COUN-464 internship courses required for the family counseling program and approval of Coordinator of Clinical Experiences. sequence. The focus of this course is on the implementation

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COUN-475 Internship II: Group Supervision in Couple and Family Counseling, 3 cr. This course is a continuation EDUCATIONAL INQUIRY of COUN-465 and further involves the intern in the imple- mentation of the role of the family counselor in an approved AND CURRICULUM internship placement. Interns will be working under the supervision of a site supervisor and a counselor education STUDIES staff person. The course will require the intern to complete Brian Schultz, Ph.D., Associate Professor, Chair 300 hours of field related activities, including participation René Luis Alvarez, Ph.D., Assistant Professor in an on-campus seminar every other week. Prereq.: COUN-465 Ann Aviles de Bradley, Ph.D., Assistant Professor and approval of instructor. Hua Bai, Ph.D., Assistant Professor COUN-478 Advanced Counseling, 3 cr. The purpose of Anastasia Brelias, Ph.D., Assistant Professor this course is to provide the counselor education students Huseyin Colak, Ph.D., Assistant Professor with advanced practice in individual counseling. Students Timothy Duggan, Ed.D., Assistant Professor will serve as graduate mentors to those who are taking COUN 405 Individual Counseling Skills. The students in this Janet Fredericks, Ph.D., Professor course will assist the instructor in demonstrations of proper Nicole Holland, Ph.D., Associate Professor counseling skills, in supervision of counseling sessions held Zada Johnson, Ph.D., Assistant Professor in the counselor education laboratory, and in giving feedback Elaine Koffman, Ph.D., Associate Professor to students in COUN 405. Prereq: Graduate Standing, COUN-405, and Eleni Makris, Ph.D., Associate Professor the consent of the instructor. Erica Meiners, Ph.D., Professor COUN-490 Thesis Research, 3 cr. This course includes the Isaura Pulido, Ph.D., Assistant Professor preparation and submission of a master of arts thesis under Katy Smith, Ph.D., Associate Professor the supervision of a faculty committee. Thesis topics will reflect Durene Wheeler, Ph.D., Associate Professor students’ interest in a variety of counseling areas. Theses may Lance Williams, Ph.D., Associate Professor be based on quantitative and/or qualitative methodologies. Conrad Worrill, Ph.D., Professor Prereq: Admission to candidacy, COUN-408, consent of instructor. COUN-499: Clinical Supervision, 3 cr. This course will The Department of Educational Inquiry and Curriculum examine clinical supervision theory and techniques currently Studies is home to coursework and programs in Educational used in counseling and psychotherapy and introduce students Foundations, Inner City Studies Education, and Secondary to supervision as a specialty. Focusing on developmental is- Education. Whether seeking to complete initial Type 09 or sues of both supervisors and clinicians, this course will study Type 10 teaching certification, to expand their classroom methods that can be used to enhance counselor competency repertoire, to become educators in alternative contexts, or and issues related to supervising multiple counseling models. to enhance their understanding of the historical, political, Students are expected to be supervising already, as group and social underpinnings of education in and beyond the and individual supervision-of-supervision will be a component inner city, our students leave their work in our department of the class. Prereq.: graduate degree, or clinical experience as a supervisor uniquely prepared as reflective, collaborative, and transfor- with permission of the instructor. Students must have at least two supervisees mative education professionals. they are currently supervising. UNDERGRADUATE PROGRAMS in Educational Foundations The Educational Foundations sequence introduces students to content and application to education from the disciplines of philosophy, psychology, history, anthropology, economics, political science and sociology as basic to understanding the educational process. Courses required in the sequence follow, with graduate level course alternatives in parentheses. EDFN-305 Philosophical and Historical Foundations of Public Education (or EDFN-405)...... 3 cr. EDFN-306 Educational and Individual Differences (or EDFN-406)...... 3 cr. EDFN-307 Psychology of Instruction and Learning (or EDFN-407)...... 3 cr. • No required professional education courses may be taken more than twice to achieve an acceptable grade.

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• Sophomore standing is required. understanding and utilization of concepts developed in • EDFN-306 is a prerequisite for EDFN-307. EDFN-306 EDFN-306 (Education and Individual Differences). must be completed with a grade of “C” or better. EDFN-207 Laboratory in the Foundations of Education, 1 • EDFN-306 and EDFN-307 may not be taken during the cr. (See EDFN-202 for general description) Specific to under- same semester. standing and utilization of concepts developed in EDFN-307 (Psychology of Instruction and Learning). • EDFN-307 / 407 require admission to the College of EDFN-302 Philosophical and Historical Foundations Education. of Early Childhood Education, 3 cr. Survey philosophi- Minor in Educational Studies (18-20 cr. hrs.) cal, historical and psychological bases of early childhood The Minor in Educational Studies is designed to allow stu- education; a comparative evaluation of past and present dents to investigate the educational process in specific areas. educational programs for children from birth to age eight, Required Courses: in public and private school settings; readiness issues and EDFN-203 Laboratory in the Foundations intervention trends in early childhood education; professional of Education...... 2 cr. responsibilities of early childhood educators. EDFN-303 Early Childhood Development, 3 cr. Studies EDFN Area Courses: the growth and development of young children from birth to (pre-approved by the EDFN coordinator)...... 12 cr. age eight, including physical, cognitive, and social-emotional Courses are required in one or more of the following areas development. Presents major theories, principles, concepts, as related to education: anthropology, history, philosophy, and research in child development. The role of play in de- program evaluation, psychology, quantitative analysis and/ velopment is addressed. Students complete observations or sociology. Courses will be selected by the student in of children at various developmental levels. consultation with an advisor in the Educational Leadership EDFN-305 Philosophical and Historical Foundations of Department. Public Education, 3 cr. The exploration of differing views Education Electives: of the aims of public education in America. The study of (pre-approved by the EDFN coordinator)...... 4-6 cr. the historic settings in which the system developed. Identi- Electives will be selected by the student in consultation fication of major social and cultural problems in relation to with an advisor from the Educational Foundations Program. their historic antecedents. The study of various philosophic Total 18-20 cr. schools of thought and their impact on educational theory and practice, past and present. Prereq.: sophomore standing. COURSE OFFERINGS EDFN-306 Education and Individual Differences, 3 cr. EDFN-202 Laboratory in the Foundations of Education, Consideration of individual differences and principles of 1 cr. Students will be guided toward appropriate experiences human development as factors in creating effective learning in a school setting that will increase their understanding environments. Emphasis on: (1) understanding children and and utilization of concepts developed in the foundations adolescents as individuals with differing abilities, aptitudes, courses. Chicago metropolitan area schools and other set- interests, emotional responses, and accomplishments as the tings will be used as the laboratory. Prereq.: sophomore standing result of genetic, maturational, and environmental factors. and consent of instructor. Special attention given to children and adolescents covered EDFN-203 Laboratory in the Foundations of Education, by Public Law 94-142; (2) observational skills for assessing 2 cr. (See EDFN-202 for description) differences in order to aid student development. Focused EDFN-204 Laboratory in the Foundations of Education, study by each student of children or adolescents at a particular 3 cr. (See EDFN-202 for description) age level. (3) application of knowledge of developmental and EDFN-205 Education and Society: A Global Perspective, 3 individual differences to classroom practice. Twenty hours of cr. The school is viewed as a key social institution exercising classroom observation required. Prereq.: sophomore standing. influence on and, in turn, being influenced by the total culture. EDFN-307 Psychology of Instruction and Learning, 3 cr. Both formal and informal organizations within the school and Study and application to the teaching situation of theories classroom are studied. Interrelations of school with other and principles of learning (cognitive, affective, behavioral), basic institutions are examined. Current educational problems motivation, and classroom management including problems resulting from social conditions are studied. Comparisons of mainstreaming. Also attention to establishing objectives, with schools in other societies sharpen awareness of cultural instructional design concepts, evaluation of learning and and social influences on schools within one’s own country introduction to statistical analysis of scores. Focused study by and offer examples of alternative ways schools and societies each student of classroom in terms of application of theories interact. Prereq.: sophomore standing or consent of instructor. and applications associated with learning and instruction. EDFN-206 Laboratory in the Foundations of Education, Twenty hours of classroom observation required. Prereq.: Admis- 1 cr. (See EDFN-202 for general description) Specific to sion to COE, EDFN-306 or EDFN-406 with a grade of "C" or better.

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EDFN-312 Seminar in Current Education Literature, 3 cr. courses require both. Prereq.: junior standing or consent of instructor. An examination of current educational literature; included EDFN-318 Psychological Issues in Educational Settings, would be recent research findings, important views of edu- 2 cr. (See EDFN-317 for description) cational critics, newly developed theories of learning and EDFN-319 Psychological Issues in Educational Settings, education, and innovative practices in educational institu- 3 cr. (See EDFN-317 for description) tions. Prereq.: junior standing or consent of instructor. EDFN-321 Group Dynamics in Educational Settings, 3 cr. EDFN-313 Problems, Issues, and Practices in Education, Study of principles of group dynamics as they affect classroom 3 cr. An in-depth examination of salient issues confronting behavior. Development of skills in observing, recording, and contemporary American education. Topics selected are analyzing group phenomena, in creating and facilitating ef- varied in accordance with student interest. Prereq.: junior standing fective groups, in developing supportive environments, and or consent of instructor. in group leadership. Course topics include communication, EDFN-314B Race, Identity, & Cultures in Education, 3 cr. leadership, norms, subgroups and cliques, ability grouping, This course examines theories and methods of educating small group projects, peer teaching, and group approaches children of diverse racial, cultural and linguistic backgrounds to discipline problems. Reading and discussion of group in the U.S. school system. Students will learn how to identify dynamics literature, observation and analysis of classrooms, cultural, and linguistic differences that may impede a person's group investigations of specific topics and practice in group progress in an educational system or in learning a new lan- leadership skills. Prereq.: junior standing or consent of instructor. guage or culture. Students will develop an understanding of EDFN-322 Introductory Statistical Analysis in Education, how these differences can be used as a positive rather than 3 cr. An introduction to statistical analysis with special focus negative resource in the teaching-learning process. Prereq.: on methods employed in educational research and evaluation. Junior standing or consent of instructor. Topics include descriptive statistics, co relational techniques, EDFN-314K Social Justice and the Politics of Education, elementary probability theory, and elementary parametric and 3 cr. In this course, students will examine social justice non-parametric statistical tests of hypotheses. Emphasis is concerns in educational policy and practice. This course will placed on theoretical foundations, computational skills, and explore theories and debates about social justice goals and computer utilization. Prereq.: junior standing or consent of instructor. themes, and education. Through our study of critical issues EDFN-333 School Law for Teachers, 3 cr. Provides K-12 in education globally and locally, we will explore ideas about teachers and prospective teachers with an understanding the role of education in society. The following questions are of the impact of the legal processes on schools. Attention is central to the course: What concepts and conditions con- given to current issues and their implications for classroom stitute "social justice"? What kind of education is needed in teachers. Topics include: the legal system, sources and a democracy? What is the relationship between schooling levels of law, contracts, tenure, records, collective bargain- and participation in democratic life? Prereq.: Junior standing or ing, copyright, academic freedom, tort liability, student and consent of instructor. teacher rights, discrimination and handicap issues. Prereq.: EDFN-314L Gender, Race, and Class Issues in Education, 3 junior standing. cr. This course focuses on the role of the educational system EDFN-405 Development of Educational Thought, 3 cr. An in the constructions and reproduction of gender and racial examination of the historical development of American educa- inequality. Using both academic and popular literature to gain tion and some of its antecedents. A study of the educational perspectives, we will examine relationships between school theories of selected philosophies; an examination of the and society. Topics to be addresses include the historical purposes of education in pluralistic America; an evaluation constructions, representation of schooling and the teaching of educational institutions and practices in terms of present profession, popular culture and education, class and school- circumstances. Prereq.: graduate standing. ing, access and equity of schooling experiences, as well as EDFN-406 Human Development and Learning, 3 cr. The sexuality and schooling. Prereq.: Junior standing or consent of instructor. study of theories and principles of development of school EDFN-317 Psychological Issues in Educational Settings, age children and youth. Focus on current theories and re- 1 cr. In-depth analysis of specified areas concerning the in- search and their implications for learning and identification terrelationship between psychology and education. Possible of teaching practices that facilitate the acquisition of intel- areas are self concept, affect, motivation, effective thinking, lectual and social skills of children and youth. Attention to interpersonal skills, classroom diagnosis, individualization, characteristics covered by PL.94-142 as well as differences teacher effectiveness, roles and problems of teachers, moral due to social, cultural and ethnic factors. Twenty hours of development, psychoanalysis, effective parents, learning classroom observation required. Prereq.: graduate standing. styles and developing independent learners. Stress on theo- EDFN-407 Learning Theories and Educational Practice, 3 cr. retical and practical approaches to help teachers toward self Analysis of classroom learning and management in terms of understanding and to provide opportunities for development principles and theories of learning and motivation and recent of strength in one or more of the above areas. Two credit hour research on effective teaching. Twenty hours of classroom courses require field observation or a project; three credit hour observations required. Prereq.: Admission to COE.

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EDFN-410 Education as a Social Institution, 3 cr. Study advisory, special education and regular education programs of the school as a social system and as an institution which and the teacher advisor as a communicator, student advocate, influences and is shaped by other institutions of society. supporter-confidant and home-school liaison who can assess, Particular attention is given to urban education. Laboratory coordinate and refer students for various health, social and experiences are expected. Prereq.: graduate standing or consent of special needs services. Prereq.: graduate standing. instructor. INSTRUCTIONAL MEDIA EDFN-411 Comparative Education: Title Varies, 3 cr. This INMD-310 Teaching with Technology, 3 cr. This course course provides the student in the College of Education with focuses on instructional use of computer technology and an opportunity to study a variety of critical issues and current helps students develop technology integration skills. Stu- topics which relate to the fields of comparative and interna- dents will understand how to enhance learning experiences tional education. This course will provide students with an through meaningful integration of technology. They will learn opportunity to utilize Internet and other distance education to use different programs and tools to facilitate teaching and opportunities. Students participating in this course will also learning in classrooms. have the option of participating in an educational experience INMD-410 Media Technology for Educators, 3 cr. The media outside of the United States. This international experience is technology course will encompass all types of curricular/ designed to enhance the student’s mastery of international learning materials in varied formats – CD-ROM, laser disc and comparative education elements of the course topic. technology, telecommunications, satellite learning, and online EDFN-411A Comparative Education: Higher Education, databases. Multimedia educational software will be integrated 3 cr. This course provides the student with an opportunity to into computer instruction in multicultural/multiethnic learn- development, structures, governance of, and critical issues ing presentations. Electronic data management, classroom of higher education systems in the United States with those application, and integrated learning systems will be utilized of another country. in educational settings. Prereq.: graduate standing. EDFN-411B Comparative Education: Leadership, 3 cr. This course provides the student with an opportunity to analyze leadership not only as an understandable process, but also PROGRAMS IN INNER CITY as a universal one by comparing and contrasting leadership STUDIES EDUCATION theories, practices and actions as they are applied in social Programs in Inner City Studies Education (lCSE) are offered and educational systems different from the United States. at the Jacob H. Carruthers Center for Inner City Studies EDFN-412 Selected Concepts in the Philosophy of Educa- (CCICS), 700 East Oakwood Boulevard, 60653, in the heart tion, 3 cr. Analysis of the ideas of important contributors to of Chicago's historic Bronzeville community. The scholar/ educational theory. In-depth study of particular theorists or activist thrust is the overriding entity that drives the com- schools of philosophy (such as existentialism, Plato, Dewey, munity and academic programming of the ICSE programs Rousseau, or revolutionary philosophers). Inquiry will focus of the Carruthers Center. on such themes such as views of the nature of man, means The Programs in Inner City Studies Education, through the and ends in education. Prereq.: graduate standing or consent of instructor. College of Education, offer the following degrees: EDFN-416 Cultural Pluralism and the Schools, 3 cr. The study of multicultural groups: differences and commonalities. Bachelor of Arts in Inner City Studies Education Special emphasis is on the investigation and evaluation of Master of Arts in Inner City Studies Education various concepts and models of cultural and sub-cultural In addition, the CCICS offers a Minor in Inner City Careers. relationships as manifested in the schools. Study and ap- plication of ethnographic methods to sub-cultures related UNDERGRADUATE ICSE PROGRAMS to and within the educational context. Prereq.: graduate standing, Major in Inner City Studies Education for the Bachelor of or consent of instructor. Arts Degree EDFN-419 Adolescent Development and Educational The Inner City Studies Education undergraduate program Practice, 3 cr. In-depth study of theory and research related to seeks to introduce undergraduate students to the political, adolescent behavior and development as these affect learning economic, social, and cultural forces that impact the inner and classroom behavior. Classroom observation required. city. It reflects the ongoing trends and developments that EDFN-421 Middle School Advisory and Counseling, 3 cr. continue to be a part of the changing demographics of the This course emphasizes the ways middle school teachers inner city so that students become preliminarily equipped can help meet the developmental needs of early adolescents with understanding the complexity, diversity, and history as- through consultation, collaboration and counseling. Content sociated with the inner city. ICSE seeks to prepare students includes key elements of an effective middle school guidance to acquire employment in the broad fields of the social and program and how to implement these elements in schools; human services; including alternative educational programs the developmental characteristics and needs of early ado- such as charter schools, contract schools, after school lescents as related to the development of school guidance, programs, and mentorship programs aimed at improving the condition of inner city youth.

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Specific Goals of the Bachelor of Arts Degree in Inner • Candidates will be able to use professional interaction City Studies Education styles relevant to the inner city community. 1. Examine introductory theories and methodologies of • Candidates will engage in positive interactions with analyzing inner city communities throughout the world. key stakeholders in community settings or educational 2. Examine introductory literature of the scholarship and settings. activism associated with addressing the current trends Required Courses: and developments related to the multiplicity of issues ICSE-302 The Inner City Community...... 3 cr. and challenges in the inner city including the impact of ICSE-304 Communication in the Inner City...... 3 cr. technology and media. ICSE-326 Language Behavior in 3. Prepare ICSE students to demonstrate their under- Inner City Communities...... 3 cr. standing of inner city issues through written and oral ICSE-331 Literature of Ethnic Groups...... 3 cr. communication, and web based technologies. Electives: 6 cr. (Choose two courses) 4. Prepare ICSE majors to pursue graduate degrees in ICSE-324 Problems in Testing Inner City Children...... 3 cr. Inner City Studies Education and other related fields. ICSE-348 Intergroup Dynamics...... 3 cr. Required Courses: ELED-315 Teaching in the ICSE 103 Introduction to Inner City Studies...... 3 cr. Inner City Elementary School...... 3 cr. ICSE 201 History and Culture of ICSE 334 Inner City Careers...... 3 cr. Ethnic Groups in America...... 3 cr. NOTE: ICSE-305 and 329 may not be used to fulfill require- ICSE 301 Racism in Theory and Fact...... 3 cr. ments for other major or minor programs. ICSE 302 The Inner City Community...... 3 cr. GRADUATE INNER CITY STUDIES EDUCATION ICSE 303 Theory and Methodology in PROGRAM Ethnic Group Research...... 3 cr. Master of Arts in Inner City Studies Education ICSE 304 Communication in the Inner City...... 3 cr. The Inner City Studies Education graduate program places Electives...... 12 cr. intense emphasis on the scholar/activist tradition in prepar- Total 30 cr. ing those who work and live in the inner city to understand Electives are chosen in consultation with an advisor, from and act upon the interests of residents of the inner city and among undergraduate course offerings in Inner City Studies. to participate in the richness, specifically, of the African Inner City Studies majors must apply and be admitted to the American communities. The graduate program places in- College of Education by the time they have completed 24 depth examination and analysis of the multiplicity of research hours. The final six hours of the major may not be taken until issues, problems, assumptions, and questions about inner the student has been admitted to the College of Education. city communities from an African-centered perspective. The approach and discipline encompasses a research methodol- Minor in Inner City Careers (18 cr. hrs.) ogy and world view which ultimately achieves different results The minor in Inner City Careers has been designed to meet the when applied to present day inner city populations. The aim needs of non-education majors as well as education majors of this research approach is to forge new understandings who plan to work in inner city communities and schools. It of human relationships in inner city communities in the will provide an opportunity for candidates who are committed Chicago metropolitan area and worldwide. The graduate to working within the inner city to address the issues that program seeks to prepare students to acquire employment are relevant to understanding the community. It will afford in administrative, executive, and teaching positions in inner candidates with contacts and avenues to best address the city educational, human, and social service agencies. issues they may encounter. For Elementary Education majors who select this minor, there is an additional benefit. Two of the Specific Goals of the Master of Arts Degree in Inner City minor's core courses, ICSE 326 Language Behavior in Inner Studies Education City communities (3 cr.), and ICSE 331 Literature of Ethnic 1. Provide comprehensive in-depth examinations of the Groups (3 cr.) will contribute to a state certificate endorse- historical, political, economic, social, and cultural forces ment in language arts at the middle school/junior high level. that impact the current trends and development of inner city communities worldwide. Specific Goals of the Minor in Inner City Careers • Candidates will gain knowledge of the specific cultural, 2. Provide comprehensive examinations of the theories, political, economic, and cultural issues inherent in the concepts, and philosophies related to the European inner city milieu. worldview. • Candidates will value cultural diversity and individual 3. Provide comprehensive examinations of the African- differences in inner city environments. centered paradigm and its application for analyzing contemporary inner city communities and issues. • Candidates will communicate effectively in inner city environments.

280 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 PROGRAMS in INNER CITY STUDIES EDUCATION

4. Prepare candidates to demonstrate in writing and orally ICSE-103 Introduction to Inner City Studies, 3 cr. An an in-depth understanding of inner city issues by de- overview of the problems of minority groups in large urban veloping a major research project. settings. Includes the study of mental and physical health, 5. Prepare ICSE graduate students to pursue doctoral and community services. studies in related fields of the social sciences and ICSE-104 Introduction to Ethno-Musicology, 3 cr. An intro- education. duction to the music of each Ethnic group: Spanish descent, African-American and Indian with historical analysis of each Required Courses group’s musical origins. Core Curriculum: Required of All Students ICSE-105 Urban Art Forms, 3 cr. Survey of contemporary ICSE-411 Graduate Study in the Inner City ...... 3 cr. art forms that compares themes, types of materials, and ICSE-427 Seminar in the Inner City Community ...... 3 cr. designs with those of the past. ICSE-442 Research Methods in Inner City Studies .....3 cr. ICSE-106 Inner City Behavior Patterns, 3 cr. A psychological ICSE-443 Research Writing ...... 3 cr. approach to the distinctive life-style patterns that permeate ICSE-452 Field Internship ...... 3 cr. all facets of inner city living. ICSE-453 Seminar in Field Internship ...... 3 cr. ICSE-201 History and Culture of Ethnic Groups in America, Approved Electives including 3 cr. An examination of religious, social, economic, and politi- ICSE-454 Master's Project Research...... 3 cr. cal aspects of ethnic groups in the United States, namely: Other elective...... 12 cr. Spanish descent, African-Americans, American Indians, etc. Total 30 cr. ICSE-202 Colonial Systems, 3 cr. The history, culture, politics Additional Offerings at CCICS and economics of external and internal colonialism from the CCICS offers, at its site, courses from the College of Arts 17th century to the present. Restricted to undergraduates. and Sciences that fulfill the General Education Program ICSE-203 Revolutionary Movements, 3 cr. Comparative Requirements. Additionally, courses in Justice Studies and study of various contemporary revolutionary movements Social Work are offered. including domestic revolts. ICSE-204 Introduction to African Civilizations, 3 cr. An Graduate course in Educational Leadership / Type 75 Cer- introductory survey of African civilizations, concerned with the tification and other graduate courses from the College of major culture of Africa before the invasions by the modern, Education are also offered at CCICS on an occasional basis. Western European nations of the 15th and 16th centuries. Community Affairs at CCICS ICSE-205 Ethnic Politics in America, 3 cr. A study of the The program sponsors a variety of courses, workshops, and way various ethnic and social groups relate to local and community activities for NEIU students and the inner city national politics. Examination of the various ways by which community. One program of special interest is the African ethnic groups in America have obtained political strength. and Caribbean Studies Program that provides students and It will investigate ethnic activities in this area on the local the community with the opportunity to participate in study and national levels. tours to Africa and the Caribbean. ICSE-301 Racism in Theory and Fact, 3 cr. Study of race COURSE OFFERINGS and culture as related to social and racist theories. Focus ICSE-101 Development of Inner City Children, 3 cr. An will be on such issues as prejudice, racial superiority, and examination of traditional theories of child growth and de- racial group interaction. velopment in the light of recent findings of interdisciplinary ICSE-302 The Inner City Community, 3 cr. The study of the research on the behavior of disadvantaged children in urban politics, economics, and social structure of the inner city. In settings. Special emphasis on inner city family structures as addition, the ecological approach will be covered. well as those informal and formal systems that contribute to ICSE-303 Theory and Methodology in Ethnic Group personality formation. Research, 3 cr. Examination of literature and theories that ICSE-102 The Paraprofessional in the Inner City School, relate to research of minority communities and individuals. 3 cr. Introduction to educational philosophies and teaching Examination of the various theoretical frameworks and models techniques relevant to inner city schools from pre- school that have been developed from research of various ethnic through upper elementary grades as they pertain to the para- groups. An examination of the methods used in collecting professional (teacher aide). Considerable focus on teacher such data will also be undertaken. aide-pupil relationships and teacher aide-parent relationships. ICSE-304 Communication in the Inner City, 3 cr. An Special projects will deal with practical classroom situations examination of the cultural barriers and racial myths which and motivational techniques. Students will be exposed to new impede inter-cultural communication. Development of a materials and media and trained to select those especially theory of inter-cultural communication with emphasis on applicable to inner city youth. means of disseminating ideas, news and propaganda in inner city communities.

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ICSE-305 Business Welfare and Labor Systems in America, ICSE-329E The Oral Tradition and the Inner City Com- 3 cr. A study of political, economic, and social aspects of the munity, 3 cr. This course explores the social, political, and labor welfare economy as related to group structure. Problems cultural forces that influence hip hop culture and the rap posed by automation, cybernation, and discrimination will music industry. Ecological conceptual models will be used be studied in-depth. to determine if multinational media conglomerates function ICSE-324 Problems in Testing Inner-City Children, 3 cr. as one massive empire that uses some aspects of the rap Special problems in administering, interpreting, and con- music industry as cultural imperialism, or if they are simply structing tests for inner city children. involved with hip hop for classic capitalism purposes, or a ICSE-326 Language Behavior in Inner-City Communities, 3 combination of both. cr. Review of the literature and research on language problems ICSE-329F Contemporary Issues in the Inner City, 3 cr. in the inner city, methods, and programs for speech, reading, This course focuses on the contemporary issues surrounding and listening improvement, and utilization of learning aids. inner city communities in the United States. It specifically ICSE-327 Seminar in Administrative Practicum, 2 cr. examines the economic, political, educational, and environ- Designed to provide orientation, overview and evaluation mental underpinnings of such communities. Throughout this of practicum experience. Must be taken concurrently with course the major issues effecting the environment of inner ICSE-328. Prereq.: ICSE-305. city communities, specifically, miseducation, and the misuse ICSE-328 Administrative Practicum, 4 cr. A ten week as- and abuse of economic and political power are discussed, signment in an inner city administrative unit, governmental or debated, researched and resolved. In addition, the discus- private. Designed to give the student experience in adminis- sion of racism as the underlying cause of the historic and tration and administrative problems of various agencies and contemporary issues in the inner city is explored. organizations. The student will be supervised by a cooperating ICSE-329G Comparative Inner City Communities, 3 cr. administrator working with the faculty practicum supervisor. Course examines historical and contemporary aspects of Must be taken concurrently with ICSE-327. Prereq.: ICSE-305. inner city life in major urban areas in the United States and ICSE-329B Constitutional Issues and Race Relations, 3 abroad. It will include the study of the demographics, politics, cr. This course is designed to give a brief look into one of the economics, and social structure, as well as the systems and greatest written constitutions of any country, and its effect institutions which affect these inner city communities. The on inner city communities with particular emphasis on race central focus of the course is the comparative exploration of and issues presented as a result of legal and administrative the nature and function of the historical and contemporary role enforcement of the constitution. The course is structured in of inner city communities within major cities internationally. a manner to encourage reading, research, critical thinking, The course is research-oriented. Students are organized into and analytical writing. teams to explore two major cities in each of the countries: ICSE-329C Inner City Organization and Institution Build- United States, Africa, Caribbean, and Europe. ing, 3 cr. This course is primarily a survey of the socio-political ICSE- 329H Inner City Development, 3 cr. This course dynamics of inner city organization and institution building. An examines the development in inner city communities in the ecological framework will be utilized to guide our examination. city of Chicago since 1970 and tracks future plans for de- The course will encompass three principal areas of concern: velopment. Students will examine the economic, political, 1. an over-view of organizations and institutions within the social and cultural development of inner city communities context of social organization; 2. issues relevant to inner city and how this development impacts the residents of these organization and institution building 3. methodological tools communities. This examination will include a thorough look to develop a proposal to conduct an ethnographic study at the development efforts of the city, state, and federal of the Jacob H. Carruthers Center for Inner City Studies at governments, as well as the efforts of private and non-profit Northeastern Illinois University. Moreover, current social agencies. findings concerning inner city organization and institution ICSE-329I History and Culture of the Caribbean, 3 cr. This building will be examined. course is designed to explore the history and culture of the ICSE-329D Advanced Ethnomusicology, 3 cr. This course Caribbean since the 15th century. The impact of European is intended to provide students with a clear knowledge base exploration, imperialism, colonialism, and slavery on indig- for research in the field of ethnomusicology. The course will enous populations and African people will be investigated. engage students in research approaches that have evolved African responses to the transatlantic slave trade system will to define this discipline, and to encourage new and creative be examined. The intent of this course is to assist students approaches which will inspire investigations that wil enhance in developing knowledge, critical reading and thinking skills, and evolve the field. The focus of the course is centered in and research and writing skills. the development and coordination of field research, com- ICSE-329L African Communications, 3 cr. This course is parisons of music in various cultural contexts, and evaluating designed to examine verbal and non-verbal communication and incorporating data. Research incentives and initiatives in African and African American culture, including speaking, will be drawn from prescribed readings, class discussions, writing, the visual arts, song, instrumental music, dance, and and a model project designed by the instructor.

282 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 PROGRAMS in INNER CITY STUDIES EDUCATION film. Perspectives on linguistic and artistic expression will practice of Black Politics in Urban America. Course examines be explored. The role of the “Creative Word” in communica- historical and contemporary structure and political system tion will also be considered. Approaches to building cultural of the African American Community from an interdisciplinary knowledge, competence, and literacy will be analyzed. Lec- perspective. It examines the political and historical founda- tures and discussion will inform instruction. tions of the African political system, its survival and adapta- ICSE-329M Urban Africa, 3 cr. This course is designed to tion to the changing American political terrain. It examines discuss and analyze urban African societies. It also focuses cultural and political behavior from the enslaved African on the conflicts and historical developments within African regime to present Urban America by utilizing concepts of Nation-States and the impact of European Colonialism on urban politics and inner city studies as the prism from which their development. Emphasis will be placed on analyzing the to review the passage of time and structural changes in the social, economic, political, and military relationships with last three centuries. state formation and their value to worldwide African com- ICSE-329U The Political History of Black Chicago, 3 munity of the past and the impact on contemporary society. cr. This course is designed to acquaint students with the ICSE-329N African Education, 3 cr. This course is designed history of Black Chicago's political struggle from the early to discuss and analyze various aspects of Traditional African beginnings of the city to the present to facilitate awareness Education. It also focuses on the conflicts and historical of their political environment and how it affects their lives development of various ideas surrounding the question of and the lives of inner city residents. In addition, the course Traditional African Education and African-Centered Educa- is designed to assist the student in developing research tion as they relate to educational, psychological, sociologi- and writing skills by examining the rich store of primary cal, and political thoughts which impact the current African source material available relative to the political history of world community. The materials incorporated will reflect Black Chicago. the cultural, anthropological, linguistic, psychological and ICSE-329V Elite Theory and American Democracy, 3 cr. philosophical factors impacting the historical development The purpose of this course is to examine social organization of African Education. and theories of power to determine who really rules America. ICSE-329O West African Life, History, and Culture, 3 cr. Moreover, we will delve into the process of how the power This course will define the Eurocentric worldview vs. the elite maintain and enhance their power in society. Edward African-Centered worldview. It will trace civilization back to Shils reminds us that society has a center. Our goal will its African origins and highlight ancient West African history, be to examine this "center" to determine how it impinges specifically that of Ghana, Mali, and Songhai. Finally, we will in various ways on those who live within American society. examine the resistance and fall of West Africa and the loss of ICSE-329W Inner City Institutions, 3 cr. This course ex- West African intellectual property, as well as how the history amines the various institutions in inner city communities and of West Africa is becoming increasingly relevant to the lives the roles they play within these communities. The course of Africans throughout the Diaspora today. will specifically evaluate the political economy generated ICSE-329P History of Africa, 3 cr. This course is designed to by these institutions which are created, funded, and operate discuss and analyze various aspects of African Civilizations. from sources outside of the inner city community. The topic It also focuses on the conflicts and historical development of of fiscal budgeting and management of the city government various pre-colonial African kingdoms to the rise of Eurasian and how it relates to inner city institutions, as well as the colonialism and the Slave Trade. Emphasis will be placed institutional generation and allocation of funds will be exam- on analyzing the relationship between ancient Eurasian and ined to analyze how the funding process facilitates structural African contacts in the past and the impact it has on present advantages and/or disadvantages in the inner city community. day dynamics and circumstances. The materials incorpo- ICSE-331 Literature of Ethnic Groups, 3 cr. Approach to rated will reflect the cultural, anthropological, linguistic and the study of ethnic cultures through literature written by psychological factors impacting the historical development and about those groups; study of literary works concerned and the current status of African people. with African descendents, Southern Mountain Whites, ICSE-329R Alternative Political Systems: Pan-Africanism American Indians, Cubans, Puerto Ricans, and Mexicans. or Marxism, 3 cr. This course is designed to provide students Insight into the cultural attributes of these groups through with the historical backgrounds of the Pan African Movement the reading of novels, plays, biographies, essays, poems, and Marxism. The course will also familiarize students with and short stories. the latest trends and developments regarding the present ICSE-332 Inner City Careers, 1 cr. Enables students to day Pan African Movement and the continued interplay explore information about themselves and the world of work between Marxist ideology and its relationship to the newly in an effort to make personal career decisions. Emphasizes established African Union. the communications process in the work world. ICSE-329T Black Politics in Urban America, 3 cr. Students are introduced to the history, theories, and contemporary

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ICSE-333 Inner City Careers, 2 cr. Enables students to survey of representative Indian values undertaken in order to un- career areas being considered as their life’s work. Students derstand the problems in the process of change from tribal are exposed to career conditions, requirements, income to non-tribal systems. Prereq.: graduate standing. ranges, etc. of the careers under consideration. Emphasis ICSE-425A Comparative Religions & Philosophical Sys- is placed on compiling data through student research, about tems, 3 cr. This course is designed to discuss and analyze people functioning in career areas, and potential employers. the nature of the conflict between the growth of early African Students also explore processes of seeking specific employ- Christianity and its rival in Europe. It will examine the various ment positions. Prereq.: admission to College of Education with a major African and European thinkers whose discourses were instru- in inner city studies. mental in the earliest development of Christian philosophy, ICSE-334 Inner City Careers, 3 cr. Students are required to dogma and praxis. It will also explore the various ecumenical serve as “workers” (usually time without pay) in the career councils that were convened to discuss philosophical issues areas of their choice. In addition, the course requires con- impacting the current worldview in Western theology. In siderable thought on students’ part and a written prospectus addition the course will assess the content and context of of how they would use their chosen career to benefit inner the notion of "heresy" as a tool in Western theological and city communities if given the opportunity. Prereq.: admission to intellectual warfare against early African thought. Prereq.: College of Education with a major in inner city studies. Graduate standing and ICSE-411. ICSE-348 Intergroup Dynamics, 3 cr. Study of how to help ICSE-425B African Civilization, 3 cr. This course is designed pupils and parents of different races interact harmoniously; to discuss and analyze various aspects of African Civiliza- practice in directing activities that will enhance intercultural tions. It reviews the conflicts and historical development of relationships through such techniques as role playing, panel various pre-colonial African kingdoms to the rise of Eurasian discussions, and public speaking. colonialism and the Slave Trade. Emphasis will be placed on ICSE-411 Graduate Study in the Inner City, 3 cr. An analyzing the relationships and values of the world African introduction to graduate study of the conflict of cultures in community of the past and the impact it had on circumstances the United States, especially between the dominant culture today. Prereq.: Graduate standing and ICSE-411. and African-Americans, American Indians, Southern Moun- ICSE-425C The African World View, 3 cr. This course is tain Whites, Cubans, Mexicans, and Puerto Ricans. Special designed to discuss and analyze aspects of the African emphasis will be given to educational problems facing these World View. It also focuses on the conflicts and historical groups. This course is required and should be taken early in developments of various ideas surrounding the question the student’s program. Prereq.: graduate standing. of African Centeredness and Pan-Africanism as it relates ICSE-412 Behavior Patterns in the Inner City, 3 cr. The to educational, psychological, sociological, and political study of inner city behavior patterns which result in agency thoughts which impact the African world community. Prereq.: intervention. Prereq.: graduate standing. Graduate standing and ICSE-411. ICSE-413 The Idioms of African Communities, 3 cr. The ICSE-425E African and Caribbean Traditions and Religion, oral communication characteristics and language patterns 3 cr. This course is a comparative analysis of the traditions peculiar to African-Americans in urban areas. Prereq.: gradu- and religious practices of Africans and Africans in the Carib- ate standing. bean. It is designed to assist graduate students in developing ICSE-414 History and Culture of Southern White Migrants, knowledge, skills, techniques, writing, and research skills. 3 cr. History of the Southern White Migrants, treated in con- This course will explore the variety of religious institutions junction with an examination of the cultural patterns of the on the African continent and in the African Diaspora. Prereq.: people; major emphasis on the family, religion, education, and Graduate standing and ICSE-411. economic status, and their respective roles in the transition ICSE-425F The African American Church as a Political from a rural to an urban way of life. Prereq.: graduate standing. Instrument, 3 cr. This course is designed to discuss and ICSE-415 History and Culture of Spanish Speaking Ameri- analyze various aspects of the African American church and cans: Mexican, Puerto Rican, and Cuban, 3 cr. Cultures its impact as a political instrument within the worldwide of the Puerto Rican, Mexican, and Cuban, studied against Black community. This course examines the indigenous their historical backgrounds; special attention given to an spiritual experiences of African people in Africa, their impact understanding of the individual’s problems in transition from on the growth and development of Christianity, Islam and peasant to urban societies. Prereq.: graduate standing. Judaism in Africa, the Caribbean and Central, South, and ICSE-416 History and Culture of African-Americans, 3 cr. North America. It will demonstrate that each development Study of African derivation and the culture of American slav- was a response to the conditions in which Africans found ery; urban and rural existence; development of the emergent themselves in the Diaspora as well as means of liberation, African-American middle-class. Prereq.: graduate standing. theologically, psychologically, socially, politically, and eco- ICSE-417 History and Culture of American Indians, 3 cr. nomically. Prereq.: ICSE-411. Treatment of the general history and distribution by cultural areas of the North American Indian; description and analysis

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ICSE-426 History and Philosophy of Black Education, 3 cr. ICSE-442 Research Methods in Inner City Studies, 3 cr. Examination of the historical and social forces surrounding Research design and analysis of data; methods for collecting the issues of Black education in America, from 1800 to the and interpreting data, observation, formulation of hypoth- present. It is within the scope of this course to help the stu- eses, techniques of interviewing, questionnaire construction, dent recount and reconstruct, as near as possible, the crucial and writing of reports; primary objective of the course is to social controversies, their advocates, and the century-old train students to read research studies with understanding evolution of schools of thought on Black educational theory. and to apply the findings to classroom instruction.Prereq.: Prereq.: graduate standing, ICSE-411, ICSE-427 and ICSE-442. graduate standing. ICSE-427A The African American Community, 3 cr. This ICSE-443 Research Writing, 3 cr. Advanced instruction in course is designed to create an understanding of the origin, writing reports, proposals, papers, and thesis. Consideration travail, and future of the African American Community. It of form and style. Methods of writing critiques of research traces the historical foundations of African American life and studies. Prereq.: graduate standing, ICSE-411 and ICSE-442. culture through time from the slave regime to contemporary ICSE-444 Methods of Teaching in the Inner City, 3 cr. times by utilizing the concepts of family and community as Curriculum development and adjustment to meet needs of the prism from which to review the passage of time and the inner city pupils; new approaches to teaching the “hard to structural changes over the past 500 years. Prereq.: ICSE-411. reach” pupil; students to develop units in their own major ICSE-427E The Multi-Ethnic Society, 3 cr. This course is teaching areas, utilizing new materials and techniques. designed to create a participatory learning community to Prereq.: graduate standing. explore the historical development, the structure, and the ICSE-445 Independent Study in Inner City Studies, 3 cr. function of ethnic groups in the Global Community. It will Intensive study of topics related to student’s program. Prereq.: explore the origin of major ethnic groups, the African ethos, graduate standing. cultural development in the major ethnic regions, and the ICSE-451 Research and Thesis, 3 cr. Supervision and impact these developments have had on the world as a advisement in evolving thesis problems and in writing the whole. Prereq.: Students must complete ICSE 411 & 442. thesis. Prereq.: master’s degree candidacy in inner city studies. ICSE-428 The Urban World, 3 cr. This course is an examina- ICSE-452 Field Internship, 3 cr. An opportunity to work tion of the urban communities in which peoples of African with disadvantaged children in varied social agencies that descent reside, the evolving urban patterns, and the changing serve these youngsters in their communities; the student nature of urban life in these areas of the world. It looks at to function as participant-observer by assuming an active the realities of "slum" existence, factors behind the creation work role in the various programs offered by the agencies, of slums, the policies that govern urban communities, and thereby allowing close, intimate contact with the children and the limitations of these policies in many developing coun- their parents; agency staff supervision, as well as regular at- tries. Many major cities were founded on "squatter-style" tendance at staff conferences, to enable the student to gain neighborhoods. We further explore the growing challenges working insight and understanding of the philosophy of the and issues presented by these urban areas in an increas- agency program; to be taken concurrently with ICSE-453. ingly globalized world. Further we will conduct comparative ICSE-453 Seminar in Field Internship, 3 cr. A companion analyses of some of these communities. Prereq.: Students must course to field internship; formulation of operational principles complete ICSE 411 & 442. of understanding and working through various problems that ICSE-431 Seminar in Inner City School Problems, 3 cr. arise in the student’s interaction with disadvantaged young- Problems of curriculum, counseling, instruction, facilities, sters in the field; clarification of the student’s attitudes and school attendance, the gang, etc.; students to do research feelings as determinants in the relationships and learning and present papers on special problem areas and their rela- processes; to be taken concurrently with ICSE-452. tionship to school and community. The student will complete ICSE-454 Masters Project Research, 3 cr. Supervision a master’s report, emphasizing participation in some activity and advisement in evolving a research project and in writing related to inner city education, with approval of instructor. research results. The report may take the form of demonstrations, copies of interviews, a written report, etc. ICSE-432 Curriculum Development in the Inner City, 3 cr. A consideration of the life needs, the assets and the disabilities of the inner city child, and the adjustment of the curriculum to improve the child’s learning experiences. Emphasis will be placed on the theory of curriculum construction and the needs of inner city children. Prereq.: graduate standing and ICSE-411. ICSE-441 Cultures of the Inner City, 3 cr. Intensive com- parative analysis of the way of life of America’s urban poor and their relationship to the larger society. Prereq.: graduate standing and ICSE-411.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 285 PROGRAMS in secondary EDUCATION

PROGRAMS IN SECONDARY K-12: ART EDUCATION FRENCH Policy On Transfer Of Professional Education Courses MUSIC Into Teacher Credentialing Programs PHYSICAL EDUCATION Students who are admitted to an undergraduate program in SPANISH secondary education or to the TCP Program (certification Please note that the Secondary or K-12 Education Sequence only) will be credited with a maximum of 9 credit hours of alone does not constitute a major at Northeastern. Students professional education coursework provided that: seeking secondary or K-12 teacher certification declare a 1. The specific transfer coursework is deemed to be major in an academic subject area. The secondary educa- equivalent in scope and credit hours to the required tion program qualifies as “an area of study in addition to the coursework in the respective NEIU secondary education major” and fulfills graduation requirements. program as stated in the current NEIU Catalog. Each certification program involves three types of require- 2. The specific transfer coursework has been completed ments: (a) requirements for an academic major; (b) specific within five years of the time of acceptance into the un- general education requirements; and (c) professional second- dergraduate NEIU College of Education or TCP Program. ary or K-12 education requirements. (ex. If a student is admitted in 2011, no coursework prior Upon completion of these requirements, students are ex- to 2006 can be accepted.) pected to demonstrate: 1) a depth of knowledge in their 3. The specific transfer coursework was credited with a chosen academic discipline; 2) a knowledge of the principles “B” grade or better. of human growth and development and of learning; 3) a Policy on “Field Experience Only” Requests knowledge of students with varying racial/ethnic, linguistic, All students who seek to enroll in clinical experiences or stu- cultural, and socioeconomic backgrounds; 4) a knowledge dent teaching in any approved secondary education program of the wide range of abilities and special needs of students; are required to be admitted to an undergraduate program, a and 5) the ability to apply their knowledge and skills as they second B.A. program, the Teacher Certification Program (TCP) develop effective learning experiences for students during or MAT program. No student with a “student-at-large” status the methods and the clinical components of the professional will be admitted to clinical or student teaching experience. education sequence. No student will be permitted to take clinical experience/ Requirements for an Academic Major student teaching at NEIU unless they have gone through Students seeking the Illinois Secondary or K-12 Certificate one of our programs. must fulfill all requirements for their academic major. For Focus Program for Subsequent Teaching Certificates specific information about major requirements, please refer In accordance with the Illinois State Board of Education and to the catalog entry for the content area. the Illinois Administrative Code Section 25, Northeastern To be certified in some academic areas, students are re- Illinois University now offers a Focus Program for teachers quired to make prescribed choices among given electives who hold current certification. in the academic major and/or they are required to complete The Focus Program allows certified teachers to obtain ad- additional courses in their academic area. These prescribed ditional subsequent certifications in the area of Secondary choices and/or additional required courses are specified English, History, Biology, or Math. below for each academic major. Candidates who complete a full or focused subsequent Pre-majors certification program will be recommended for the certificate Student may register for EDFN-305, EDFN-306 and READ- by entitlement. For further information, please contact Dr. 301, although it is recommended that the latter be taken Brian Schultz at 773-442-5327. concurrently with SCED-301 or ELED-311. Pre-majors wait- PROGRAM in SECONDARY EDUCATION ing to begin Level I should complete coursework needed to satisfy NEIU general education requirements to register for The professional education sequence in secondary educa- coursework within their major area of concentration. See tion leads to Type 09 or Type 10 entitlement in one of the COE section for requirements to declare major and admis- following 6-12 or K-12 certification programs: sion to COE. 6-12 Secondary: BIOLOGY Art ENGLISH The Major in Art for the Bachelor of Arts Degree meets the requirements for K-12 teacher certification. To fulfill require- HEALTH ments for certification, students must select the emphasis in HISTORY Studio Art. Art majors take ELED-311 instead of SCED-301. MATHEMATICS

286 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 PROGRAMS in secondary EDUCATION

Biology (including ICTS Basic Skills Examination) The Major in Biology for the Bachelor of Science Degree • Completion of EDFN-305 and 306 with a ‘C’ or better meets the requirements for 6-12 teacher certification with • Completion of a minimum 21 semester credit hours in the following stipulations. Students seeking certification major to teach biology in secondary schools are required to • Declaration of Academic Major and secondary complete 8 semester hours in botany including 5 semester education major/area hours in laboratory work and 8 semester hours in zoology including 5 semester hours in laboratory work. Students • Overall grade point of 2.75 or better. seeking certification to teach biology in secondary schools Level II may elect to complete the optional Environmental Emphasis Requirements for admission to SCED-303 and 304 (or if they complete the above specified requirements in botany, MUS-393L/WLC300): zoology, and laboratory work. • Concurrent registration in EDFN-307 if not taken in English Level I The Major in English (Secondary Education) for the Bachelor • Completion of or registration in READ-301 if not taken of Arts Degree meets the requirements for 6-12 teacher in Level I certification. • Cumulative grade point average of 2.75 or better History • Completion of SCED-301 with a ‘C’ or better* The Major in History for the Bachelor of Arts Degree meets • Completion of required number of semester hours in the requirements for 6-12 teacher certification with the fol- major (varies with major). No more than 9 semester lowing stipulations. Students seeking certification to teach credit hours remaining in the major United States History in secondary schools are required to complete 8 semester hours in United States History. Students Level III seeking Secondary Education-History certification must take Requirements for admission into SCED-305 Student three semester hours in Economics as part of their College Teaching: of Education General Education course work. • Cumulative grade point average of 2.75 or better Mathematics • Overall grade point of 2.75 or better in professional The Major in Mathematics for the Bachelor of Arts Degree education sequence courses meets the requirements for secondary teacher certification. • Completion of required number of credit hours in major Music (varies with major). No more than six semester hours remaining in the major The Major in Music for the Bachelor of Arts Degree including both Emphasis Va: Secondary Education: Vocal Music and • Complete Background Check Emphasis Vb: Secondary Education: Instrumental Music meet • Completion of EDFN-307 with a ‘C’ or better the requirements for K-12 teacher certification. See Music • Complete SCED-303 (Methods) (with a ‘B’ or better), Department, College of Arts and Sciences. Music majors and 304 (Clinical) with a ‘B’ or better or MUS-393L take ELED-311 instead of SCED-301. (Clinical: Music) or WLC-300 (Clinical: Foreign Physical Education and Health Languages) Students seeking certification to teach Physical Education • Passing score on ICTS Content Area Test in secondary schools should refer to the Department of Level IV Health, Physical Education, Recreation and Athletics sec- tion of this catalog. Required for Program Completion and State Entitlement: • Completion of a minimum of 120 semester credit hours Spanish and/or French • Completion of required courses for state certification The Major in Spanish or the Major in French for the Bachelor of Arts Degree meets the requirements for K-12 teacher • Completion of NEIU General Education Requirements certification. Spanish and French majors take ELED-311 • Completion of academic major with no grades less instead of SCED-301. than ‘C’ • Completion of all requirements in level I-III Admission and Retention Requirements • Completion of SCED-305 Student Teaching with a ‘B’ Consult with advisor for Program Requirements or better Level I • Passing score on ICTS Assessment of Professional Requirements for Program Admission and to SCED-301 Teaching Test required for entitlement. Methods of Teaching on the Secondary Level: • Overall grade point of 2.75 or better. • Completed admission to the College of Education

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 287 PROGRAMS in secondary EDUCATION

Additional Requirements for Certification SCED-301 Methods of Teaching on the In addition to the successful completion of the Academic Secondary Level...... 3 cr. major, students must complete the general education re- *SCED-303 Methods of Teaching in the quirements for the College of Education. Transfer students Secondary School...... 3 cr. and second B.A. candidates should consult their advisors This course must be taken concurrently with concerning general education requirements. SCED-304. Requirements which are a part of Northeastern’s 39-hour *SCED-304 Clinical Experiences in the general education program and are on the Limited List: Secondary School...... 1 cr. This course requires 100 clock hours of clini- Fine Arts & Humanities...... 15 cr. cal experience with a cooperating teacher in English...... 3 cr. the appropriate subject at a local secondary To be selected...... 12 cr. school. It must be taken concurrently with Behavioral and Social Science...... 12 cr. SCED 303. (See Clinical Experiences and HIST-214 United States History 1607-1877 or Student Teaching section for application HIST-215 United States History 1877-present...... 3 cr. procedures) PSCI-216 American National Government...... 3 cr. SCED-305 Secondary Student Teaching Non-Western or Third-World Cultures course and Seminar...... 9 cr. HIST-111C or 107 or 111D This course requires full-time experience or ANTH-212...... 3 cr. with a cooperating teacher in the appropri- Elective...... 3 cr. ate subject at a local secondary school. (See Biological & Physical Sciences...... 12 cr. Clinical Experiences and Student Teaching Coursework must include Biological & Physical Science section for application procedures) (include one lab course) Total 28 cr. Total 39 cr. *Music majors must complete 4 credit hours of SCED-303. General Education Requirements which are not on (SCED-303I and SCED-303V) the Limited List: NOTE: No professional education course may be taken more 1. Written communication...... 6 cr. than twice to achieve an acceptable grade. (English 101 and 102) - (must receive All students must consult with both the Academic Major a grade of “C” or higher) advisor and the Secondary Education Major advisor while 2. Oral communication...... 3 cr. progressing through the professional sequence coursework, (CMTC 101 or 202) - (must receive in pursuit of teacher certification. a grade of “C” or higher) GRADUATE PROGRAMS IN SECONDARY 3. Mathematics...... 3 cr. ENGLISH/LANGUAGE ARTS (Must receive a grade of “C” or higher) 4. HLED 107 or approved Physical Education Master of Arts in Teaching: Language Arts Activity Course...... 2 cr. The Master of Arts in Teaching: Language Arts Program has Professional Education Requirements been designed for returning students who wish to obtain initial teacher certification at the secondary level along with a mas- NEIU's Secondary Education Program requires all students ter’s degree in the area of English/Language Arts instruction. enrolled in teacher certification programs to complete 100 hours of clinical experience in a recognized elementary or This program has three components of coursework: secondary school prior to student teaching. The professional • Professional Core in the areas of multicultural education requirements are as follows: education, media technology, literacy theory/pedagogy, general curriculum development, and research- EDFN-305 Philosophical and Historical Foundations of 18 credit hours Public Education...... 3 cr. EDFN-306 Education and Individual Differences...... 3 cr. • Concentration in Language Arts with courses in This course includes ten clock hours of curriculum and instruction, reading, linguistics, TESL, observation and ten clock hours of service English and/or speech- 18 credit hours, experience in an appropriate setting. • Certification coursework composed of additional EDFN-307 Psychology of Instruction and Learning...... 3 cr. pedagogical study and field experiences (including This course includes ten clock hours of 100 hours of clinical experiences and student teaching observation and ten clock hours of service internship) 9 credit hours. experience in an appropriate setting. READ-301 Teaching Reading in Junior and Senior High School...... 3 cr.

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Admission Requirements: SCED 421LResearch in the Teaching • An undergraduate or graduate degree in English, with a of Language Arts...... 3 cr. minimum of 32 credit hours in English (composition or 2. Language Arts Concentration...... 18 cr. literature), Speech-Drama, and/or Linguistics, from an SCED 407A Teaching Multiethnic Literature accredited university or college. in Junior and Senior High Schools • A minimum undergraduate GPA of 2.75 (4.0 scale) with Clinical Experience...... 3 cr. (Apply to CEST Office, LWH-4023 six months • Six (6) credit hours in the history/ philosophy of in advance) education (EDFN-405: Development of Educational READ 415Reading and Writing Thought, or the equivalent) and educational psychology in the Content Area...... 3 cr. (learning and development: EDFN-406: Human LING 401 Fundamentals of Modern Linguistics...... 3 cr. Development and Learning, or the equivalent). TESL 402 Principles of Linguistics for Teachers...... 3 cr. • Graduate Record Examination score Electives selected from areas of English Literature, • Passing score on the Illinois State Board of Education Creative Writing, Linguistics, TESL Basic Skills Test or Speech...... 9 cr. See your program advisor for recommended State teacher examinations: courses. M.A.T. students are required to pass State of Illinois Basic 3. Certification Component...... 9 cr. Skills, Subject Matter Knowledge, and the Assessment of SPED 404 Survey of the Field of Professional Teaching tests. Study guides and applications Special Education...... 3 cr. are available at www.icts.nesinc,com. SCED 429 Internship in Secondary Education...... 6 cr. Middle School Endorsement is integrated into the required (Apply to LWH 4023 one year in advance) coursework of the elementary and secondary sequences. 4. Oral Examination Students who complete the MAT Program will receive Middle A final oral exam scheduled in the final term School Endorsement. of completion of all coursework. Criminal Background Check M.S. in Instruction: Language Arts Beginning Spring 2004, students will be required to complete The M.S. in Instruction: Language Arts Program is designed a criminal background check prior to school placement for to offer professional development to classroom teachers clinicals and student teaching. More information can be who are interested in updating and refining their teaching obtained from the CEST office. competencies in the areas of Language Arts and English instruction at the secondary level. Graduates of this program Requirements for the degree: will have updated and advanced knowledge of the theoretical Program students must see their advisor to obtain a copy foundations of literacy and language acquisition, principles of the course sequence and the program retention criteria. of curriculum planning and development, language arts All graduate credits will be at the 400 level, except for a research, as well as instructional strategies for enhancing limited number of 300 level courses specifically approved young people’s acquisition of reading, writing, listening, and for graduate degree credits in a given Master’s degree speaking competencies in culturally diverse classrooms. program. Departments may permit students to apply up to Throughout the program there is an emphasis on enhancing three of these 300 level courses, to a maximum of ten credit teachers’ leadership skills in developing and implementing hours, to fulfill program requirements. This policy applies to language arts and English curricula. all students entering graduate degree programs beginning Within this program, students complete coursework in two with Fall 1997. Consult with your program advisor or the areas: Graduate College for details. • a professional core composed of coursework in Secondary Sequence: 45 credit hours literacy foundations (theory and pedagogy), curriculum 1. Professional Core...... 18 cr. development, cultural diversity, assessment, media EDFN 416 Cultural Pluralism technology, and research-18 cr. hrs. and the Schools...... 3 cr. • a concentration in language arts with interdisciplinary SCED 401L New Directions in the coursework in education, reading, English, linguistics, Teaching of English in the Junior-Senior and/or speech - 18 cr. hrs. High School with Clinical Experience...... 3 cr. (Apply to CEST Office, LWH-4023 six months Admission Requirements in advance) • A minimum undergraduate GPA of 2.75 (4.0 scale) ELED 430Trends and Issues in Assessment...... 3 cr. • A current, valid, state teaching certificate INMD 410Media Technology for Educators...... 3 cr. • Eighteen (18) credit hours undergraduate coursework READ 402Issues in Reading Instruction...... 3 cr. in English literature/composition, linguistics, and/or speech

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• Fifteen (15) credit hours of undergraduate coursework ogy to meet individual student needs, including needs of in education with one, 3 credit hour course in the exceptional students. Offered in Fall only. Prereq.: 45 hours in methods of teaching reading or English art. Concurrent course: SCED-304A. • Completed application with two letters of SCED-303E Methods of Teaching English in the Sec- recommendation and official transcripts ondary School, 3 cr. Introduction to methods, techniques and materials for teaching English in secondary schools. Requirements for the degree Emphasis on planning and methodology to meet individual Course Sequence: 36 credit hours student needs, including needs of exceptional students. To 1. Professional Core...... 18 cr. be taken with SCED-304E. Prereq.: SCED-301 and 42 hours in the EDFN 416 Cultural Pluralism and the Schools...... 3 cr. academic major. Concurrent course: SCED-304E. SCED 401E New Directions in the Teaching SCED-303F Teaching Modern Foreign Languages in of English at the Junior-Senior High School the Secondary School, 3 cr. Introduction to the methods, without Clinical Experience...... 3 cr. techniques and materials for teaching foreign languages in ELED 430 Trends and Issues in Assessment...... 3 cr. the secondary school. Emphasis is on mastery of selected INMD 410 Media Technology for Educators...... 3 cr. skills on a performance basis and meeting individual student READ 402 Issues in Reading Instruction...... 3 cr. needs. Prereq.: 24 hours in academic major and consent of instructor, Con- SCED 421L Research in the Teaching current course: WLC-300. of Language Arts...... 3 cr. SCED-303H Methods of Teaching History in the Second- 2. Language Arts Concentration...... 18 cr. ary School, 3 cr. Demonstration of specific organizational SCED 407B Teaching Multiethnic Literature in Junior patterns and teaching methods in history, teaching for critical and Senior High Schools without Clinical thinking, and trends in the teaching of history. Emphasis on Experience...... 3 cr. planning and methodology to meet individual student needs, READ 415 Reading and Writing in the including needs of exceptional students. Prereq.: SCED-301 and Content Area...... 3 cr. 27 hours in academic major. Concurrent course: SCED-304H. LING 401 Fundamentals of Modern Linguistics...... 3 cr. SCED-303I Methods and Techniques of Teaching Music in or the Secondary Schools: Instrumental, 2 cr. Methods and TESL 402 Principles of Linguistics for Teachers.....3 cr. materials utilized in teaching and organizing music classes Electives selected from areas of English and performing groups in the secondary schools; major Literature, Creative Writing, emphasis upon general music classes, music rehearsal, Linguistics or Speech ...... 9 cr. and performance problems in vocal music. Prereq.: ELED-311 See your advisor for recommended courses. and consent of advisor, Concurrent course.: MUS 393L. 3. Oral Examination SCED-303M Methods of Teaching Mathematics in the A final oral exam is scheduled in the final term Secondary School, 3 cr. Strategies for teaching concepts, of completion of all coursework. principles, and mathematical skills. Emphasis on problem 4. Two research papers solving, proof, and planning and methodology to meet One is required in SCED 421L. individual student needs, including needs of exceptional Note: For descriptions of the coursework and prerequisites, students. To be taken with SCED-304M. Prereq.: SCED-301 and please see pertinent sections of this catalog. 33 hours in mathematics, concurrent course SCED-304M. COURSE OFFERINGS SCED-303R Materials and Methods for Teaching High SCED-301 Methods of Teaching on the Secondary Level, School Science, 3 cr. Interpretation of the content and 3 cr. Selection, organization, and use of materials and meth- structure of those areas of natural sciences generally in- ods that are common to all subject areas in the secondary cluded in secondary school curricula; recent developments school. Discussion of the unit, the lesson plan, discipline, in curriculum organization and teaching materials; methods class discussion, and other elements of methodology nec- of teaching in the classroom and laboratory, including team essary for effective teaching. Emphasis on planning and teaching and other individualized guided study programs. methodology to meet individual student needs including Emphasis on planning and methodology to meet individual student needs, including needs of exceptional students. needs of exceptional students. Prereq.: EDFN-305, EDFN-306, Prereq.: one term of chemistry, one and 21 hours in the academic major. Recommended: Concurrent enrollment in Offered during Fall term only. of physics, one of biology, and SCED-301. Concurrent course: SCED-304B. EDFN-307 and READ-301. SCED-303A Contemporary Art Education in the Secondary SCED-303V Methods and Techniques of Teaching Music School, 3 cr. Designed to develop inquiry and understanding in the Secondary Schools: Vocal, 2 cr. Methods and ma- of many problems of communicating or teaching art in the terials utilized in teaching and organizing music classes and secondary school. Emphasis on planning and methodol- performing groups in the secondary schools; major em- phasis upon general music classes, music rehearsal, and performance problems in instrumental music. Prereq.: ELED-311 and consent of advisor, Concurrent course.: MUS 393L.

290 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 PROGRAMS in secondary EDUCATION

SCED-304A Clinical Experiences in the Secondary School: Requires experience with a broad range of students, including Art, 1 cr. A supervised clinical experience designed with less exceptional students. Prereq.: SCED-303E, SCED-304E and 45 hours in emphasis on observational experiences and more on direct academic major. Passing score on ICTS Content Area Examination. involvement in the instructional process. Requires experi- SCED 305F Student Teaching and Seminar in French, ence with a broad range of students, including exceptional 9 cr. Sixteen weeks of full-day student teaching providing students. Concurrent course: SCED-303A. practical teaching and experience in secondary school foreign SCED-304B Clinical Experiences in the Secondary School: language. Supervised by secondary school personnel and Biology, 1 cr. A supervised clinical experience designed a university supervisor, who conducts a weekly seminar with less emphasis on observational experiences and more associated with student teaching. Requires experience with on direct involvement in the instructional process. Requires a broad range of students, including exceptional students. experience with a broad range of students, including excep- Prereq.: SCED-301, SCED-303F, WLC-300, approval of department and/or sec- tional students. Concurrent course: SCED-303R. ond level proficiency test. Passing score on the ICTS Content Area Examination. SCED-304E Clinical Experiences in the Secondary School: SCED-305H Secondary Student Teaching and Seminar English, 1 cr. A supervised clinical experience designed in History, 9 cr. Sixteen weeks of full-day student teaching with less emphasis on observational experiences and more providing practical teaching experience in one or more levels on direct involvement in the instructional process. Requires of secondary school history. Supervised by secondary school experience with a broad range of students, including excep- personnel and a university supervisor who also conducts a tional students. Concurrent course: SCED-303E. weekly two-hour seminar associated with student teaching. SCED-304H Clinical Experiences in the Secondary School: Requires experience with a broad range of students, including History, 1 cr. A supervised clinical experience designed exceptional students. Prereq.: 30 hours in academic major, SCED-303H, with less emphasis on observational experiences and more and SCED-304H. Passing score on ICTS Content Area Examination. on direct involvement in the instructional process. Requires SCED-305J Secondary Student Teaching and Seminar experience with a broad range of students, including excep- in Spanish, 9 cr. Sixteen weeks of full- day student teach- tional students. Concurrent course: SCED 303H. ing providing practical teaching experience in secondary SCED-304M Clinical Experiences in the Secondary School: school foreign language. Supervised by secondary school Mathematics, 1 cr. A supervised clinical experience designed personnel and a university supervisor, who conducts a with less emphasis on observational experiences and more weekly two-hour seminar associated with student teaching. on direct involvement in the instructional process. Requires Requires experience with a broad range of students, includ- experience with a broad range of students, including excep- ing exceptional students. Prereq.: SCED-311, WLC-300, SCED-303F tional students. Concurrent course: SCED 303M. and approval of department and/or second level proficiency test. Passing score SCED-305A Secondary Student Teaching and Seminar in on ICTS Content Area Examination. Art, 9 cr. Sixteen weeks of full-day student teaching providing SCED-305K Secondary Student Teaching and Seminar – practical teaching experience in one or more levels of second- Health Education, 9 cr. (See Department of Health, Physical ary school art. Supervised by secondary school personnel Education, Recreation, and Athletics for description.) and a university supervisor, who conducts a weekly two-hour SCED-305M Secondary Student Teaching and Seminar seminar associated with student teaching. Requires experi- in Mathematics, 9 cr. Sixteen weeks of full-day student ence with a broad range of students, including exceptional teaching providing practical teaching experience in one or students. To be taken during the Spring semester. Prereq.: more levels of secondary school mathematics. Supervised SCED-301, SCED-303A, SCED-304A, and approval of art department. Passing by secondary school personnel and a university supervisor score on ICTS Content Area Examination. who also conducts a weekly two-hour seminar associated SCED-305B Secondary Student Teaching and Seminar with student teaching. Requires experience with a broad in Biology, 9 cr. Sixteen weeks of full-day student teaching range of students, including exceptional students. Prereq.: providing practical teaching experience in one or more lev- SCED-301, SCED-303M, SCED-304M, and 36 hours in mathematics. Passing els of secondary school biology. Supervised by secondary score on ICTS Content Area Examination. school personnel and a university supervisor, who conducts SCED-305N K-12 Student Teaching and Seminar in a weekly two-hour seminar associated with student teaching. Music, 9 cr. Sixteen weeks of full-day student teaching Requires experience with a broad range of students, including providing practical teaching experience in K-12 school mu- exceptional students. Prereq.: SCED-301, SCED-303R, and SCED-304B. sic. Supervised by K-12 school personnel and a university Passing score on ICTS Content Area Examination. supervisor, who conducts a weekly seminar associated with SCED-305E Secondary Student Teaching and Seminar student teaching. Requires experience with a broad range in English, 9 cr. Sixteen weeks of full-day student teaching of students, including exceptional students. Prereq.: ELED-311, providing practical teaching experience in one or more levels SCED-303I, SCED-303V, MUS-393L, and department approval. Passing score of secondary school English. Supervised by secondary school on ICTS Content Area Examination. personnel and a university supervisor who also conducts a weekly two-hour seminar associated with student teaching.

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SCED-305P Secondary Student Teaching and Seminar in interest for personal study, e.g., teaching mathematics to the Physical Education, 9 cr. (See Department of Health, Physi- exceptional student. Prereq.: graduate standing, teaching certificate, cal Education, Recreation, and Athletics for description.) or teachers with degrees who have at least one year of teaching experience. SCED-315 Teaching Writing in Junior and Senior High SCED-407A: Teaching Multiethnic Literature in Middle School, 3 cr. This course covers the teaching of writing in the School: Secondary Schools with Clinical Experience, middle and upper grades. Mini-lesson design and placement, 3 cr. This course is designed for middle school and secondary methods and strategies for teaching sentence completeness, school pre-service teachers. The course will emphasize sentence structure, and punctuation and capitalization are curricular design, teaching techniques, and the assessment covered. In addition, students will learn methodology that of instructional resources for embedding multicultural litera- will be useful and effective with writing genres (e.g. exposi- ture in the English/Language Arts curriculum. Students will tory, descriptive), and the research paper. The assessment complete a minimum of 50-clock hours of field experiences of writing (e.g. rubrics, conferencing, portfolios) approaches at a junior high/senior high school. Offered Fall semester for language-and-dialect different learners, and uses of only. Prereq.: Acceptance into the M.A.T.: Language Arts-Secondary Program, technology in writing instruction. Finally, program issues EDFN- 405 and 406 or equivalent. Apply to CEST Office for placement at least are approached: the development of writer’s workshop, and six months in advance. writing across the curriculum. Offered Fall semester only. SCED-407B Teaching Multi-Ethnic Literature in Middle SCED-401E New Directions in Teaching English in Middle School-Secondary Schools without Clinical Experience, and Secondary Schools without Clinical Experience, 3 cr. Designed for middle school and secondary school 3 cr. Designed for the in-service teacher of middle-secondary teachers who have limited knowledge and experience in school English; study and discussion of new perspectives teaching ethnic minority literature. The course will emphasize for the school English program growing out of the reform curriculum design, teaching techniques, and the assessment efforts of the past decade. Offered Spring semester only. of appropriate instructional resources. The ultimate purpose Prereq.: graduate standing, teaching certificate, or teachers with degrees who of the course is to enable teachers to integrate effectively have at least one year of teaching experience. the multi-ethnic literary experience into traditional literature SCED-401H New Directions in Teaching History in the programs. Offered Fall semester only. Prereq.: graduate standing Junior and Senior High School, 3 cr. In-depth treatment of and a teaching certificate, or teachers with degrees who have at least one year selected new and experimental methodologies of teaching of teaching experience. history in the secondary school. Also included are materials SCED-408 The Nature of Mathematical Abilities in School from other social science disciplines as they relate to the Children, 3 cr. An exploration of mathematical learning by teaching of history. Since new trends are constantly finding all students (K-12), with emphasis on the processes used by their way in to the teaching of secondary history, the course exceptional students. The differences that are shown by these content will also correspondingly change. Prereq.: graduate students when doing mathematics will be examined, and with standing, teaching certificate, or teachers with degrees who have at least one this information the class will focus on teaching practices year of teaching experience. that are most appropriate to these students’ needs. Prereq.: SCED 401L New Directions in Teaching English in Middle graduate standing and teacher certification or consent of instructor. and Secondary Schools with Clinical Experience, 3 cr. This SCED-409 Teaching Mathematical Problem Solving course is designed for pre-service teachers of middle school/ in the Secondary Schools, 3 cr. An examination of the secondary English-Language Arts. Study and discussion will logical understanding of mathematical problem solving with focus on an exploration of recent trends and innovations in emphasis on improving competence in teaching problem teaching the composition process and its relationship to solving to secondary students; includes theoretical study, reading, thinking, speaking, and listening. Participants will preparation of materials, and observations and demonstra- review and critique recent research and curricula. Students tions in the teaching of problem solving. Prereq.: admission to will complete a minimum of 50 clock hours of field experience master of science program in mathematics, secondary education, or a teaching in a middle school-secondary school setting. Emphasis of the certificate in mathematics. clinical experience will be on assuming a range of classroom SCED-410 Computers in the Teaching of Secondary responsibilities. Offered Spring semester only. Prereq.: Accep- School Mathematics, 3 cr. A computer application course, tance in the M.A.T.: Language Arts program. EDFN- 416, EDFN- 405, EDFN -406 using BASIC, designed for teachers of secondary school or equivalent. Apply to CEST Office for placement at least 6 months in advance. mathematics. Examples from algebra, geometry, trigonom- SCED-401M New Directions in Teaching Mathematics in etry, number theory, and probability and statistics will serve the Junior and Senior High School, 3 cr. Designed to focus as the basis for programming activities. Strategies for ef- on teaching strategies for the development of mathematical fectively using the computer and computer software in the concepts, principles, and skills that are suggested in the teaching of mathematics will be discussed. Prereq.: graduate current literature. The applicability of these strategies to the standing; a course in BASIC programming or consent of instructor. class participant’s particular school and classroom will be emphasized. Participants will also select areas of specific

292 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 educational leadership and development

SCED-421L Research in Classroom Teaching of Language Arts, 3 cr. Designed to acquaint the student with research in EDUCATIONAL contemporary trends in teaching the language arts, includ- ing reading; critical appraisal and discussion of classical LEADERSHIP AND and current studies in language arts will provide specific suggestions useful in classroom practice; an overview of DEVELOPMENT the entire area, as well as opportunity for individual study Howard J. Bultinck, Ph.D., Associate Professor, Chair in-depth of a specific area related to the student’s need and John Beckwith, Ph.D. Professor interest; in-service teachers may become involved in action Suzanne Benson, Ph.D., Associate Professor research. Offered Summer semester only. Prereq.: SCED MAT/ Steven Brown, Ph.D., Professor MSI acceptance or permission of program. Lynn Bush, Ph.D., Associate Professor SCED-421M Research in Classroom Teaching of Math- Gabriel Cortez, Ph.D., Assistant Professor ematics, 3 cr. Designed to acquaint the student with the Ana Gil Garcia, Ph.D., Professor general principles of research in the teaching of mathemat- ics, analytical examination of the various research studies Terry Stirling, Ph.D., Professor with special emphasis on the new mathematics. Prereq.: Daniela Truty, Ed.D., Associate Professor Graduate standing. Sandra L. Williams, Ph.D., Assistant Professor SCED-429 Internship in Secondary Education, 6 cr. The Department of Educational Leadership and Develop- Internship will provide practical field experience under joint ment offers: supervision of University and public school personnel. Stu- 1. Master of Arts degree in Educational Leadership dents will refine and extend their theoretical understanding 2. Bachelor and Master of Arts degree in by applying it to instructional settings. Principles, attitudes, Human Resource Development and techniques related to successful teaching careers will 3. Undergraduate minor in Human Resource Development be explored. This course is the culminating experience for graduate students within the secondary education MAT Programs in Human Resource Development are offered at sequence. Prereq.: Completion of all professional sequence coursework the NEIU Campus. Courses/Programs in Educational Admin- except ELED-430; apply to the Clinical Experiences and Student Teaching Office istration are offered at the NEIU Campus, at Northeastern’s at least one year in advance. Passing score on ICTS Content Area Examination. El Centro location (3119 N. Pulaski Road, Chicago, Illinois 60641), the University Center, in Lake County, the Center for Inner Citiy Studies, and at a variety of locations throughout INSTRUCTIONAL MEDIA the metropolitan area. INMD 410-Media Technology for Educators, 3 cr. The media technology course will encompass all types of cur- GRADUATE PROGRAM ricular/learning materials in varied formats-CD-Rom. Laser Master of Arts in Educational Leadership disc technology, telecommunications, formats, satellite Northeastern Illinois University offers the Master of Arts in learning, and on-line databases. Multimedia educational Educational Leadership degree. Students may select one of software will be integrated into computer instruction in two concentrations: 1) School Leadership; 2) Higher Education multicultural/multiethnic learning presentations. Electronic Leadership. Program objectives for the concentrations have data management, classroom applications, and integrated been designed to develop exemplary administrative lead- learning systems will be utilized in educational settings. ers and to foster their continuing growth and effectiveness. Prereq: Graduate standing. Specifically, students in the School Leadership concentration are to develop competencies related to effective leadership, educational management practices, and staff development at the school level. This concentration leads to a Type 75 Administrative Certificate. The School Leadership Concentration indicated in the current catalog is effective for all candidates who applied for and were accepted to the program prior to 1 September 2012. Applicants who were not accepted by 1 September 2012 or who apply after that date will be subject to the revised program that is expected to be in effect by 1 January 2013. This change in program is due to changes mandated for all Type 75 programs in the state of Illinois. The effective date of implementation is contingent on approval of the University's governance process and the Illinois State Board of Education.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 293 educational leadership and development

The Higher Education Leadership concentration provides LEAD-421 Foundations of Educational Leadership and knowledge and skills related to the history and development Organizational Studies.....3 cr. of colleges, universities, and community colleges, and to LEAD-424 School Supervision...... 3 cr. effective administrative practices at that level. It stresses Complete the Illinois Test of Basic Skills. This is a require- an understanding of administrative and supervisory skills ment for admission to the program. for the development and support of instructional systems Apply to the Graduate College for official admission to the at the collegiate level. Students in this concentration have program. the option of completing a thesis. Courses are taught in the evenings and Saturdays at the main campus, at El Centro, Sequence II (courses may be taken in any order) at Carruthers Center, at Lake County, and at a variety of LEAD-429 Research in Educational Leadership...... 3 cr. locations in the Chicago metropolitan area through Distance LEAD-436 The Administration of School Personnel...... 3 cr. Education and web-enhanced courses. Note: For applicants with a previous Master’s degree, LEAD 429 may be waived (replaced with an elective) if you have Requirements for Admission to the Program: taken a research course in your previous Master’s degree For students admitted to Master’s Programs for the Fall coursework and received a grade of B or better. The course 1997 semester and thereafter, all graduate credits must be must also meet the Graduate College requirements. After at the 400 level. Consult with your program advisor or the you have been admitted to the program, make an appoint- Graduate College for details. ment with the Coordinator in order to discuss your options. In addition to the requirements of the Graduate College for An Elective course...... 3 cr. admission, students who wish to enroll in the Master’s Degree Departmentally approved Elective courses are as follows: Program in Educational Leadership must meet the following eligibility requirements: EDFN-416 Cultural Pluralism and the Schools LEAD-413 Human Relations and Leadership 1. A bachelor’s or master’s degree from an accredited In- LEAD-428 Seminar in Educational Administration stitution of higher education. For those with a bachelor’s LEAD-438 Collective Negotiations degree only, a grade point average of 2.75 (on a 4.0 LEAD-470 Use of the Microcomputer scale) for all undergraduate work is required. Students for School Administrators and Supervisors with a lower grade point average may be accepted SPED-470 Administration and Supervision conditionally. in Special Education 2. Admission to the School Leadership concentration Successfully complete Part I of the Comprehensive Exami- requires two years of verified full-time teaching experi- nation. ence in schools recognized by the Illinois State Board of Note: Upon successful completion of Sequence I and admit- Education (two years of verified full-time experience for tance to the program, Part I of the Comprehensive Examination school service personnel in their respective fields may must be taken. An application is required for the Compre- be substituted for teaching experience). Admission to hensive Examination. Contact the Coordinator of Student the concentration in Higher Education Leadership does Services at (773) 442-5528 for more detailed information. not require teaching experience. 3. For applicants pursuing their first masters degree, LEAD-434 Administrative Practicum I...... 3 cr. completion of the General Test portion of the Graduate Note: An application is required for the Practicum. Contact Record Examination (GRE). This requirement is waived the Coordinator of Student Services at (773) 442-5528 for for applicants who have already earned a masters de- more detailed information. gree. Sequence III (Courses may be taken in any order) Program Requirements: Admission to the program is a requirement for taking courses 1. Selection of a concentration in School Leadership or in Sequences III and IV. Higher Education Leadership. LEAD-401 Curriculum and Instruction...... 3 cr. 2. Completion of 36 credit hours according to prescribed LEAD-422 Elementary & Secondary School Administration sequences. and Supervision: The Principal...... 3 cr. 3. Successful completion of two Departmental Compre- LEAD-431 School Community Relations...... 3 cr. hensive Examinations LEAD-432 School Finance...... 3 cr. LEAD-433 School Law...... 3 cr. Required Courses: Sequence IV School Leadership Concentration (36 cr. hrs.) LEAD-435 Administrative Practicum II...... 3 cr. Sequence I (courses may be taken in any order) Note: An application is required for the Practicum. Contact These courses may be taken by Students-At-Large while the the Coordinator of Student Services at (773) 442-5528 for student is applying to the Graduate College for admission more detailed information. to the program.

294 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 educational leadership and development

Successfully complete Part II of the Comprehensive Ex- personal, group and organizational dynamics with attention amination to cultural factors and development of effective interaction Note: An application is required for the Comprehensive and problem-solving skills. Examination. Contact the Coordinator of Student Services LEAD-421 Educational Leadership and Organizational at (773) 442-5528 for more detailed information. Studies, 3 cr. This course is designed to introduce the stu- dent to the field of educational leadership. The purpose of Higher Education Leadership the course is to assist educational leadership professionals Concentration (36 cr. hrs.) to understand the philosophical, historical, and organiza- The Higher Education Leadership Program is a cohort pro- tional underpinnings of educational leadership. It provides gram that admits candidates every two years. Please see students with a theoretical base on which to develop sound the department chair for information. practical applications in the educationl leadership tasks of Sequence I communicating, planning, implementing and evaluating strat- LEAD-413 Human Relations and Leadership...... 3 cr. egies designed to develop effective learning communities. LEAD-421 Foundations of Educational Leadership Futher, it prepares the student to understand and choose and Organization Studies...... 3 cr. the most effective leadership, motivational and decision- LEAD-429 Research in Educational Leadership...... 3 cr. making strategies for the educational environment in which COUN-468H Student Personnel Work the student participates. in Higher Education...... 3 cr. LEAD-422 The Principalship, 3 cr. An examination of the LEAD-491 Foundations of Higher Education...... 3 cr. elementary and secondary school with emphasis upon the Elective...... 3 cr. role of the principal and his/her relationship with person- nel; administrative behavior analyzed in terms of tasks and Sequence II processes.. School climate and quality learning environment LEAD-492 Resources, Institutional Planning, and academic excellence, staff development, curriculum and Finance in Higher Education...... 3 cr. development, finance, action research; opportunity to solve LEAD-493 The Law in Higher Education...... 3 cr. problems with simulated materials which include an emphasis LEAD-495 Practicum in Higher Education...... 3 cr. on program and personnel evaluation. Social and cultural Three Electives...... 9 cr. factors and special education programs will be analyzed. OR LEAD-424 Introduction to the Evaluation of Certified LEAD-430 Thesis Seminar...... 6 cr. and Support Staff, 3 cr. An analysis of the components of and supervisory behavior in education and their influence upon One additional elective...... 3 cr. the participants in the process of supervision; human and Comprehensive Examination technical skills in personnel management; organizational Total 36 cr. factors affecting the performance of the supervisor; problem- Certification Program atic areas within educational institutions and their influence For those candidates who already possess a master’s degree upon supervisory behavior. Practical aspects of program and are interested in certification only, programs are provided and personnel evaluation; improvement of school learning for entitlement General Administration Type 75. climate and academic achievement will be emphasized as they relate to school reform and both multicultural and Type 75 - General Administration Certificate exceptional populations. Same as the School Leadership Program, except the LEAD-425 Advanced Techniques in the Supervision and elective is not required. Evaluation of Professional Staff, 3 cr. The main focus of this course is to provide an in-depth analysis of advanced COURSE OFFERINGS techniques in the supervision and evaluation of K-12 pro- LEAD-401 Instructional Leadership, 3 cr. An analysis of the fessional personnel. The course builds upon the concepts basic determinants of curriculum. Emphasis on significance of LEAD-424 to develop effective and legally formative and of psychological theories and development, learning and summative evaluations. The evaluation functions of monitor- motivation for curricular development including impact of ing curriculum fidelity, directing personnel for improvement, sociological, cultural, and ethnic factors. Special education making personnel decisions, and working with incompetent programs are included. Methods are outlined for evaluating personnel provide a framework for applying course content the effectiveness of curricula and programs. to K-12 settings. LEAD-413 Human Relations and Leadership, 3 cr. Study LEAD-428A Seminar in Educational Administration: of basic concepts and principles of interpersonal relation- Decision-Making, 3 cr. The purpose of LEAD 428A is to ships, communications, group interaction, and leadership provide an in-depth analysis of problems and issues associ- and effectiveness. Emphasis on theory, application and ated with program evaluation and school improvement for skill development. Students will observe and assess inter- school leaders. Prereq.: LEAD-421 and LEAD-424.

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LEAD-428B Seminar in Educational Administration: LEAD-433 School Law and Ethics, 3 cr. Includes an analysis Theory and Practical Application, 3 cr. The focus of this of selected general legal principles, cases, statute law and course is to explore the area of professional development law-making agencies affecting educational organizations and as a vehicle for building capacity in your institution. As an systems. Key content areas include the legal system; role of educational leader you will be instrumental in designing or federal and state governments; the legislative process; school selecting opportunities for professional development as well governance, policies and rules and regulations; church and as evaluating the success of those efforts. Prereq.: LEAD-421 state; civil rights; student and parent rights and responsibili- and LEAD-424. ties; collective negotiations, torts and contracts. Content is LEAD-428F Seminar in Educational Leadership in the designed for the practical application of school law. Middle School, 3 cr. The purpose of this course is to provide LEAD-434 Internship I, 3 cr. The major purpose of the practi- an in-depth study of the theory, research and best practices cum is to provide the student with a supervised experience in to support contemporary issues in middle level leadership. the functions and duties associated with instructional leader- The course will focus on developing and leading middle level ship and school management. Each student will participate education that meets the diverse needs of emerging adoles- in administrative activities related to instructional leadership cents through mission development, program improvement, one term and school management the other term. Examples curriculum assessment, improvement of teaching and learn- of tasks include staff and curriculum development, pupil ing, staff development and more. Prereq.: LEAD-421 and LEAD-424. personnel services, establishing and maintaining effective LEAD-429 Research Design and Analysis of Eduactional learning environments, implementation of policy, business Data, 3 cr. The purpose of this course is to help the student and facilities’ management, and community relations. develop skills in research design, including problem state- LEAD-435 Internship II, 3 cr. (See LEAD-434 for description.) ments, hypotheses formulation, population/sample selection, LEAD-436 Human Resources Administration in Education, data collection, statistical analysis and interpretation. The 3 cr. Provides a general understanding of the personnel course includes qualitative and quantitative research. Histori- functions in educational settings. Decision-making and cal analysis, descriptive, causal-comparative, correlational problem-solving will be emphasized. The functions of plan- and experimental studies will be developed as they relate to ning, recruitment, placement, staff development, motivation effective schools and administrative research and compensation, performance appraisal, negotiations and LEAD-430 Thesis Seminar, 3 cr. This course provides dismissal are included. guidance in the preparation and submission of a master of arts thesis under the supervision of faculty. It will extend the LEAD-438 Collective Negotiations, 3 cr. The develop- student’s knowledge of standard techniques in the collec- ment and establishment of collective bargaining within the tion and analysis of data and facilitate the development of educational enterprise: the public and private sectors; in skills in advanced research design for possible future study elementary-secondary education and colleges and universi- at the doctoral level. ties; historical, sociological, and legal perspectives; some LEAD-431 School and Community Relations, 3 cr. An consideration and evaluations of various issues (including analysis of the role of educational policy in relation to the tactics and process) concepts, and current problems. modern community, community power structure, needs LEAD-445 Practicum in School Business Management, and resources, social and political characteristics, and the 3 cr. The purpose of the practicum is to provide the student principles of cooperative planning and community relations with supervised experiences in the functions and duties of a in the context of social and technological change. Focus school business official. The student is required to participate on community assessment materials; multicultural and in activities related to finance, purchasing, planning and multiethnic needs and understanding; needs of exceptional business management. students; interagency cooperation; funding and evaluation. LEAD-447 Introduction to School Business Management, Students are provided opportunities to develop materials for 3 cr. Provides a general understanding of the various task use in their institutions. areas involved in the field of school business management LEAD-432 School Finance and Budgeting, 3 cr. The theo- including financial control, maintenance of buildings and retical background and legal basis of public school finance grounds, maintenance of inventories, purchasing and bidding, and the application of those theories to various school transportation, insurance, personnel and office management, finance models. Topics include: budget analysis, state aid lunch programs, and administrative relationships. mechanism, accounting processes, facility management and LEAD-448 School Business Management II, 3 cr. Incorpo- maintenance, transportation, contracts, liabilities and food rates principles of school fund acconting including a study service management. of budgeting, personnel and payroll administration, auditing and reporting expenditures and receipts, assets and liability accounting, capital asset planning and management, cash management, bonded indebtedness, analysis of statements of position, and extrtacurricular funds.

296 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 educational leadership and development

LEAD-470 Use of the Microcomputer for School Adminis- LEAD-496A Seminar in Higher Education: The Non- trators and Supervisors, 3 cr. An examination of the use of Traditional Student, 3 cr. This course prepares the student micro-computers in educational administration and supervi- to effectively meet the needs of the non-traditional students sion. Topics include: Introduction to computers, overview in higher education settings. Historical evolution and psy- of principles underlying computer-assisted instruction and chosocial factors impacting adult learners, development of computer-managed instruction, overview and use of avail- student services, curriculum design issues, and methods of able software, internal monitoring and program evaluation, building a sense of community among adult learners. and elementary programming LEAD-496B Seminar in Higher Education: The Problematic LEAD-480 The Community College, 3 cr. Provides the Pipeline – Latinos and Latinas in Higher Education, 3 cr. student with theoretical and practical knowledge about the This course focuses on the contemporary Latino experience philosophy, history, students, services, staff and organiza- in the US educational system. It follows the growing num- tional structure of the community college. National trends bers of Latinos with low high school completion rates and of the two year college will be analyzed. low levels of participation/completion in higher education. LEAD-481 Community College Administration, Emphasis is placed on the diversity of the experience by 3 cr. Provides the student with practical knowledge about the national origin, region of settlement, and gender as well as day to day demends of administering the Community College. the histories of Latino immigration to the US compared to Stresses the importance of the Community college to the the receptions of other immigrants in history. Predominant nation, state, and local areas and how good administrators theories of international immigration, relationships between and administration can make a strong contribution to the the historical and contemporary context, immigration policy, proper and excellent performance of community colleges. and the adaptation of Latino immigrants in the United States are considered. LEAD-490 The Adult Learner, 3 cr. An examination of demographic changes fostering attention on adults as well LEAD-496C Seminar in Higher Education: Critical Policy as stages and phases of adult life and adult characteristics Issues in Latino Higher Education, 3 cr. An analysis of the critical policy issues in Latino higher education as the US as a framework for effective planning, programming, and faces a growing increase in Latino college-enrollment (the marketing of adult education. largest minority), yet with low retention and a scarce pres- LEAD-491 Foundations of Higher Education, 3 cr. This ence in higher education discourse. Due to this increase, course provides students with knowledge of the histori- an exploration of ways to prepare postsecondary institu- cal development of higher education in the United States tions for this and the role of more Latinos in the academy and its socioeconomic, political, legal and philosophical is explored. Including: the role of community colleges and underpinnings. This course also provides students with an four-year institutions in meeting this demand, understanding understanding of the structures and governance of higher the historical processes and cultural differences of Latinos in education in the U.S. Emphasis is given to current issues, the US, understanding various modes of thought, concerns opportunities and problems facing higher education and and methodologies regarding Latino higher education. its stakeholders. LEAD-496D Seminar in Higher Education: Current Global LEAD-492 Resources, Institutional Planning and Finance Issues & the Latino Community, 3 cr. This course provides in Higher Education, 3 cr. This course prepares students to an introduction to the cross-cultural, cross-national study of understand how institutions of higher education obtain and educational institutions and their relationship to society. This utilizes resources. It focuses on resource planning, policy cross-national comparison of educational practices occurs development and implementation, and resource allocation. in light of cultural, social organization, economic, political, Topics include: institutional governance, research, market- and historical differences with a key goal being further de- ing, budget development, financial allocation, environmantal velopment of understanding how perspectives on education scans and oversight. in the United States have been shaped. LEAD-493 The Law of Higher Education, 3 cr. This course presents legal issues from the perspective of preventive law, policy development and implementation. Content includes the structure of the U.S. legal system, constitutional law, statute and case law. Topics include: affirmative action, employment law, intellectual property, due process, academic freedom, human-subjects research, and collective negotiations. LEAD-495 Practicum in Higher Education, 3 cr. This course consists of supervised experience in the functions and duties of leaders in higher education settings.

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PROGRAMS in *Requires admission to COE HUMAN RESOURCE DEVELOPMENT Human Resource Development majors must be fully admit- The Human Resource Development (HRD) Program offers ted to the College of Education prior to registering for more courses of study leading to both undergraduate and graduate than 9 hours. degrees in Human Resource Development, as well as to a Additional Electives minor in Human Resource Development, to prepare profes- Students with weaknesses in any area such as communica- sionals who will be responsible for the training, education, tion skills will be required to select electives with the goal of and development of adults, in settings such as business, developing these skills. industry, health care, social service, and government. Students in the program will be provided opportunities to Minor in Human Resource Development develop the knowledge and competencies necessary to (18 cr. hrs.) meet the increasing needs that organizations have for HRD The Minor in Human Resource Development allows students professionals. Competencies that have been identified by to combine their interests in psychology, business, com- professional organizations have been carefully considered in munications, social services, education, political science, the development of specific objectives for the course work or technical training with the study of the field of Training/ in the program. Human Resource Development and the development of skills Major in Human Resource Development for the important for practitioners in Human Resource Development. Bachelor of Arts Degree Required Courses: Upon completion of the major, students will demonstrate: HRD-300 Principles and Practices in Human 1) knowledge of different organizational settings in which Resource Development...... 3 cr. teaching and learning occur; 2) knowledge of the training, HRD-301 Adult Teaching/Learning Process...... 3 cr. educational and development needs of organizations; 3) skills HRD-310 Instructional Techniques in task analysis, program planning, and program design that and Technology...... 3 cr. are in keeping with organizational needs; 4) ability to apply HRD-320 Dynamics of Working with Groups principles of learning and motivation as a basis for decisions and Individuals...... 3 cr. regarding instructional programs for adults; 5) sensitivity to Electives...... 6 cr. the psychological and cultural needs of diverse populations Courses such as HRD-315, HRD-321, HRD-325, HRD-390*, needed for adaptation of training/educational planning; and and HRD-362* may be selected as well as other courses with 6) competency in the use of methods and technology appro- the approval of the Human Resource Development advisor. priate for the instructional/learning needs of organizations. Total 18 cr. Required Courses: *Requires admission to COE HRD-300 Principles and Practices in Human GRADUATE PROGRAM Resource Development...... 3 cr. HRD-301 Adult Teaching/Learning Process...... 3 cr. Master of Arts in Human Resource Development HRD-310 Instructional Techniques This Master’s program prepares professionals who will be and Technology...... 3 cr.* responsible for the training, education, and development HRD-315 Computer Utilization in Human of adults in organizations involved in business, health care, Resource Development...... 3 cr.* human service, and government. The program has been HRD-320 Dynamics of Working with Groups developed especially for those wishing to move into HRD and Individuals...... 3 cr. field as well as practitioners desiring more formal training. HRD-321 Designing Instruction in Human The program is designed to develop the students' ability to: Resource Development...... 3 cr.* l) assess the nature of performance problems; 2) apply needs HRD-325 WIP: Communication and Human and task/content analysis techniques; 3) assess the relevant Resource Development...... 3 cr.* characteristics of learners/trainees; 4) design training/educa- HRD-329 Internship and Seminar in Human tion/development programs; 5) determine the effectiveness of Resource Development...... 9 cr.* training/education/development programs; 6) communicate Human Resource Development Electives...... 6 cr. and interact effectively with groups and individuals, 7) man- age human resource development projects and programs; Each student, in consultation with the program coordinator 8) work effectively across an organization in order to plan, and/or advisor, will select 6 additional credit hours of work. develop and implement performance improvement. The selection of courses will be guided by the student’s career objectives and will focus on competencies relevant Requirements for Admission to the Program: to these objectives. The electives will amplify and extend Students must fulfill the requirements for admission to the the core courses. Graduate College. Total 36 cr.

298 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 programs in human resource development

1. B.A. degree from an accredited college or university. COURSE OFFERINGS 2. A minimum grade point average of 2.75 (students not HRD-202 Career and Life Planning I, 3 cr. Designed to meeting GPA can apply for faculty review.) help students develop a greater understanding of themselves 3. Two letters of recommendation from professors, em- and to identify a satisfying career field that matches their ployers, or supervisors which provide evidence of an talents and abilities. Students will identify their values, analyze applicant’s qualifications. their skills, discover their likes and dislikes, and focus on their interests as they relate to possible career choices. A Individuals who fail to satisfy requirements under number long range plan will be developed and a supportive resume 2 may be asked to complete undergraduate course work describing capabilities and experience will be prepared. in Human Resource Development prior to admission. The HRD-300 Principles and Practices in Human Resource courses to be taken will be determined by the program advisor Development, 3 cr. Course enables students to explore their and will be based on a review of the individual’s academic aptitudes and interests in relation to the roles of educators record and work experience. in non-school settings and to familiarize themselves with the Requirements for the Degree: overall purposes of organizations and the role of educators For students admitted to Master’s Programs for the Fall within such organizations. Prereq.: junior standing or consent of instructor. 1997 semester and thereafter, all graduate credits will be HRD-301 Adult Teaching/Learning Process, 3 cr. The study at the 400 level. of the range and types of desired educational outcomes as Required Courses: related to characteristics of adult learners, and principles HRD-400 HRD and the Organization...... 3 cr. of learning and instruction. Prereq./Coreq.: HRD-300 or consent of HRD-401 The Adult Learner I...... 3 cr. instructor. HRD-403 Presentation and Facilitation HRD-310 Instructional Techniques and Technology, Strategies for HRD...... 3 cr. 3 cr. A systematic approach to the development of instruc- HRD-405 Needs and Task Analysis in HRD...... 3 cr. tional materials using the principles of instructional design. HRD-406 Instructional Design in HRD I...... 3 cr. Topics covered include needs assessment, task analysis, HRD-407 Measurement and objective preparation, design documents, material devel- Evaluation in HRD...... 3 cr. opment and evaluation. Prereq./Coreq.: HRD-301, admission to COE. HRD-408 Instructional Design in HRD II...... 3 cr. HRD-313B Program Development in Human Resource HRD-411 Consulting in HRD...... 3 cr. Development, 3 cr. This course will explore the range and HRD-415 Seminar in HRD...... 3 cr. types of desired outcomes related to planning programs for HRD-416 Practicum in HRD I...... 3 cr. adult learners. Not designed or written as an instructional HRD-462 Instructional Strategies in HRD design course, this course looks at the barriers that impede or discourages adults in pursuing educational goals and pro- HRD-490 Multimedia: Application and Design...... 3 cr. vides various way to enhance opportunities for the adult Plus one of the following: learning population. Prereq.: Junior standing and consent of instructor, HRD-417 Practicum in HRD II...... 3 cr. admission to COE. HRD-418 Topical Seminar in HRD...... 3 cr. HRD-313D Career and Life Planning: Political Savvy in HRD-419 Project in HRD...... 3 cr. the Workplace, 3 cr. This course will explore the concept of HRD-420 Thesis in HRD...... 3 cr. political savvy in the workplace as it relates to one's career success and development as well as for others whom the Total 36 cr. HRD professional might coach. Topics include: how political NOTE: For all students in the program, the following will savvy is defined, the political nature of the workplace, power be required: and the importance of leveraging one's power, personal influ- a. A total of 36 credit hours of study are required for ence, and the development of a political game plan. Prereq.: completion of the program. Junior standing and consent of instructor, admission to COE. b. The successful completion of the Departmental Com- HRD-315 Computer Utilization in Human Resource De- prehensive Examination. velopment, 3cr. An introduction to the use of computers for Thesis Option instructional and informational purposes. Course will focus A thesis option will be available by invitation only. The invitation on instructional design and assessment-of-needs issues will be based on a consensus agreement of the program’s as well as the hands-on exploration of various computer faculty and the desire of the student to select the thesis op- technology applications. tion. Students doing a thesis will complete HRD-420 Thesis HRD-320 Dynamics of Working with Groups and Indi- Seminar, for 3 credit hours. viduals, 3 cr. The study of effective interpersonal and group behavior in organizations. Understanding the importance of such behaviors for the achievement of learning outcomes and the development of skill in the use of such behaviors will be emphasized. Prereq./Coreq.: junior standing and consent of instructor.

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HRD-321 Designing Instruction in Human Resource De- in order to maximize the effectiveness and value of HRD to velopment, 3 cr. Application of major principles relating to the the organization. Prereq.: Admission to HRD M.A. degree program or design and presentation of training/education programs for graduate standing and consent of instructor. adults. Students will demonstrate their level of competency HRD-401 The Adult Learner I, 3 cr. An analysis of adult on major tasks and then focus efforts on improving levels learning theory and research in relation to practice in the of competency. The course is to be taken the term prior to field of training and human resource development, includ- the students’ participation in the internship program. Prereq.: ing study of how adults acquire and use knowledge, skills, HRD-300, 301,310, 315, 320, 325, admission to COE. and attitudes. Application of theory in varied adult learning HRD-323 Independent Study in Human Resource De- situations will be emphasized. Prereq./Coreq.: Graduate standing velopment, 3 cr. In-depth study of special areas in human and HRD-400. resource development. Prereq.: HRD 310. HRD-402 Adult Learner II, 3 cr. In depth focus on individual HRD-325 WIP: Communication in Human Resource difference characteristics of adults that affect learning. Con- Development, 3 cr. This course explores the role of oral sideration of such characteristics as motivation, learning and written communication skills in the human resource styles, perception of self and others, culture, experiential development field. The student will practice the following: background, memory/information processing, attribution, impromptu, informational, and persuasive oral presentations; cognitive structures, and metacognition. Research paper and interviewing, questioning, organizing, researching, and required that includes application to HRD field.Prereq.: HRD-401. active listening skills. Additionally, the student will demon- HRD-403 Presentation and Facilitation Strategies for strate competence with the following writing tasks: prepar- HRD, 3 cr. Course is designed to provide students with ing a meeting agenda, project proposal manuscript with both the theoretical and the application skills for presenting recommendations, an e-mail message, an elevator speech, and facilitating instructional programs for both groups and a claims adjustment request, bad news memorandum, and individuals. Topics will include preparing for a presentation, decline of a request. Professionalism; appropriate non-verbal audience analysis, use and design of visual aids, feedback, messages; and accurate and effective organization, flow, techniques for group facilitation, and dealing with difficult and mechanics as appropriate for the context, content, and participants. The course will also deal with strategies for audience are emphasized. Prereq.: HRD-300, admission to COE, and presenting recommendations for implementing and evaluating ENGL-101 minimum grade of C. HRD programs. Prereq.: Graduate standing and HRD-400. HRD-329 Internship and Seminar in Human Resource HRD-405 Needs and Task Analysis in Human Resource Development, 9 cr. The internship and seminar will be the Development, 3 cr. Defining gaps between desired and culminating activity for the Human Resource Development actual performance and specifying the cause of the gaps. major. Internship will be in health care settings, business and Identifying and analyzing tasks and job content for the pur- industry, community, state and federal agencies, rehabilitation pose of developing training designed to accomplish specific and recreation centers, and professional associations. The results in a job or organization. The design, development, purpose will be to synthesize what the student has learned and application of techniques and instruments to use in in the classroom with practice in the field. Prereq.: completion of obtaining information on needs and tasks. Prereq./Coreq.: required courses and admission to College of Education. Graduate standing and HRD-400. HRD-362 Instructional Media in Human Resource De- HRD-406 Instructional Design in Human Resource velopment, 3 cr. The purpose of the course is to provide Development I, 3 cr. The process of preparing objectives, the student with a practical, hands-on approach to selecting defining content, selecting and sequencing learning activi- and utilizing instructional media, consistent with theories and ties for specific training/education/development programs. practices in instructional technology. The emphasis will be Includes selection of methodology, including use of media and placed upon the tools (i.e., equipment and materials) which computer technology, critique and redesign of off-the-shelf an instructional designer has available for the production of materials, and evaluation. Prereq.: graduate standing and HRD-401. instructional materials. Students will learn how to operate HRD-407 Measurement and Evaluation in Human Re- equipment and will produce instructional materials for media source Development, 3 cr. Determining the effectiveness programs. Prereq.: HRD-301, admission to COE. of HRD learning programs and services. Making decisions HRD-390 Computer Based Training, 3 cr. Systematic ap- on how, what, and when to measure and what standards to proach to the design and use of interactive instructional and use in evaluation. The design, development, and application performance support materials. Course includes courseware of techniques and instruments to use in obtaining measure- development, implementation, training techniques, docu- ment data. Cost/benefit analysis of the impact of HRD on mentation, and state-of-the-art technology. Prereq.: HRD-315 the organization. Prereq.: graduate standing and HRD-406. or consent of the instructor, admission to COE. HRD-408 Instructional Design in Human Resource De- HRD-400 Human Resource Development and the Orga- velopment II, 3 cr. In this course, students study advanced nization, 3 cr. Study of the role of HRD in relation to the instructional design techniques as they go through the process needs, purposes, structures and processes of organizations of assessing needs, designing and developing instruction, and

300 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 programs in human resource development developing both an assessment and an implementation plan be clearly established that the student will have time for an for their training. Students develop an instructional program extended commitment. Prereq.: completion of HRD-400, HRD-401, designed to meet client needs, giving them an opportunity to HRD-403, HRD-405, HRD-406, HRD-407, and written consent of program advisor. apply theories learned in earlier courses, as well as acquanting HRD-418A Topical Seminar: Strategic Planning in Human them with additional instructional strategies fo developing an Resource Development, 3 cr. Study of principles of stra- expanded instructional program. Prereq.: HRD-406. tegic planning as it relates to the HRD field. This course will HRD-410 Administration of Human Resource Develop- explore various strategies that can be used to lead, facilitate, ment Programs, 3 cr. Development and monitoring of Human or teach others how to work through the strategic planning Resource Development programs that are consistent with process. Application of the principles of strategic planning the organization’s present and future needs. Preparation of process will be emphasized. Prereq.: Graduate standing; six hours of long-range plans for the HRD function in an organization graduate study in HRD or consent of instructor. and articulation of viewpoints and services to management. HRD-418B Topical Seminar: Human Performance Tech- Study of how successful HRD practices work in selected nology in Human Resource Development, 3 cr. Study of organizations. Prereq.: graduate standing and HRD-405. improving human performance in the workplace. This course HRD-411 Consulting in Human Resource Development, will develop awareness about the complexity of this area 3 cr. This course examines the roles of both internal and including the role of the HRD practitioner as the performance external consultants within an organization as they analyze consultant. A practical and theoretical foundation for following both training and non-training interventions to improve perfor- HTP methodology to solve human performance problems in mance. Students work with case studies to examine various the workplace will be explored. Prereq.: Graduate standing; six hours aspects of the consulting process. Topics covered include of graduate study in HRD or consent of instructor. client-consultant relationships, diagnosing organizational HRD-418E Topical Seminar in Global/Cultural Issues in situations, developing contracts, marketing your services, Human Resource Development, 3 cr. This course will explore etc. Prereq.: graduate standing and HRD-406 or consent of instructor. the importance and necessity of HRD practitioners under- HRD-412 Project Management in Human Resource De- standing the importance of globalization and the increasing velopment, 3 cr. Study of the principles of project manage- diversity of the work-place and work-force. The design and ment as they relate to the development of HRD programs. delivery of instruction and the analysis of the dynamics of Application of the principles to HRD projects that are both organizations requires an understanding of learning and in the planning state and in progress will be emphasized. organizational development theory and will be examined Prereq.: graduate standing and HRD-405. through the lens of global and cultural awareness. Prereq.: HRD-413 Independent Study in Human Resource De- Graduate standing; six hours of graduate study in HRD or consent of instructor. velopment, 3 cr. In-depth study of special areas in human HRD-419 Project in Human Resource Development, 3 resource development. Prereq.: twelve hours of graduate study in HRD cr. Students prepare a project that involves the application and consent of instructor. and/or extension of the knowledge and skills developed HRD-415 Seminar in Human Resource Development, in the courses that they have completed. The project may 3 cr. The seminar will be taken concurrently with Practicum be in the form of an instructional program or a paper on a in Human Resource Development I. The objective is to specific aspect of Human Resource Development. Prereq.: synthesize what has been learned in the classes and apply approval of advisor. this learning to on-site problems for which the students are HRD-420 Thesis Seminar in Human Resource Develop- asked to develop training solutions. Prereq.: completion of HRD- ment, 3 cr. Guidance of students conducting research and 400, 401,403, 405, 406, 407, and written consent of advisor. writing a thesis to fulfill the requirements of the program, HRD-416 Practicum in Human Resource Development Master of Arts in Human Resource Development. Prereq.: I, 3 cr. Students will do a supervised practicum either in the invitation by program advisor. organization in which they are presently working or in an ap- HRD-462 Instructional Strategies in Human Resource propriate site approved by program faculty. While participating Development, 3 cr. This course will explore various strategies in the practicum, the students will be involved in a specified that can be used to facilitate learning in a variety of situations. sequence of HRD activities that will include participation in Strategies such as advance organizers, concept mapping, the design and presentation of a training program. Prereq.: imagery, etc. will be studied in terms of their advantages, completion of HRD-400, 401,403, 405, 406, 407, and written consent of advisor. limitations, and applications. The course will explore different HRD-417 Practicum in Human Resource Development types of learning, such as declarative knowledge, concepts, II, 3 cr. See description of Practicum in HRD I. Students motor skills, etc. The different types of learning will be studied have the option of taking additional practicum hours if the in terms of their characteristics and the implications those field setting provides an opportunity to design and present characteristics have for selecting and using instructional a training program that is more involved and will require an strategies. Prereq.: invitation by program advisor. extended time commitment. Practicum in HRD I and Practi- cum in HRD II can be taken during the same term if it can

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 301 HEALTH, PHYSICAL EDUCATION, RECREATION AND ATHLETICS

HRD-490 Multimedia: Application and Design, Undergraduate majors: Physical Education 3 cr. This course presents an overview of varied aspects of K-12 Certification multimedia as used in the HRD field. Course content blends Health and Wellness theory and application as students learn the basic elements Community Health of instruction, interaction, and the impact of technology on and Wellness Track instruction. Students use an authoring program to design Secondary Health instruction which meets criteria for effective teaching/learning. Education Track Students will use multimedia as a vehicle for research and communication through e-mail and Internet access. Prereq.: Undergraduate minors: Health Education invitation by program advisor. Physical Education Graduate major: Exercise Science Fitness and Wellness Concentration Human Performance Concentration All undergraduates, with their advisor’s consent, may choose major courses in physical education as electives credited HEALTH, PHYSICAL toward graduation. (HLED, RECR, PEMA, PEMT prefixes) EDUCATION, UNDERGRADUATE PROGRAMS Students considering a major in Physical Education or Health RECREATION and Wellness, or a minor in Health Education, Recreation Management, or Physical Education must make an appoint- AND ATHLETICS ment with the program advisor. The Department of HPERA Moira E. Stuart, Ph.D., Associate Professor, Chair Professional Standards Committee reviews faculty recom- mendations for students requiring special attention and meets C. Murray Ardies, Ph.D., Professor with the student to discuss and remedy any weaknesses. Jennifer Banas, Ed.D., Assistant Professor Christopher J. Cavert, Ed.D., Assistant Professor NOTE: Prior to declaring the Physical Education and Sec- Karen E. Hand, Ed.D., Assistant Professor ondary Health majors in the Department of HPERA, students Thomas Parry, Ph.D., Assistant Professor must have passed the Illinois Test of Basic Skills (ITBS) and provide evidence of this to the program advisor. Myles Polsgrove, Ph.D., Assistant Professor William Quinn, Ed.D., Professor Students in all majors will be required to take a Writing Intensive course in the major. The Department of Health, Physical Education, Recreation, and Athletics (HPERA) is located in the Physical Education In addition to the College of Education requirements for Complex at the south end of the campus. Opened in Janu- admission and retention, the Department of HPERA requires ary, 1988, this facility includes two gymnasiums, a suspended the following before students will be allowed to participate jogging track, a climbing wall, six racquetball courts, a 60 x in clinical experiences or register for the courses that im- 120 foot swimming pool, a fitness center, two tennis courts, a mediately precede student teaching: baseball field, a softball field, a soccer field, classrooms, the 1. a 2.75 (on a 4.0 scale) grade point average in all major Department of HPERA’s Human Performance Laboratory, and courses; faculty/staff offices. 2. removal of all incomplete grades in courses offered by The goals of the Department are to provide students with the department; 1) an awareness of the role of health, physical education, 3. satisfactory completion of all required courses in both leisure, recreation, athletics, and exercise sciences in schools professional preparation and major core coursework and society; 2) the opportunity to acquire competencies that will enable them to be successful in varied educational and Additionally, students in teacher preparation programs will not professional settings; 3) the opportunity to develop a satisfac- be allowed to move into their student teaching if they have tory level of proficiency in the many areas of the discipline; not passed the ICTS Content Area Examination in their major. and 4) a basis and desire for continued professional growth NOTE: For all undergraduate programs, students are al- following graduation. lowed no more than one grade of below “C” in any given The Department of Health, Physical Education, Recreation, major course. Earning more than one grade below “C” in a and Athletics offers the Bachelor of Arts and Master of Sci- major course will be considered as constituting a basis for ence degrees. denying retention in the undergraduate program.

302 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 HEALTH, PHYSICAL EDUCATION, RECREATION AND ATHLETICS

Major in Physical Education K-12 Certification for Clinical Classes the Bachelor of Arts Degree PEMA-344 Found. of PE in Sec./Mid. Schools...... 3 cr. Physical Education majors, upon successful completion PEMT-311 Coaching and Team Mgt...... 3 cr. of the program and graduation from Northeastern Illinois PEMT-341 Organization/Mgt. of PE Classes...... 3 cr. University, are entitled to Illinois State Teacher Certification, Total 50 cr. Type 10, grades K-12. The program includes the 32 credit **PEMT-305: Functional Human Anatomy is a prerequisite hour Education Professional Program (includes PEMT-201) for these courses. and 50 credit hour Physical Education Major. Students are encouraged to complete one of the minor program in Health Major in Health and Wellness for the Bachelor of Education. Arts Degree Health and Wellness majors choose from two tracks: Second- Unique to the Physical Education Major is the Block Program ary Health Education and Community Health and Wellness. which is taken during the Senior year. In the Block Program, The Secondary Health Education track prepares students for major courses are taken on campus during the morning hours. health education teaching positions in secondary schools The student will spend six weeks in an elementary school (grades 6-12). Students completing the Secondary Health for a minimum of 50 clinical hours, and six weeks in a high Education track and graduating from Northeastern Illinois school for a minimum of 50 clinical hours. Coaching an in- University are entitled to Illinois State Teacher Certification in terscholastic sport. NOTE: Students must be admitted into health education. The Community Health and Wellness track the College of Education no later than two semesters prior prepares students for professional positions in a variety of to the semester they wish to enter into the Clinical Block. health-related settings, including government, industry, the Additionally, students must have completed all professional non-profit sector, and health service delivery organizations. preparation (with the exception of SCED-305P) and major The Community Health and Wellness track is a non-teacher core coursework prior to entering into the Clinical Block. certification track. Required Courses: (82 cr. hr.) Students in both the Secondary Health Education track and Professional Preparation the Community Health and Wellness track complete the EDFN-305 Philosophical and Historical Health and Wellness core courses. In addition, Secondary Foundation of Public Education...... 3 cr. Health Education students complete the Secondary Health EDFN-306 Education and Individual Differences...... 3 cr. Education Professional Preparation courses, the Fall Clinical EDFN-307 Psychology of Instruction and Learning...... 3 cr. Experience courses, and Spring Student Teaching. Commu- ELED-311 School Curriculum...... 3 cr. nity Health and Wellness students complete the Community SCED-305P Secondary Student Teaching and Health and Wellness Professional Preparation Courses and Seminar in Physical Education...... 9 cr. the Internship. PEMT-201 Principles and Methods The Community Health and Wellness internship is comprised in Physical Education...... 3 cr. of a semester-long fieldwork experience with weekly as- HLED-305 Health Education in the signments. The field experience consists of a minimum of Secondary School...... 2 cr. 100 clock hours of work (typically unpaid) in a community READ-301 Teaching Reading in Junior health and wellness agency during the major’s final spring and Senior High School...... 3 cr. semester. Community Health and Wellness majors must PEMA-341 Fundamentals of PE for the be admitted to the College of Education in order to start Elementary School...... 3 cr. the internship fieldwork component. Moreover, it is highly Total 32 cr. recommended that Community Health and Wellness majors gain admission to the College of Education prior to applying Physical Education for the spring internship – this application process occurs PEMA-151 Fundamentals of Rhythms...... 3 cr. early in the fall semester that precedes the spring semester PEMA-203 Weight Training...... 2 cr. internship. PEMA-231 Individual and Dual Sports...... 3 cr. PEMA-276 Team Sports...... 3 cr. Required Courses: PEMT-202 Tests and Measurements in PE...... 3 cr. Health and Wellness Core (Required for Both Tracks) PEMT-203Y Lifelong Sports and Activities...... 3 cr. HLED-212 Consumer Health...... 3 cr. PEMT-206 Sport & PE in Contemp. Society...... 3 cr. HLED-303 Sex Education...... 3 cr. PEMT-293 Scientific Found. of Motor Learning...... 3 cr. HLED-307 Human Diseases...... 3 cr. PEMT-302** Kinesiology...... 3 cr. HLED-308 Prin. of Individual Health Practices...... 3 cr. PEMT-303 Adapted Physical Education...... 3 cr. HLED-309 Nutrition and Health...... 3 cr. PEMT-305 Functional Human Anatomy...... 4 cr. HLED-312 Current Health Concepts...... 3 cr. PEMT-306** Physiology of Exercise...... 3 cr. HLED-345 Drug Education...... 3 cr. PEMT-372 Adv. Educ. Curriculum Design...... 3 cr.

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PEMT-342A Aging, Death, and Dying...... 3 cr. Curriculum Development and Evaluation in Health PSYC-110 Life Span Development...... 3 cr. Education - Choose One Core Total 27 cr. HLED-305 Health Education in the Secondary School...... 2 cr. Track One: Secondary Health Education Professional Preparation: Health Education Content Component—one course from EDFN-305 Phil./Hist. Found. of Public Ed...... 3 cr. each of the following areas to total 10-14 credit hours: EDFN-306 Educ. and Individual Differences...... 3 cr. Required: One course from each of the following areas: EDFN-307 Psyc. of Instruction and Learning...... 3 cr. HLED-313 Assessment/Eval. in Health Educ...... 3 cr. Human Sexuality or Sex Education - choose one PEMT-372 Adv. Educ. Curriculum Design...... 3 cr. HLED-303 Sex Education...... 3 cr. READ-301 Teaching Reading in Jr./Sr. HS...... 3 cr. Drug/Chemical Use and Abuse SCED-301 Meth. of Teaching Sec. Level...... 3 cr. HLED-345 Pro-Seminar: Drug Education...... 3 cr. SPED (course to be approved by department)...... 3 cr. Elective: One course from at least two of the following areas Fall Clinical Experience: to equal 7-9 hours: HLED-304 Org./Admin. School Health Prog...... 3 cr. HLED-305 Health Educ. in Sec. School...... 3 cr. Mental/Emotional Health PEMT-2037 Field Exp.: School Health Educ...... 3 cr. PEMT-220 Introduction to Adventure Education...... 3 cr. Spring Student Teaching: PSYC-100 Survey of Psychology...... 3 cr. PEMT-342A Pro-Seminar: Aging, Dying and Death...... 3 cr. SCED-305K Stud. Teaching in Health Educ...... 9 cr. Track Total 41 cr. Environmental Health BIOL-104 The Changing Natural Environment...... 3 cr. Core + Track Total 68 cr. GES-307 Environmental Education Seminar...... 3 cr. Track Two: Community Health and Wellness Disease Prevention and Control Professional Preparation: HLED-307 Human Diseases...... 3 cr. EDFN-306 Educ. and Individual Differences...... 3 cr. Nutrition and Dietary Patterns HLED-103 Community Health...... 3 cr. HLED-309 Nutrition and Health...... 3 cr. HLED-107 Health for Effective Living...... 2 cr. Consumer Health Sources and Resources HLED-304 Org./Admin. School Health Prog...... 3 cr. HLED-212 Consumer Health...... 3 cr. HLED-305 Health Educ. in Sec. School...... 3 cr. PEMT-342D Pro-Seminar:Health Law...... 3 cr. HLED-313 Assessment/Eval. in Health Educ...... 3 cr. Safety and Injury Control HLED-314 Princ. Epidemiology in Hlth. Educ...... 3 cr. HLED-101 Cardiopulmonary Resuscitaion Internship: and First Aid...... 1 cr. PEMT-203Z Field Exp.: Comm. Health/Wellness...... 3 cr. HLED-111 Cardiopulmonary Resuscitation...... 1 cr. Track Total 22 cr. HLED-202 Safety Education...... 3 cr. Core + Track Total 49 cr. HLED-206 Standard First Aid Instructor...... 2 cr. HLED-342Q Legal Implications in Check with program advisor for the most current curriculum Physical Education...... 4 cr. guidelines as the program has undergone revision. Personal Health Practices UNDERGRADUATE MINORS HLED-107 Health for Effective Living...... 2 cr. Minor in Health Education (24 cr. hrs.) HLED-308 Principles of Individual Health Required Health Education Component—one course from Practices...... 3 cr. each of the following areas to total 10-14 credit hours: PEMT-342B Pro-Seminar: Women and Health Care...... 2 cr. Theories Concepts of Health HLED-312 Current Health Concepts...... 3 cr. Minor in Physical Education (30-31 cr. hrs.) Programs in School Health Required Courses: HLED-304 Organization and Administration PEMA-151 Fundamentals of Rhythms...... 3 cr. of the School Health Program...... 3 cr. PEMA-276 Team Sports...... 3 cr. Programs in Community Health PEMT-201 Principles and Methods in PE...... 3 cr. PEMT-202 Tests and Measurements in PE...... 3 cr. HLED-103 Community Health...... 3 cr. PEMT-293 Scientific Found. of Motor Learning...... 3 cr.

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PEMT-303 Adapted Physical Education...... 3 cr. Required Courses PEMT-305 Functional Human Anatomy...... 4 cr. EXSC-401 Exercise Physiology I Total 22 cr. EXSC-402 Exercise Physiology II One of the following: EXSC-403 Research Methods & Statistics HLED-107 Health for Effective Living...... 2 cr. EXSC-404 Exercise Testing & Prescription PEMA-203 Weight Training...... 2 cr. EXSC-405 Applied Nutrition for Health & Human PEMT-205 Nutrition, Wt. Control & Exercise...... 3 cr. Performance PEMT-361 Aerobics/Cardiovascular Fitness...... 2 cr. EXSC-414 Program Development & Management in Health Total 2-3 cr. Promotion EXSC-415 Exercise Management of Chronic Diseases and One of the following: Disabilities PEMA-231 Individual and Dual Sports...... 3 cr. EXSC-419 Psychology of Exercise & Health Behaviors PEMT-203Y Lifelong Sports and Activities...... 3 cr. Total 3 cr. Elective Courses EXSC-421 Motor Control & Learning One of the following: EXSC 416: Practices in Cardiac Rehabilitation PEMT-302* Kinesiology...... 3 cr. EXSC-425 : Exercise & Environmental Physiology PEMT-306* Physiology of Exercise...... 3 cr. EXSC-426: Growth, Maturation & Performance Total 3 cr. EXSC-430: Internship *PEMT-305: Functional Human Anatomy is a prerequisite EXSC-431: Independent Study/Research for these courses. EXSC-432: Thesis Research (6 credit hours) GRADUATE PROGRAM EXSC-433: Performance-Related Injury Management EXSC-434: Physiology of Aging & Physical Activity Master of Science in Exercise Science or other courses as approved by the EXSC advisor. Program Coordinator: C. Murray Ardies, Ph.D. Culminating Requirements for the Degree The mission of the Exercise Science Graduate Program is to promote fitness, wellness, and optimal human performance Thesis Option Students through teaching, research, and service in the exercise sci- In addition to satisfactorily completing the required con- ences. The M.S. in Exercise Science is a viable option for centration-specific coursework, thesis option students will professionals who are currently active in the health, wellness, be required to satisfactorily prepare a written presentation and fitness-related professions who wish to become more of their thesis research, and orally present and defend their effective in their career by gaining greater scientific insight thesis research prior to earning the degree. into current health, fitness, and performance-related issues Non-Thesis Option Students on concern to their students, athletes, patients, and clients. In addition to satisfactorily completing the required concen- The M.S. in Exercise Science degree provides training in the tration-specific coursework, non-thesis option students are various disciplines on the Exercise Sciences. Ten required required to satisfactorily complete written comprehensive courses for 30 credits provide the core of the degree. The examinations over critical areas of their coursework prior to remaining 6 credits can be taken either as a 6-credit thesis, earning the degree. a 3-credit internship plus 1 elective course, or as 2 elective courses. COURSE OFFERINGS Exercise Science Admission Requirements EXSC-401: Exercise Physiology I, 3 cr. The course provides NOTE: Applications for this program are accepted for instruction in the bioenergetics of human movement. Spe- FALL SEMESTER admission only. cifically, cellular metabolism and its neuroendocrine control, 1. Students must have a degree from an accredited under- at rest and in response to both acute and chronic exercise, graduate institution Students must fulfill requirements for will be discussed. Additionally, the processes and control admission to the Graduate College at NEIU. of transcription, protein synthesis, and protein degradation 2. Students must have a grade of B or better in: biology, will be covered. Prereq: EXSC graduate standing or instructor consent. chemistry, human anatomy, psychology, and exercise EXSC-402: Exercise Physiology II, 3 cr. The course provides physiology advanced instruction in the functioning of the respiratory, cardiovascular, and skeletal muscular systems at rest and dur- 3. Two letters of recommendation ing exercise. Specifically, the course will provide instruction 4. Please see: http://www.applyweb.com/public/account?/ in pulmonary ventilation, myocardial functioning, circulatory neiu for applications response, and skeletal muscle contraction, as well as neu- roendocrine control of these processes, at rest and during

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 305 HEALTH, PHYSICAL EDUCATION, RECREATION AND ATHLETICS exercise. Additionally, the exercise-specific application of EXSC-414: Program Development and Management in these physiological processes will be discussed in reference Health Promotion, 3 cr. The course provides instruction to strength/endurance exercise training adaptations, neuro- in the area of organizational development and management muscular fatigue, ergogenic aids (i.e., human performance in the health promotion field. Specifically, the procedures enhancement substances), gender-related performance for needs assessment, planning, implementation, resource differences, and youth exercise/performance. Prereq: EXSC identification/ allocation, marketing, and evaluation for health graduate standing and EXSC-401, or instructor consent. promotion programs will be discussed. Prereq: EXSC graduate EXSC-403: Introductory Research Methods and Statis- standing or consent of instructor. tical Analyses, 3 cr. The course provides an introduction EXSC-415: Exercise Management in Chronic Diseases to a number of basic research designs and the appropriate and Disabilities, 3 cr. The course expands on the exercise parametric and/or non-parametric statistical tests for the testing and prescription information covered in EXSC-404 analysis of data collected using these designs. Addition- to include special populations with chronic disease and/ ally, the students will be given an overview of the research or disabilities. The course provides a pathophysiological process, the various types of research, and the various overview of various cardiovascular, pulmonary, metabolic, avenues for research presentation. Prereq: EXSC graduate stand- immunological/hematological, orthopedic, neuromuscular, ing or instructor consent. cognitive, emotional, and sensory disorders. A major portion EXSC-404: Exercise Testing and Prescription, of the course deals with exercise management in people with 3 cr. The laboratory portion of the course provides instruction these diseases/disabilities and, in particular, instruction on the and experience in the performance of laboratory and field special exercise testing and prescription considerations for tests for the measurement of variables needed to evaluate these populations (e.g., abnormal exercise response potential, the health-related fitness components (i.e., cardiorespiratory exercise interaction with commonly prescribed medication, endurance, muscular strength/endurance, muscular flexibility, etc.). Prereq: EXSC graduate standing and EXSC-404, or instructor consent. and body composition). The lecture portion of the course EXSC-416: Practices in Cardiac Rehabilitation, focuses on the physiological rationale for these tests and 3 cr. The course provides the student with a concise and covers the procedures for utilizing the information collected comprehensive overview of the research and currently ac- in laboratory and field testing. Specifically, students will be cepted professional practice in the fields of heart disease instructed on the evaluation the health-related fitness status primary prevention and cardiac rehabilitation. Specifically, of tested individuals and on the prescription of exercise train- the epidemiology, pathophysiology, diagnosis, and treatment ing regimens for health-related fitness status alteration and of heart disease will be discussed. Included in these discus- physical performance enhancement. Prereq: EXSC graduate stand- sions will be the diagnostic and prognostic use of exercise ing, EXSC-402, EXSC-403, and current CPR certification, or instructor consent. testing in cardiac patients. Additionally, a significant portion EXSC-405: Applied Nutrition for Health and Performance, of the course will cover cardiovascular disease risk factor 3 cr. The course provides instruction in macronutrient re- modification and the rehabilitation cardiac patients, including quirements at rest and during exercise, energy balance for exercise prescription guidelines for this special population. body composition alteration or maintenance (i.e., obesity Prereq: EXSC graduate standing and EXSC-404, or instructor consent. prevention), fluid and electrolyte balance during exercise, EXSC-417: Human Sexuality , 3 cr. The course provides and the vitamin/mineral concerns associated with exercise instruction in the anatomical, physiological, developmental, and performance. Additionally, the course will consider the psychosocial, cultural, and health-related aspects of human preventative role of nutrition in various disease states including reproduction and sexuality. The primary goal of the course is cardiovascular disease, degenerative bone disease, and dia- to enhance student understanding and comfort with regard betes. Prereq: EXSC graduate standing and EXSC-401, or instructor consent. to these topics. Prereq: EXSC graduate standing or instructor consent. EXSC-413: Program Development and Management in EXSC-421: Motor Control and Learning, 3 cr. The course the Fitness Industry, 3 cr. The course provides instruction provides instruction in how humans control locomotion and in the area of organizational development and management how they learn/re-learn motor skills. Specifically, the course in the corporate, commercial, and institutional fitness indus- emphasizes the observable behavioral aspects of motor tries. Specifically, an overview and the underlying principles control/learning while detailing the neurophysiological and of operating fitness facilities, sales/marketing strategies, biomechanical processes that result in the aforementioned member/staff recruitment/management practices, program/ motor behaviors. Prereq: EXSC graduate standing, EXSC-403, or con- specialized program management, equipment purchase/ sent of instructor. maintenance, health/safety considerations, facility devel- EXSC-422: Biomechanics, 3 cr. The course provides in- opment/management, financial management, legal issues, struction in how the interaction between anatomy, physiology, and insurance considerations will be discussed. Prereq: EXSC and the laws of physics affect and control human movement graduate standing or consent of instructor. and performance. Specifically, the biomechanical aspects of work and energy, balance and movement control, force load and force production, and fatigue during exercise and performance will be discussed. Prereq: EXSC graduate standing, EXSC-402, EXSC-403, or consent of instructor.

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EXSC-423 Psychology of Exercise & Health Behaviors, EXSC-431: Independent Study/Research, 3 cr. The course 3 cr. The course provides instruction in the biopsychology affords students the opportunity to conduct an independent and applied psychology of exercise and health behaviors. experimental, descriptive, analytical, or qualitative research The neurological basis of learning as it is integrated into the project within the exercise sciences. The credit hours can learning of behaviors will be emphasized within the context also be used for faculty-monitored learning of advanced of individual characteristics, motivation, psychological inter- laboratory methodology not covered in the current cur- ventions, and social processes that influence exercise and riculum. Planning of the proposed research project or health behaviors. Prereq.: EXSC Graduate standing or consent of instructor. independent study must be supervised and approved by an EXSC-425: Exercise and Environmental Physiology, 3 EXSC faculty member prior to course enrollment approval. cr. The course provides instruction on how the human body Submission of a written report of the completed research functions in stressful environments, and how these envi- project or independent study will be required for all stu- ronments may alter human performance. Specifically, the dents. Prereq: EXSC graduate standing EXSC-403, and instructor consent. effect of heat/humidity, cold/windchill, depth, altitude, and EXSC-432: Thesis Research, 6 cr. For those students air pollution on the physiology of the resting and exercising selecting the Thesis Option for the Master of Science human body will be discussed. Prereq: EXSC graduate standing in Exercise Science degree, the course provides faculty and EXSC-402, or instructor consent. guidance in the areas of research question development, EXSC-426: Growth, Maturation, and Performance, 3 cr. research design, data analyses, data interpretation, written The course provides instruction on the biological growth and research presentation, and oral research presentation. Prereq: maturation processes, the effects of physical activity on child EXSC-403, M.S. in Exercise Science candidacy, and instructor consent. and adolescent growth, and the physical performance ability EXSC-433: Performance-Related Injury Management, variations seen throughout growth and maturation. Included 3 cr. The course provides instruction in the prevention and will discussions on the age-/gender-variations in growth and management of injuries related to human performance. The performance, the factors regulating/ influencing growth, topics discussed include an overview of the athletic train- maturation and performance, the chronic disease and injury ing profession, techniques for injury risk management, the risk factors in children, and other critical issues that must pathology of injury, various injury management skills (e.g., be considered when dealing with physical performance in psychosocial intervention, injury evaluation/emergency children and adolescents. Prereq: EXSC graduate standing, EXSC- care, therapeutic modalities, exercise rehabilitation, and 402, EXSC-405, and HPERA-EXSC-421, or instructor consent. pharmacology), and an overview of the evaluation, care, EXSC-427: Competitive Performance in the Disabled, 3 and rehabilitation of various specific performance-related cr. The course provides instruction on the history, current injuries. Prereq: EXSC graduate standing, EXSC-402, and EXSC-405, or status, and future directions of disability sport within our instructor consent. society. Specific discussions will include the psychosocial EXSC-434: Physiology of Aging and Physical Activity, 3 cr. and medical issues that must be considered when working The course provides instruction in the theories of the aging with the physically active disabled, and the existing sports, process and the age-related changes in the functioning of sport modifications, participation opportunities, and par- various physiological systems. Specifically, the age-related ticipation barriers for individuals with performance-altering changes in bioenergetics, work capacity/efficiency, cardio- impairments. Prereq: EXSC graduate standing or instructor consent. pulmonary function, muscular strength/endurance, motor EXSC-428: Female-Specific Performance Issues, 3 cr. The control, motor performance, and psychosocial functioning, course provides instruction on critical medical, physiologi- among other variables, are discussed. Additionally, the po- cal, psychosocial ,and behavioral issues for the physically tential role of physical activity and exercise in the alteration of active female from prepubescence through maturity. The these age-related changes, quality of life indices, functional female-specific topics to be discussed relative to exercise capacity, and productivity in the elderly will be presented. and performance include physiology, potential injury risks, Prereq: EXSC graduate standing and EXSC-402, or instructor consent. physical and hormonal variations, health issues, activity Health Education and aging, exercise training prescription, substance abuse, HLED-101 Cardiopulmonary Resuscitation and First Aid, 1 eating disorders, and the psychosocial attitudes towards cr. American Red Cross standard course in first aid and CPR. the athletic female. Prereq: EXSC graduate standing, EXSC-402 and HLED-103 Community Health, 3 cr. Purposes and principles HPERA-EXSC-405, or instructor consent. of a community health program; identification of major com- EXSC-430: Internship, 3 cr. The course provides students munity health problems; responsibilities of individual citizens the opportunity to gain practical exercise science (e.g., fit- and voluntary and governmental health agencies; planning ness, wellness, or human performance) career experience in for community health action. corporate, commercial, institutional, community, educational, HLED-212 Consumer Health, 3 cr. Prepares the student to rehabilitative or research settings. Prereq: EXSC graduate standing make wise choices in the selection of health products and and instructor consent. health services. Emphasis on proper utilization of the health care system and evaluation of products and services with

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 307 HEALTH, PHYSICAL EDUCATION, RECREATION AND ATHLETICS regard to cost and impact on physical and mental health. of the course to earn an American Red Cross Advanced Includes identification of reliable sources of health-related First Aid and Emergency Care Instructor’s Certificate.Prereq.: information, laws and agencies to protect the consumer. consent of instructor. HLED-301 Health Education in the Elementary HLED-312 Current Health Concepts, 3 cr. Advanced study School, 2 cr. Preparation for teachers of health education in and application of health sciences, human ecology health the elementary grades. Emphasis on curriculum, methods, conservation, and the quality of life which encourages the organization, and presentation of materials. attainment of optimal health. Emphasis upon the wholistic HLED-303 Sex Education, 3 cr. Emphasis upon human lifestyle. reproduction, family life, marriage, and parenting problems. HLED-313 Assessment and Evaluation in Health Educa- Instructional methods and materials for educators are tion, 3 cr. Prepares future health professionals in the methods presented. and procedures of health education assessment and evalua- HLED-304 The Organization and Administration of the tion. Included are methods for monitoring the implementation School Health Program, 3 cr. Organization of school health of health education programs, methods for assessing the programs and administrative policies related to school health impact and effectiveness of such programs, and methods services, school health instruction, and healthful school living. for developing valid and reliable health education measures. HLED-305 Health Education in the Secondary HLED-314 Principles of Epidemiology in Health Educa- School, 2 cr. Subject matter selection and organization for tion, 3 cr. Presents principles and practices related to the teaching purposes; correlation potential of health instruction cause, prevention, and control of disease. Emphasis is in school subjects, methods of presentation, educational placed on understanding the occurrence and distribution of principles in health. Emphasis upon the professional and disease, epidemiologic models, risk factors and relative risk legal responsibilities of the secondary teacher in the total for disease, incidence and prevalence rates, and descriptive school health program. and analytic epidemiological studies. Additional emphasis is HLED-306 Seminar in Trends and Issues in Sex Education, placed on the application of epidemiologic data to primary, 3 cr. A critical analysis of current trends and basic issues secondary, and tertiary prevention. of sex education with emphasis on selected independent HLED-345 Drug Education, 3 cr. The course covers the study. Prereq.: HLED-303 CNS functions and the neurophysiology of learned behav- HLED-307 Human Diseases, 3 cr. Nature, prevention, ior and drug addiction and the biological and social health control, and treatment of communicable, chronic, and de- consequences of drug use and abuse, Mechanisms of drug generative diseases, the general principles of resistance and actions and their physiological and toxic/biochemical effects causality of disease; man’s interaction with his environment are emphasized and how these responses interact to affect and total pattern of living as the primary source of disease. the health of the individual and society. Prior undergraduate HLED-308 Principles of Individual Health Practices, 3 cr. coursework in human biology, anatomy, and/or physiology Independent study of a health problem in depth. Arrange- is strongly recommended. ment of subject, research, and follow-up with instructor. Physical Education Major Activity Prereq.: consent of instructor. PEMA-151 Fundamentals of Rhythms, 3 cr. Includes basic HLED-309 Nutrition and Health, 3 cr. The course focuses axial and locomotor movements, spontaneous and planned on current concepts of nutrition and the integration of these interpretive response, knowledge of the aspects of rhythm, concepts into human health. Emphasis is on the practical designing of a rhythm instrument, dramatization, marching application of current nutritional information to the preven- patterns; rhythmic activities utilizing basic dance steps, and tion of heart disease, diabetes, cancer, osteoporosis, and beginning folk and square dance. Alzheimer’s through weight control, selection of foods, and PEMA-152 Judo and Self-Defense, 1 cr. Examination and exercise. Prior undergraduate coursework in human biol- practical application of judo and self-defense techniques. ogy, anatomy, and/or physiology is strongly recommended. Special emphasis on proper training methods, physical HLED-310 Advanced First Aid and Emergency Care, conditioning, teaching techniques, and rules and regula- 4 cr. Designed to develop the functional first aid capabilities tions in contests. required of policemen, firemen, emergency squad members, PEMA-161 Badminton, 1 cr. Introduction to basic skills: ambulance attendants, and others, who as a part of their clear shots, serves, drop shots, smashes, offensive and de- daily routine may be required to provide the initial emergency fensive strategies. Rules, singles and doubles; tournaments. care necessary to sustain life until the victim of an accident PEMA-162 Bowling, 1 cr. Theory and practice; rules, regu- or sudden illness is cared for by qualified medical personnel. lations, skill practice, tournament play and handicapping, HLED-311 Advanced First Aid Instructor, 1 cr. Preparation and coaching. for teaching the American Red Cross Advanced First Aid and PEMA-163 Golf, 1 cr. Instruction designed for beginning and Emergency Care course in the schools or community. Ap- experienced golfers in proper use of woods; long, middle, propriate for all students desiring to serve in the community. and short iron shots; putting, and specialty shots. Etiquette Students must be at least 21 years of age at the beginning and rules of golf; visitations to driving range and golf course.

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PEMA-165 Tennis, 1 cr. Instruction designed for the be- PEMA-253 Social Dance and Latin American Rhythms, ginning player with major emphasis on the serve, forehand/ 1 cr. Practice in basic patterns and routines of ballroom backhand ground strokes. Additional instruction with the lob, dances, developing a finer sense of rhythm, greater adept- volley, and overhead. Singles/doubles play and strategies. ness, comprehension, and opportunity to design routines. Rules, tennis etiquette, and tournaments. PEMA-265 Intermediate Tennis, 2 cr. Review of the forehand PEMA-166 Recreational Games, 1 cr. Choosing, teach- and backhand ground strokes, the flat serve, basic strategy, ing, and organizing informal recreational activities, including rules and etiquette. Introduction to intermediate skills such non-traditional, creative activities, sedentary, competitive as the volley, the lob, drop shots, passing shots, and the and cooperative play situations. overhead. Additional emphasis on topspin ground strokes, PEMA-171 Softball, 1 cr. Emphasis on basic softball skills, advanced singles and doubles strategies, and tournament team offensive and defensive strategies, rules, interpretations, play. Prereq.: PEMA-165 or consent of instructor. and umpiring mechanics with practical umpiring experience PEMA-271 Track and Field, 1 cr. Theory and practice: during games. terminology and fundamental skills of track and field events PEMA-172 Basketball, 1 cr. Review of skills with emphasis and cross-country, techniques of physical conditioning; on team drills and team play. Thorough coverage of rules safety measures. and mechanics of officiating. Practical use of officiating PEMA-272 Intermediate Volleyball, 2 cr. Review of basic techniques during games. Team tournaments as well as a fundamentals, introduction of intermediate skills and progres- one-on-one tournament. sions, officiating and tournaments, offensive and defensive PEMA-173 Volleyball, 1 cr. Basic instruction in power strategies. Prereq.: PEMA-173 or consent of instructor. volleyball skills; serving, passing, spiking. Offensive and PEMA-276 Team Sports, 3 cr. Theory, skill and practice in defensive team play, rules, strategies, and tournaments. common sports with emphasis on lead-up games and drills. PEMA-181 Advanced Swimming Techniques, Skill analysis, lessons and focused practice as well as team 1 cr. Instruction in the basic strokes and in elementary div- play tournaments and safety measures will be covered. ing front and back, safety skills in and near the water, and PEMA-280 Basic Skin Diving, 1 cr. Introduction of the activities to increase endurance and respond appropriately swimmer to underwater activity through the use of fins, mask, should injury occur. Prereq.: PESV-105 or consent of instructor. and snorkel. Prereq.: PESV-105 or consent of instructor. PEMA-201 Racquetball, 2 cr. Introduction to basic and PEMA-283 Water Aerobics 2 cr. Swimming is one of the advanced skills: serves, kill shots, passing shots, ceiling best physical activities for people of all ages. Vigorous water shots; use of back wall and corners; offensive and defensive activities can make a major contribution to the flexibility, strategies; singles, doubles, cutthroat play; tournaments. strength, and circulatory endurance of individuals. PEMA-203 Weight Training, 2 cr. Basic principles of weight PEMA-288 Flatwater Canoeing, 2 cr. Flatwater canoeing training and its effects on the body; proper lifting and train- is a skill acquisition and teaching methodology course which ing technique, individualized programs for general fitness or covers flatwater canoeing technique, safety, and technical athletics, isometrics, and safety procedures. knowledge. Prereq.: PESV-104 or consent of instructor. PEMA-204 Weight Training—Variable Resistance Method, PEMA-290 Kayaking and Decked Boat Paddling, 2 cr. Variable resistance of weight training with instruction 2 cr. Decked boat paddling is a skill acquisition and teach- on structure and function of variable resistance machines. ing methodology course which utilized kayaks and decked Training principles, safety procedures and techniques applied boats. Prereq.: PESV-105 or consent of instructor. to individualized basic workout. PEMA-301 Projects in Physical Education, 2 cr. Orga- PEMA-231 Individual and Dual Sports, 3cr. Analysis of nization and administration of special physical education sports skills used in common individual and dual activities. projects; athletic days, tournaments, fun-nites, supervisory Organization and sequencing of skills, practice sessions, duties and responsibilities. Prereq.: consent of instructor. lead-up activities and drills as well as rules, strategies, tour- PEMA-332 Yoga: Philosophy and Practice, 3 cr. Introduc- naments and safety concerns will be addressed. tion to the philosophy and practice of yoga. The philosophical PEMA-250 Judo and Self-Defense; Intermediate, view will be based on Patanjali’s yoga system. In addition, 1 cr. Practical application of various intermediate judo and proper breathing techniques, nutrition, positive thinking, relax- self-defense techniques, mat holds, escapes, and chokes. ation, concentration and stress management will be covered. Continued emphasis on proper training methods, physical PEMA-333 Yoga II, 3 cr. This course will emphasize ad- conditioning, teaching techniques, and rules and regulations vanced yoga philosophy and practices. In addition, advanced in contests. Prereq.: PEMA-152 or consent of instructor. breathing techniques, relaxation poses, concentration and PEMA-252 Folk, Round, and Square Dance, 1 cr. Devel- task performance functions of mind, physical health and opment of knowledge and skill in folk, national and square stress management will be emphasized. dances, experience in square dance calling, and methods of class organization and teaching.

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PEMA-341 Foundations of Physical Education for Elemen- modification on weight control. Additional topics will include tary Schools, 3 cr. Participation in warm-up and day’s order the effects of aging, sexual differences, and various physical activities, low organized and lead up games, tactics. Teaching activities on body composition and fitness. methods and materials; purchase and care of equipment; PEMT-206 Sport and Physical Education in Contemporary safety measures; progressions and skill practice. Program Society, 3 cr. Course investigates the functions and dys- planning in physical education for elementary schools; in- functions of physical education and sport as a social entity. cludes hours of clinical experience. Prereq.: consent of instructor. Examines the impact of physical education and sport on PEMA-344 Foundations of Physical Education for society and its institutions. Secondary and Middle Schools, 3 cr. Basic principles of PEMT-220 Introduction to Adventure Education, physical health through participatory activities with special 3 cr. The student will learn outdoor skills with practical emphasis upon theory, methodology, and materials; partici- knowledge, safety, and concern for the environment being pation in warm-up and day’s order activities, low-organized the main objective. In addition, the student will develop and lead- up games, tactics; purchase and care of equip- problem solving and critical thinking skills through a series ment; program planning in physical education for secondary of physically and mentally challenging tasks. A weekend schools. Includes hours of clinical experience; covers H.B. outdoor trip is required. 150. Prereq.: consent of instructor. PEMT-293 Scientific Foundations of Motor Learning, 3 cr. PEMA-350 Judo and Self-Defense: Advanced, The course introduces the student to the behavioral concepts 1 cr. Advanced judo and self-defense techniques, their related to learning motor skills and to the inferred underlying combinations, counters, defenses, and escapes. Learning processes that result in these behaviors. As a result, the various stages of the nage-no-kata, and the katame-no-kats. student will acquire a theoretical basis for developing effec- Prereq.: PEMA-250 or consent of instructor. tive motor skill teaching strategies. PEMA-381 Water Safety Instructor, 2 cr. Work leading to PEMT-302 Kinesiology, 3 cr. A systematic approach to the certification by the American Red Cross as a Water Safety analysis of the responses of the human organism to both Instructor; review of life saving, swimming strokes, diving internal and external forces. The human body as an instru- and stunts; emphasis on practical teaching experiences. ment for solving environmental challenges in movement will Prereq.: Lifeguard Certification. be investigated from both qualitative and quantitative per- PEMA-382 Scuba, 2 cr. Development of knowledge, skills spectives. Lecture and laboratory. Prereq.: PEMT-305 or equivalent. and attitudes necessary to participate safely in water activi- PEMT-303 Adapted Physical Education and Recreation, 3 ties using self-contained underwater breathing apparatus. cr. Examines the physical education and recreation program Prereq.: PESV-106 or consent of instructor. for the handicapped and other atypical populations; his- Physical Education Major Theory tory, scope, purpose, and development of these programs. PEMT-201 Principles and Methods in Physical Education, Field work and visits to various agencies included in these 3 cr. Principles, methods, aims, and objectives of physical programs. education; the place of physical education in the school cur- PEMT-305 Functional Human Anatomy, 4 cr. A gross study riculum; general and specific objectives; general techniques of all organ systems of the human body and their structural in teaching; principles of selecting content; progressions, relationships. A unique experiential approach to Anatomy building curricula to fit varying schools; lesson planning, including a “dry” lab with lifelike models. leadership, and squad organizations; co-operation with PEMT-306 Physiology of Exercise, 3 cr. The course pro- teachers, supervisors, and administrators. vides instruction in how the musculoskeletal, neuroendocrine, PEMT-202 Tests and Measurements in Physical Education, cardiovascular, and respiratory systems of the human body 3 cr. History of measurement in physical education; selection function to allow the performance of physical activity and and evaluation of available measures; statistical techniques exercise, and how these physiological systems respond commonly used in physical education; construction and uses to both acute and chronic exercise training. Lecture and of tests; administering the testing program; interpretation laboratory. Prereq.: PEMT-305 or equivalent. and application of results. Lecture and lab. PEMT-311 Coaching and Team Management— High PEMT-203 Field Experiences, 3 cr. Field work in health, School, 3 cr. Administration, theory, and practical study physical education, or recreation. Preparation of a paper on relating to the area of coaching and management of high the nature of the student’s work, objectives, and experiences. school teams; scouting and planning; special emphasis Prereq.: consent of instructor. given to methodology by means; includes hours of clinical PEMT-205 Nutrition, Weight Control and Exercise, 3 cr. experience. Principles of exercise and nutrition as they apply to fitness PEMT-321 Intramurals—High School, 3 cr. Administration, and weight control. Special emphasis is directed toward the theory, practice, aims, objectives, and methods of intramural management of these variables in influencing body composi- programs: students participate in setting up and conducting tion, lean body weight, growth, and physical performance. intramural events; includes 80 hours of clinical experience; A class experiment will help show the effects of behavior covers H.B. 150.

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PEMT-341 Organization and Management of Physical RECR-204 Leisure, Culture, and Society, 3 cr. The relation- Education Classes, 3 cr. Organizational techniques for the ef- ship of social structure to leisure; the impact of leisure on ficient use of physical education facilities with special emphasis values; recreation as a social and socializing leisure activity. upon management and methodology in instruction; attention Comparative studies of leisure, leisure values, and leisure is given to class control methods, safety, use, storage, and activities in different culture and sub-cultures. repair of equipment; student participation in various events RECR-302 Leisure Economics, 3 cr. Leisure phenomena throughout course; includes 80 hours of clinical experience. and the work ethic; the impact of leisure on the economy; PEMT-342 Pro-Seminar in Health, Physical Education, the economic significance of discretionary time, discretionary and Recreation, 3 cr. Intensive studies in contemporary income, and discretionary values. areas of health, physical education and recreation. Prereq.: RECR-304 Organization and Administration of Leisure consent of instructor. Programs, 3 cr. An examination of the organization and ad- PEMT-351 Independent Study in Physical Education, 1 ministration of recreation and leisure programs in public and cr. Special project of the student’s choosing relating to some private agencies. Included will be an emphasis on personnel, facet of physical education. Prereq.: consent of instructor. programs, evaluation, finance, and liability. PEMT-352 Independent Study in Physical Education, 2 cr. (See PEMT-351 for description.) PEMT-353 Independent Study in Physical Education, 3 cr. (See PEMT 351 for description.) PEMT-361 Aerobics and Cardiovascular Fitness, 2 cr. An analysis of the factors and exercises essential to cardio- vascular fitness. Emphasis upon the development of a LITERACY EDUCATION personal aerobics exercise program. Joyce H. Jennings, Ed.D., Professor, Chair PEMT-372 Adventure Education Curriculum Design: An Louise Bohr, Ph.D., Professor Interdisciplinary Application, 3 cr. Course will focus on how to integrate an interdisciplinary adventure-based program Christina Madda, Ph.D., Assistant Professor into traditional school curricula. The following topics will be April Nauman, Ph.D., Associate Professor investigated: Philosophical knowledge of adventure educa- Janet L. Pariza, Ed.D., Associate Professor tion, liability and safety in program design, and developing Janalyn Meehan Rogus, Ph.D., Associate Professor interdisciplinary education units. JoAnne Vazzano, Ph.D., Associate Professor PEMT-373 Outdoor Leadership Skills in Adventure MASTER OF ARTS in LITERACY EDUCATION Education, 3 cr. Leadership skills focuses upon theories, The Department of Literacy Education offers three strands techniques, and styles necessary for successful outdoor of graduate work leading to adventure leaders and the development of those skills on an individual basis. Type 10 Reading Specialist/Literacy Coach Certification, Reading Teacher Endorsement for Elementary Grades, or Physical Education Service Reading Teacher Endorsement for Secondary Grades, all PESV-104 Beginning Swimming, 1 cr. For non swimmers designed to meet the urgent need for informed and trained or beginners; development of skills in elementary strokes, instructional leaders in literacy education. The specific diving and safety. objectives of the programs are: to increase candidates’ PESV-105 Intermediate Swimming, 1 cr. Review of el- knowledge of the nature and score of literacy processes; to ementary strokes; development of skills in advanced strokes, advance professional growth in the teaching of literacy; to diving and safety. Prereq.: PESV-104 or consent of instructor. provide specialized training in assessment and intervention PESV-127 Latin-American Dance, 1 cr. Latin- American for students who struggle with reading and writing; to prepare dance skills; choreographic development of dance routines; candidates for leadership in literacy instructional planning, historical and cultural aspects of Latin-American social curriculum development, and professional support. Please dances. visit the Department of Literacy Education website at www. Recreation Management neiu.edu/~readdept for further information. RECR-201 Principles and Practices of Recreation and Requirements for Admission to the Program: Leisure, 3 cr. Development of the recreation movement rela- tive to leisure time. Emphasis on the principles and practices For students admitted to graduate programs after Fall 1997, relative to a recreation and leisure program. all graduate credits must be at the 400 level or above. RECR-202 Camping and Outdoor Recreation, 3 cr. Present Students must meet the requirement for admission to the status, purposes, and organization administration of outdoor Graduate College. recreation programs for public, voluntary, and commercial Additional Requirements for Admission to the Graduate agencies. Organization and administration of camps; program Program in Literacy Education planning and staffing; health and safety.

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For admission to the Graduate Program in Literacy Education (Prerequisites for Literacy Specialists: 501, 502, 504, and leading to Reading Teacher Endorsement at the Elementary 505 or 506) or Secondary Level, candidates must provide evidence of: *Requires departmental approval • A current Illinois teaching certificate, Type 03, 04, 09, *Benchmark Evaluation prior to LTCY 507 or 10 Candidates must be authorized to register for LTCY507 • Successful completion of a course in educational Must have: psychology • Must have completed LTCY 501, LTCY 502, LTCY 504 and either LTCY 505 or LTCY 506 • A minimum grade point average of 2.75 in under- graduate work with a minimum grade point average • Minimum GPA of 3.25 of 3.0 in the education major coursework • Must declare whether candidate for endorsement or • Successful completion of the Illinois Certification reading specialist Testing System Test of Basic Skills • Must have completed key assessments from LTCY • Submission of a written essay focused on professional 503 and LTCY 504 submitted on LiveText® with experiences and goals minimum scores of 80% In addition, candidates for admission to the Master of Arts • Must have two faculty evaluations of professional Degree in Literacy Education leading to a Reading Specialist/ dispositions Literacy Coaching Type 10 Certification must present evidence • Must have submitted one self evaluation of profes- of a minimum of one year full-time teaching experience as sional dispositions the teacher of record. The Illinois State Board of Education Capstone Courses: requires a minim of two year’s teaching experience as teacher LTCY 508 Practicum in Literacy Assessment and of record to qualify for Reading Specialist Type 10 certification. Intervention: Elementary Level...... 3 cr. Expectations Prerequisite: LTCY 507 Must submit Professional Experience Form All students participating in courses offered by the Department Must be authorized to register of Literacy Education are expected to adhere to the standards LTCY 510 Practicum in Literacy Assessment and Interven- for academic conduct described in the Northeastern Illinois tion: Secondary Level...... 3 cr. University Academic Catalog as well as the Northeastern Prerequisite: LTCY 507 Illinois University Student Handbook. Must submit Professional Experience Form Must be authorized to register Candidates for the Reading Specialist/Literacy Coach LTCY 511 Research Seminar in Literacy...... 3 cr. certification and for Reading Teacher Endorsements are Prerequisite: LTCY 501 and LTCY 507 further expected to adhere to the behaviors described in LTCY 512 Leadership in Literacy Instruction...... 3 cr. the Ethics Statement published by the International Read- Prerequisite: LTCY 507 ing Association. Candidates select one of the following courses as an elective: Requirements for the Master of Arts Degree in Literacy LTCY 513 Literacy Instruction in Middle Grades...... 3 cr. Education leading to the Reading Specialist/Literacy Coach LTCY 514 Literacy Instruction for Culturally and Type 10 Certification Program. Linguistically Diverse Students...... 3 cr. The Reading Specialist/Literacy Coaching Program OR consists of the following requirements: LTCY 515 Technology Integration in Literacy LTCY 501 Literacy Instruction in Instruction...... 3 cr. Elementary Grades...... 3 cr. Total 33 cr. LTCY 502 Literacy Instruction in Content Areas in Final Evaluation for Reading Specialist/Literacy Coaching Middle and High Schools...... 3 cr. Program LTCY 503 Foundations of Literacy Education...... 3 cr. Students register for final evaluation in the semester before LTCY 504 Literature for Instruction in a they plan to graduate Diverse Society...... 3 cr. The Final Evaluation for the Master of Arts Degree in Candidates select one of the following writing courses: Literacy Education includes: LTCY 505 Writing Instruction as Related to Reading in Elementary Schools...... 3 cr. • Minimum grade point average of 3.0 OR • Two Self Evaluations of Professional Dispositions LTCY 506 Writing Instruction as Related to Reading available on LiveText®. One Self Evaluation is submit- in Middle and High Schools...... 3 cr. ted as a Benchmark requirement for authorization to LTCY 503 Assessment of Literacy and Planning for register for LTCY 507; the second is submitted upon Intervention for Struggling Readers completion of the program. and Writers...... 3 cr.

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• Two Faculty Evaluations of Professional Dispositions LTCY 508 Practicum in Literacy Assessment and from the Benchmark requirements for LTCY 507 and Intervention: Elementary Level...... 3 cr. one Faculty Evaluation of Professional Dispositions Prerequisite: LTCY 507 from the Supervisor of the Clinical Practicum. Must submit Professional Experience Form Must be authorized to register • Submission of the Reading Specialist/Literacy Coach- LTCY 509 Practicum in Literacy Assessment and Interven- ing Program Survey. tion: Middle Level...... 3 cr. • Successful completion of the Reading Specialist Prerequisite: LTCY 507 Test and the Assessment of Professional Teaching Must submit Professional Experience Form Test, K-12, administered by the Illinois Certification Must be authorized to register Testing System. Candidates must provide copies of LTCY 512 Leadership in Literacy Instruction...... 3 cr. the results of these tests to the department. Total 24 cr. • Cumulative Final Evaluation • Candidates admitted after Summer 2012 are required Final Evaluation for Reading Teacher Endorsement Program: to submit key assessments from LTCY 503, LTCY Elementary Level 504. LTCY 507, LTCY 508, LTCY 510, LTCY 511, and Students register for final evaluation in the semester before LTCY 512 on LiveText® with minimum scores of 80%. they plan to complete the program Candidates admitted prior to Fall 2012 may submit The Final Evaluation for the Reading Teacher electronic portfolios using the template designed to Endorsement Program: Elementary Level includes: address the Standards for Reading Professionals • Minimum grade point average of 3.0 established by the International Reading Association • Two Self Evaluations of Professional Dispositions or they may elect to submit the key assessments from available on LiveText®. One Self Evaluation is submit- the three capstone courses to a portfolio available ted as a Benchmark requirement for authorization to on LiveText®. Both forms of Final Evaluation must register for LTCY 507; the second is submitted upon be submitted on LiveText®. completion of the program Requirements for the Reading Teacher Endorsement • Two Faculty Evaluations of Professional Dispositions Program: Elementary Level from the Benchmark requirements for LTCY 507 and LTCY 501 Literacy Instruction in one Faculty Evaluation of Professional Dispositions Elementary Grades...... 3 cr. from the Supervisor of the Clinical Practicum. LTCY 513 Literacy Instruction in Middle Grades...... 3 cr. • Submission of the Reading Teacher Endorsement LTCY 504 Literature for Instruction in a Program Survey Diverse Society...... 3 cr. • Successful completion of the Reading Teacher Test LTCY 505 Writing Instruction as Related to Reading #178 and the Assessment of Professional Teaching in Elementary Schools...... 3 cr. Test, K-9 administered by the Illinois Certification LTCY 505 Assessment of Literacy and Planning for Testing System. Candidates must provide copies of Intervention for Struggling Readers the results of these tests to the department. and Writers...... 3 cr. (Prerequisites for Elementary Reading Endorsement: 501, • Cumulative Final Evaluation 502, 504, and 505) Candidates are required to submit key assessments from *Requires departmental approval LTCY 504, LTCY 507, LTCY 508, LTCY 509, and LTCY 512 • Candidates must be authorized to register for on LiveText® with minimum scores of 80%. LTCY507. Must have: Requirements for the Reading Teacher Endorsement • Must have completed LTCY 501, LTCY 513, LTCY Program: Secondary Level 504 and LTCY 506 LTCY 502 Literacy Instruction in • Must have a minimum GPA of 3.25 Secondary Grades...... 3 cr. • Must declare whether candidate for endorsement or LTCY 513 Literacy Instruction in Middle Grades...... 3 cr. reading specialist LTCY 504 Literature for Instruction in a • Must have completed key assessment from LTCY Diverse Society...... 3 cr. 504 submitted to LiveText® with a minimum score LTCY 506 Writing Instruction as Related to Reading in of 80% Middle and High Schools...... 3 cr. LTCY 507 Assessment of Literacy and Planning for • Must have two faculty evaluations of professional Intervention for Struggling Readers dispositions and Writers...... 3 cr. • Must have submitted one self evaluation of profes- (Prerequisites for Elementary Reading Endorsement: 501, sional dispositions 502, 504, and 505)

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*Requires departmental approval Candidates are required to submit key assessments from *Benchmark Evaluation prior to LTCY 507 LTCY 504, LTCY 507, LTCY 509, LTCY 510, and LTCY 512 on LiveText® with minimum scores of 80%. • Candidates must be authorized to register for LTCY507. Must have: COURSE OFFERINGS LTCY- 301 Literacy Instruction in Middle and Senior High • Must have completed LTCY 502, LTCY 513, LTCY Schools, 3 cr. EDesigned to explore pedagogy and issues 504 and LTCY 506 involved in teaching literacy at the middle and senior high • Minimum GPA of 3.25 school levels. Emphasis is on developing instructional strat- • Must declare candidacy for Reading Teacher Endorse- egies to support reading and writing in the content areas. ment or Reading Specialist/Literacy Coach programs. Includes assessment of reading and writing, understanding • Must have completed key assessment from LTCY the relationships between literacy and learning in content 504 submitted on LiveText® with a minimum score areas, and instructional practices to support comprehension of 80%. of materials. Prerequisite: Junior standing. • Must have two faculty evaluations of professional LTCY-311 Fundamentals of Literacy Instruction in El- dispositions ementary Schools, 3 cr. Designed to introduce the teaching of reading and writing, including its nature, objectives, pro- • Must have submitted one self evaluation of profes- grams, materials, and organizational patterns. Development sional dispositions and assessment of reading, provision for literacy growth among all learners, and supporting literacy in content areas LTCY 509 Practicum in Literacy Assessment and are also included. Prereq.: junior standing. Intervention: Middle Level...... 3 cr. LTCY-402 Issues in Literacy Instruction in Elementary Prerequisite: LTCY 507 Grades, 3 cr. DDesigned to address selected issues in Must submit Professional Experience Form Must be authorized to register literacy instruction related to pedagogy, assessment, kinds LTCY 510 Practicum in Literacy Assessment and of literacy programs, and innovations and trends of literacy Intervention: Secondary Level...... 3 cr. instruction. Includes topics of leveling, literacy in content Prerequisite: LTCY 507 areas, and needs of diverse groups of learners. Must submit Professional Experience Form LTCY-440 Literacy for Middle School Professionals, 3 cr Must be authorized to register Designed to provide an understanding of the philosophy, LTCY 512 Leadership in Literacy Instruction...... 3 cr. structure, content areas, and students in a middle schools Total 24 cr. setting. Addresses the issues, research and instructional Final Evaluation for Reading Teacher Endorsement Program: practices associated with fostering mature reading and Secondary Level writing with middle school students. Students register for final evaluation in the semester before LTCY-501 Literacy Instruction in Elementary Grades, 3 cr. they plan to complete the program. The Final Evaluation Designed to help candidates understand the components for the Reading Teacher Endorsement Program: Secondary that comprise a balanced, comprehensive approach to the Level includes: development of literacy. Includes reading acquisition and early literacy as well as the continued development of literacy • Minimum grade point average of 3.0 learning in a diverse society through the elementary grades. • Two Self Evaluations of Professional Dispositions Addresses advanced methods and the use of materials, available on LiveText®. One Self Evaluation is submit- including traditional print and digital media. Prerequisite: ted as a Benchmark requirement for authorization to Admission to a program in Literacy Education. register for LTCY 507; the second is submitted upon READ-404 Clinical Practicum in Reading, 3 cr. Pro- completion of the program. vides clinical experience in diagnosis and remediation • Two Faculty Evaluations of Professional Dispositions of reading disability cases. Students diagnose and give from the Benchmark requirements for LTCY 507 and remedial reading treatments to disabled individuals and one Faculty Evaluation of Professional Dispositions small groups. Prereq.: Background check, Sequence II, degree candidacy from the Supervisor of the Clinical Practicum. and program authorization. • Submission of the Reading Teacher Endorsement LTCY-502 Literacy Instruction in Content Areas in Middle Program Survey and High Schools, 3 cr. Designed to help candidates • Successful completion of the Reading Teacher Test understand the components of advanced literacy develop- #178 and the Assessment of Professional Teaching ment. Emphasizes instructional approaches to foster literacy Test, 6-12, administered by the Illinois Certification development in middle and high school levels in a diverse Testing System. Candidates must provide copies of society, with a focus on literacy in the content areas. Includes the results of these tests to the department. advanced methods and the use of materials from traditional • Cumulative Final Evaluation print as well as digital media. Addresses the development of

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specialize vocabulary needed in content areas. Prereq.: SAdmis- dents. Candidates also engage in collegial coaching. Includes sion to a program in Literacy Education. a reflective seminar.Prereq.: LTCY 507. Requires departmental authorization. LTCY-503 Theory and Research in Literacy, 3 cr. GDe- LTCY-510 Practicum in Literacy Assessment and Interven- signed to guide candidates in an exploration of the historically tion: Secondary Level, 3 cr. Designed to provide supervised shared knowledge of the literacy education profession and clinical experience in assessing the literacy needs of students changes over time in the perceptions of reading and writ- in grades 6-12 who are struggling in reading and writing. ing development, processes, and components. Candidates Includes the development and implementation of plans for develop an understanding of major theories and empirical intervention as well as progress monitoring. Candidates research that describe the cognitive, linguistic, motivational, work with individual students as well as collaboratively with and sociocultural foundations of reading and writing develop- small groups of students. Candidates also engage in collegial ment, processes, and components. Prereq.: : LTCY 501, LTCY 502. coaching. Includes a reflective seminar.Prereq.: LTCY 507; requires LTCY-504 Literature for Instruction in a Diverse Society, departmental authorization. 3 cr. ADesigned to provide candidates with instructional LTCY-511 Research Seminar in Literacy, 3 cr. Designed approaches to use authentic literature as the foundation for to guide candidates through the collection and multi-phase literacy instruction. Addresses the use of multicultural literature analysis of assessment data to examine the effectiveness to meet the needs of a diverse student population. Prereq.: Two of specific, evidence-based intervention practices designed of the following courses: LTCY 501, LTCY 502, LTCY 513. to meet the literacy needs of diverse student populations LTCY-505 Writing Instruction as Related to Reading in through the students’ responses to instruction. Prereq.: LTCY Elementary Schools, 3 cr. TDesigned to provide candidates 501 and LTCY 507. with instructional approaches to integrate reading and writ- LTCY-512 Leadership in Literacy Instruction, 3 cr. Designed ing instruction effectively in kindergarten through grade 5. to support candidates in design, facilitation, leadership, and Prereq.: LTCY 501. evaluation of effective and differentiated literacy curricula LTCY-506 Writing Instruction as Related to Reading in and literate environments for diverse students, teachers, Middle and High Schools, 3 cr. Designed to provide candi- and schools, as well as professional development programs dates with instructional approaches to integrate reading and grounded in foundational knowledge of adult learning theories writing instruction effectively in middle- and secondary-level and related research about organizational change, profes- classrooms. Emphasizes the diverse structures and genres sional development, and school culture. Prereq.: LTCY 507. of writing in the content areas. Prereq.: LTCY 502 or LTCY 513. LTCY-513 Literacy Instruction in Middle Grades, 3 cr. LTCY-507 Assessment of Literacy and Planning for Interven- Designed to address the components of advanced literacy tion for Struggling Readers and Writers, 3 cr. Designed to development, with a focus on the specific needs of early guide candidates in the analysis and evaluation of assessment adolescents. Emphasizes instructional approaches to foster instruments used in assessing literacy. Includes the use of as- literacy development in middle school levels in a diverse so- sessment for multiple purposes, particularly in using results to ciety, with a focus on literacy in the content areas. Advanced plan instruction for diverse groups of students. Emphasizes methods and the use of materials from traditional print as the use of assessment to diagnose the needs of students well as digital media. Includes the development of special- struggling in reading and writing and planning for interventional ized vocabulary needed in content areas. Prereq.: Admission to instruction. Prereq.: LTCY 504 and either LTCY 505 or LTCY 506. Requires a Literacy Education program. department authorization. LTCY-514 Literacy Instruction for Culturally and Linguisti- LTCY-508 Practicum in Literacy Assessment and In- cally Diverse Learners, 3 cr. Designed to develop coaching tervention: Elementary Level, 3 cr. Designed to provide and leadership strategies to support teachers in providing supervised clinical experience in assessing the literacy needs effective differentiated instruction and instructional materi- of students in grades K-5 who are struggling in reading and als, including traditional print, digital, and online resources writing. Includes the development and implementation of that capitalize on diversity. Includes techniques for engag- plans for intervention as well as progress monitoring. Candi- ing the school community in conversations about research dates work with individual students as well as collaboratively on diversity and how diversity impacts reading and writing with small groups of students. Candidates also engage in development. Prereq.: One of the following courses or an equivalent: LTCY collegial coaching. Includes a reflective seminar. Prereq.: LTCY 501, LTCY 502, LTCY 513. 507. Requires departmental authorization. LTCY-515 Technology Integration in Literacy Instruction, LTCY-509 Practicum in Literacy Assessment and Interven- 3 cr. PDesigned to guide participants in an in-depth analysis tion: Middle Level, 3 cr. PDesigned to provide supervised of the integration of technology and digital media with literacy clinical experience in assessing the literacy needs of students in instruction. Includes software selection, evaluation and usage grades 6-8 who are struggling in reading and writing. Includes for components of a balanced approach to literacy instruc- the development and implementation of plans for intervention tion in a diverse society. Addresses assistive technology, as as well as progress monitoring. Candidates work with individual well as the use of technology for literacy assessment. Prereq: students as well as collaboratively with small groups of stu- One of the following courses or an equivalent: LTCY 501, LTCY 502, LTCY 513.

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LTCY-516 Advanced Practicum in Literacy Education, 3 UNDERGRADUATE PROGRAM cr. Designed to provide candidates opportunities to explore Major in Special Education for the Bachelor of innovative diagnostic, interventional, and instructional lead- Arts Degree ership or support practices in a clinical or on-site setting. The major in Special Education is designed to meet state Includes in-depth study of specific issues related to literacy teacher certification requirements by training students to learning, assessment, or literacy instructional support. be knowledgeable and skilled regarding the education of LTCY 521/522/523 Independent Study in Literacy Edu- all school aged children and adolescents with disabilities. cation, 1-3 cr. Candidates who have interests in specific The program consists of a 49 credit hour major plus a 21 literacy topics may be invited by individual faculty members credit hour cognate (in lieu of a minor). Majors are selected to conduct independent studies. These topics may be related during October to begin studies during the following Spring to areas of faculty research or they may be original research semester. Majors progress through the program as a cohort. by candidates. Candidates must collaborate with faculty Most coursework is offered during daytime hours. supervisors to develop proposals to submit for departmental approval. Credit for independent studies is awarded commen- Requirements for the Degree: surate with the scope of the proposal and the commitment The program is divided into three levels. Progress through required of faculty members for supervision. each level is contingent upon the successful completion of both prescribed coursework and program benchmarks. Coursework

Level 1

Fall I (may be completed prior to acceptance to major) SPECIAL EDUCATION EDFN 306: Education and Individual Differences Sandra Beyda-Lorie, Ph.D., Professor, Chair Spring I Kathleen Brown, Ph.D., Assistant Professor EDFN 307 Psychology of Instruction and Learning Phyllis L. Le Dosquet, Ph.D., Associate Professor ELED 311 Public School Curriculum Michele Kane, Ed.D., Associate Professor SPED 371WI Foundations of Special Education Effie Kritikos, Ph.D., Professor SPED 372 Development & Characteristics of Children and Mark Melton, Ed.D., Associate Professor Youth w/Disabilities I: Gerardo Moreno, Ph.D., Associate Professor Level 2 Mickie Wong-Lo, Ph.D., Assistant Professor Fall II David Yasutake, Ph.D., Professor SPED 373 Teaching Learners w/ Special Needs I The Department of Special Education, located in an urban SPED 374 Clinical Experience setting and with a diverse student population is unique SPED 375 Development and Characteristics of Children because of its accessibility for non-traditional students. and Youth w/Disabilities II: Lower Incidence Our learning community is diverse in age, experience, and SPED 380 Assessment of Exceptional Individuals and expertise, while we seek to expand our diversity in terms of Diverse Populations (4 cr. hrs.) ethnicity, socio-economic status and gender. Our teacher Spring II candidates are committed to improving the lives of individu- SPED 376 Teaching Learners with Special Needs II als with special needs and their families. We serve under- SPED 377 Clinical Experiences II graduate and graduate pre-service and in-service teachers SPED 379 Managing Behaviors in the Classroom pursuing advancement within the field from the Chicago SPED 395 Technology Applications in Special Education metropolitan area. Summer II The Department of Special Education at Northeastern Illi- SPED 323 Consultation and Collaboration in nois University prepares reflective professionals who aim to Special Education transform the lives of individuals with exceptionality. SPED 378 Alternative Curriculum and Methods The William Itkin Children’s Service Center located within Fall III the special education department is designed to provide ELED-302 Methods of Teaching Language Arts assessment and remediation of learning and behavior ELED 310 Methods of Teaching Mathematics problems in school-age students and to provide training to And one of the following: graduate students. ELED-306B Methods of Teaching Reading Detailed information on all of our programs can be found on Or our website at www.neiu.edu/~specedu READ-311 Fundamentals of Reading Instruction Or READ-301 Teaching Reading in the Jr/HS

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Cognate Elective: Exit Requirements One of the following: Successful completion of Levels one through three. ELED 304 Methods of Teaching Social Studies ELED 305 Methods of Teaching Science GENERAL EDUCATION SCED 303H Methods of Teaching History secondary school In addition to the successful completion of the Special Educa- SCED 303R Materials and Methods for Teaching High tion major and cognate, students must complete the general School Science education requirements. Transfer students should meet with SPED 381 Student Teaching (12 cr. hrs.) an advisor before registering for general education courses. Level 3 Students must complete NEIU General Education Program. Spring III Additional Admission Requirements for Major: SPED 381: Student Teaching (12 cr. hrs.) ENGL-101 Writing I...... 3 cr. Undergraduate Special Education Program (must receive a grade of ”C“ or higher) Benchmarks ENGL-102 Writing II...... 3 cr. Students must complete all benchmarks for each level before (must receive a grade of ”C“ or higher) allowed to progress to the next level. CMTC-101 Foundations of Communications or Level 1 CMTC-202 Voice and Diction...... 3 cr. Successful completion of all coursework at this level and (must receive a grade of “C” or better) A) Minimum overall GPA of 2.75 Mathematics College level math course...... 3 cr. B) No more than two grades of “C” or less in professional (must receive a grade of “C” or better) sequence coursework (see Program Maintenance Cri- teria) Minimum credit hours for degree: 120 credit hours. C) Acceptable or above ratings on all key program assess- Special Requirements ments and associated professional standards Admission to the Program Major D) Acceptable or above ratings on all diversity proficiencies Prospective students apply for admission during Fall semes- and technology proficiencies ter and must be fully admitted to the University at that time. E) Acceptable or above evaluations of dispositions and Minimum admission requirements include: professional behaviors 1) Minimum GPA of 2.75 based on all undergraduate work. F) Professional sequence course retaken once if grade lower New students must have successfully completed 12 than “C” and if approved by department (see Program credit hours at NEIU with a 2.75 or greater GPA if their Maintenance Criteria) previous work falls below 2.75. G) Admission to the College of Education 2) Passing score on the Illinois Test of Basic Skills. H) Meeting all expectations and requirements set forth by 3) A spontaneous writing sample and/or interview required the Clinical Experience and Student Teaching (CEST) at the discretion of the Department. Office 4) A minimum of 20 hours working, volunteering or observ- Level 2 ing students with disabilities. Documentation must be Successful completion of all coursework at this level, all of on agency letterhead the Level 1 criteria plus: Within one semester of admission, students must be admit- A) Passing score on the Learning Behavior Specialist (LBS) ted to the College of Education. See College of Education I state exam (#155) admission requirements in that section of the catalog. No B) Ability to meet standard for acceptable professional more than two grades of “C” or less in professional sequence writing coursework is allowed. A grade of “D” in any required Special Level 3 Education course will not be accepted toward the Special Education major. The student may repeat a “D” course once, Successful completion of all coursework at this level, all of dependent on departmental review (see program maintenance the Level 1 and 2 criteria plus: criteria). If a student fails to get a “C” or better, the student A) Grade of “B” or above in student teaching will be dropped as a Special Education major. B) Completion of acceptable program portfolio All students must maintain a 2.75 GPA. To be entitled for C) Candidates must pass the Special Education General certification a student must earn a grade of “B” or better Curriculum state examination (# 163) for certification in Student Teaching. A 2.75 cumulative G.P.A. is required D) Candidates must pass the Assessment of Professional for graduation. Teaching (APT) K-12 (#104) for certification

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Program Maintenance Criteria GRADUATE PROGRAMS Students must maintain a minimum 2.75 grade point average Master of Arts in Special Education every semester. Should the candidate’s GPA fall below 2.75 There are three graduate programs in Special Education; in any semester or the cumulative GPA falls below 2.75, the 1) the Master of Arts in Special Education, 2) the Master student is allowed one semester to raise the GPA back to of Arts in Gifted Education and 3) the Master of Science in 2.75 or will be dismissed from the program. Special Education (LBS II). Education courses completed with a grade less than a “C” There are two sequences leading to the Master of Arts in must be repeated and the candidate must earn a grade of Special Education: Initial Certification (LBS I), and Early “C” or above. Education courses refers to any NEIU courses Childhood Special Education (ECH SPED). These graduate with the following prefixes: EDFN, SPED, ELED, SCED, sequences provide students with advanced study designed BLBC, or READ. to develop knowledge and skills both in special education The candidate must obtain permission from the department’s and their selected sequence. See below for information on Professional Standards Committee to retake the education the requirements for Initial Certification. course for which a grade lower than “C” was earned. The graduate of a Master’s program sequence will be able No more than two grades of “C” are acceptable in professional to 1) design and implement programs for exceptional indi- sequence courses (i.e., any course required for the special viduals; 2) advise and consult with others on the needs of education major). If the student earns more than two grades exceptional individuals; and 3) analyze and conduct research of “C” in professional sequences courses, the student must in the field of special education. re-take those courses, no more than once, until grades of “B” There is also a Focus Program in Special Education for certi- or better are earned, or leave the program. The candidate fied teachers only. This program leads to LBS I certification must obtain permission from the department’s Professional without a Masters degree. Standards Committee in order to retake these professional sequence courses. Requirements for Admission to Both Master of Arts Degree Programs: Students may only repeat a course one time. Students must fulfill the requirements for admission to the All coursework including the removal of incompletes must Graduate College. take place prior to student teaching. All applicants are required to have two letters of recommenda- Any course that has been repeated with a final (second) tion submitted in support of their applications. These letters grade of “C,” may not be repeated again. should be addressed directly to the Dean of the Graduate Students must maintain acceptable ratings on all key program College. The recommendations should be made by persons assessments in order to progress without interruption through who have had a supervisory relationship with the applicant their program. Students who do not meet an acceptable or in a teaching situation. For applicants with little or no prior above rating on any key program assessment must obtain teaching experience, letters will be accepted from student permission from the Program Facilitator to retake the course teaching supervisors or from professors of education who in which a key program assessment is embedded or to revise have observed the applicant’s potential as a teacher in the the assessment, no more than one time, in order to meet an area of Special Education. acceptable rating. Advisement Students must receive acceptable evaluations of their disposi- All students will be assigned an advisor. Students will plan tions and professional behaviors in order to progress without their programs in consultation with their advisors. interruption through their program. Failing to demonstrate acceptable dispositions and professional behaviors may be Course Requirements for Master of Arts grounds for program removal. in Gifted Education Transfer Students Prerequisite Course Requirements for Master of Arts in Gifted Education: Students must have a current teaching certificate. Students transferring to Northeastern Illinois University must have a minimum 2.75 GPA based on a 4.0 system. If GIFT 450 Psychology of Individuals Who are Gifted the transfer student’s GPA is below 2.75, the student must and Talented ...... 3 cr. establish a minimum Northeastern Illinois University GPA of SPED 500 Research I: Critical Writing & Research 2.75 based upon 12 credit hours. in Special Education ...... 3 cr. (Prerequisite: GIFT 450 or Gifted Education Seminar) All majors progress through the program within a cohort. SPED 451 Creativity...... 3 cr. The cohort model fosters professional development. For this GIFT 456 Parenting & Advocacy for Individuals Who reason transfer students must begin the major in January are Gifted and Talented ...... 3 cr. as part of an entering cohort. Advanced standing within the GIFT 462 Identifying and Providing for Under-served major is not provided. Gifted Students ...... 3 cr.

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(Prerequisite: GIFT 450 or Gifted Education Seminar) Comprehensive Examination: All ECH SPED GIFT 458 Meeting Gifted Students’ Social-Emotional students must successfully complete a comprehensive Needs...... 3 cr. examination. (Prerequisite: GIFT 450 or Gifted Education Seminar) Course Requirements for Master of Arts in Special GIFT 453 Seminar in Curriculum Methods and Materials for Education, First Certificate the Gifted ...... 3 cr. Student Requirements (Prerequisite: GIFT 450 or Gifted Education Seminar) GIFT 452 Education of Individuals Who are Gifted and Graduate students seeking their initial teaching certificate Talented ...... 3 cr. must complete the following 45 hour entitlement sequence as (Prerequisite: GIFT 453) part of the requirement for the Learning Behavior Specialist GIFT 459 Field Demonstration in Gifted Education ...... 9 cr. I (LBS I). In this program students will be required to com- plete two field-based clinical experiences arranged by the Subtotal 36 cr. department in addition to a full – time sixteen week student Elective courses will be discussed between graduate students teaching experience in an approved school setting or an on and graduate advisor. campus site practicum experience for certified teachers. Courses may include: Admission Requirements GIFT 454 Gifted Education Seminar: Teaching Gifted Prospective students apply for admission to the program Students in the Inclusive Classroom ...... 3 cr. through the Graduate College. Comprehensive Examination: All ECH SPED students must successfully complete a comprehensive examination. 1) Graduate students are admitted for Fall and Spring Semesters. Prerequisite Course Requirements for Master of Arts in 2) Undergraduate degree. Special Education (ECH SPED): 3) Minimum undergraduate GPA of 2.75 (4-point scale). Students must have one of the following: a current teaching Previous graduate credit is also taken into appropriate certificate with an Illinois Early Childhood 04 Type 10-LBSI consideration. or 03/09 Certification. 4) Passing Score on The Illinois Test of Basic Skills. Course Requirements for Master of Arts 5) Spontaneous writing sample and/or interview at the dis- cretion of the Department. Sequences in Special Education: Graduate Program Maintenance Criteria Early Childhood Special Education • Candidates must maintain acceptable ratings on all This is not a certification program. In order to use this degree key program assessments in order to progress without in public education, it must be attached to early childhood interruption through their program. Candidates who 04 certification or Type 10-LBS I Certification. do not meet an acceptable or above rating on any SPED-502 Language and Cognition key program assessment must obtain permission or from the Program Facilitator to retake the course in ECED-408 Language Acquisition and Intervention which a key program assessment is embedded or Strategies for Teachers to revise the assessment, no more than one time, in of Young Children...... 3 cr. order to meet an acceptable rating. ECED-403 Early Childhood Assessment...... 3 cr. • Candidates must receive acceptable evaluations ECED-410 Curriculum Development in Early of their dispositions and professional behaviors in Childhood Education...... 3 cr. order to progress without interruption through their ECED-411A Practicum in Early Childhood program. Education...... 3 cr. SPED-481 Principles of Diagnosis and Teaching the • Candidates must maintain a GPA of 3.00 or above Child with Special Needs throughout the program. Earning a GPA below 3.00 Aged Three to Six Years...... 3 cr. in any semester will result in immediate removal from SPED-482 Assessment and Intervention with Infants the program. and Toddlers who are At-Risk • A maximum of 2 grades of “C” is accepted. Earning or Handicapped...... 3 cr. a third grade of “C” or below will result in immediate SPED-483 Working with Parents of Young Children removal from the program. with Special Needs...... 3 cr. • Candidates must continue to meet the expectations SPED-488 Practicum in Early Childhood set forth by the Graduate College and College of Special Education...... 3 cr. Education. SPED-500 Research in Special Education ...... 3cr. Three electives (must be selected in consultation with advisor)...... 9 cr. Subtotal 36 cr.

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Masters of Arts in Special Education (LBS I) SPED 514A Student Teaching in Special Education ...... 3 cr. Program Sequence OR SPED 514B Applied Diagnostic Teaching Block I: Foundations, Characteristics & Fundamentals of in Special Education ...... 3 cr. Research in Special Education – 12 hours Prerequisite: All LBS I coursework SPED-500 Research I: Critical Writing and Research in Total 45 cr. Special Education...... 3 cr. Prerequisites: Acceptance into program Program Benchmarks SPED-501 Development and Characteristics of Children Students must complete all benchmarks for each level before and Youth with Disabilities...... 3 cr. being allowed to progress to the next level. Students cannot Prerequisites: SPED-500 obtain more than two grades of "C" in graduate course work SPED-502 Development of Cognition, Learning and Lan- as per The Graduate College Policy. guage...... 3 cr. Level I – 12 hours Prerequisites: SPED-500 SPED-503 Historical, Philosophical and Legal Foundations Successful Completion of Block I: Foundations, Charac- of Special Education...... 3 cr.. teristics & Fundamentals of Research in Special Education (SPED-500, 501, 502, 503) Block II: Fundamentals of Assessment and Applied Teaching Mild to Moderate Disabilities – 13 hours A) Minimum GPA of 3.00. SPED-504 Assessment I: Principles of Educational B) Completion of any deficiencies for those admitted Assessment in Special Education...... 3 cr. conditionally. Prerequisites: Block I C) Beginning student portfolio. SPED-509 Methods I: Specialized Curriculum & Methods in Special Education...... 3 cr. D) Demonstration of appropriate Professional Prerequisites: Block I Teaching Behaviors and Dispositions. READ-402 Issues in Reading Instruction...... 3 cr. E) Pass key program assessments SPED-506 Technology in Special Education...... 3 cr. Prerequisites: Block II Level II – 13 hours SPED-507 Internship I: Assessing and Teaching Successful Completion of Block II: Fundamentals of Assess- Individuals with Mild to ment and Applied Teaching Mild to Moderate Disabilities Moderate Disabilities...... 1.5 cr. (SPED-504, SPED-509, READ-402, SPED-507, SPED-506) Prerequisites: SPED 509 or concurrent; Degree Candidacy A) Minimum GPA of 3.00. B) Current student portfolio. Block III: Collaboration, Technology & Applied Teaching Moderate to Severe Disabilities – 11 hours C) Demonstration of appropriate Professional SPED-505 Consultation and Collaboration: Special and Teaching Behaviors and Dispositions. Regular Education...... 3 cr. D) Pass key program assessments Prerequisites: Block II Level III – 14 hours SPED-508 Methods II: General Curriculum & Methods in Special Education...... 3 cr. Successful Completion of Block III: Curriculum, Teaching, Behavior Management & Programming in Special Education Prerequisites: SPED 509 SPED-511 Alternative Programming and Curriculum in (SPED-505, 508, 511, 512) Special Education...... 3 cr. A) Minimum GPA of 3.00. Prerequisites: Block II B) Current student portfolio. SPED-512 Internship II: Assessing and Teaching Individuals with Moderate to C) Demonstration of appropriate Professional Severe Disabilities...... 1.5 cr. Teaching Behaviors and Dispositions. Prerequisites: SPED 507, 509 and 511 D) Passage of Content Area Test LBS I. Level IV – 9 hours Block IV: Behavior Management, Assessment and Successful Completion of Block IV: Internship and Applied Student Teaching in Special Education-9 hours Research in Special Education (SPED-510, 513, 514) SPED 510 Methods III: Strategies of Behavior Management ...... 3 cr. E) Minimum GPA of 3.00 Prerequisites: Block III F) Completed an acceptable portfolio and earned rat- SPED 513 Assessment II: Applied Diagnostic ings of acceptable or above on all key program assess- Testing ...... 3 cr. ments, diversity proficiencies and technology proficien- Prerequisites: Block III cies

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G) Acceptable or above evaluations of dispositions course sequence graduation and in order to obtain LBS and professional behaviors I certification. H) Grade of “B” or above in student teaching • Special note: For candidates holding the initial Illinois teaching certificate who are interested in obtaining an I) Candidates must pass the Special Education Gen- emergency certificate prior to receiving the Special eral Curriculum state examination (# 163) for certifica- Education Approval (per 23 ILAC 226.810.b), SPED tion 404 (Survey of the Exceptional Child), and either J) Candidates must pass the Assessment of Profes- SPED 501 OR SPED 504 would meet two of the four sional Teaching (APT) K-12 (#104) for certification areas required by the state of Illinois for the approval. Therefore, if a Focus Program candidate is interested in obtaining an emergency certificate prior to completing EXIT REQUIREMENTS the Focus Program, he/she must take SPED 404 in Successful Completion of Blocks I – IV, 45 hours. addition to his or her program. LBSI-Focus Program in Special Education • Candidates must maintain the conditions set forth by the Graduate College for retention in the program Program’s purpose: with one exception: Successfully completing all of the In an effort to meet the needs of certified teachers seeking requirements for the LBS I Focus Program will take certification in Special Education (SPED): Learning Behavior the place of the Graduate College’s Application for Specialist I (LBS I), the Department of Special Education is Candidacy. offering an LBS I Focus Program. • Candidates must maintain a GPA of 3.0 or above Admission requirements: throughout the program. Earning a GPA below 3.0 in In order to be accepted into the program, candidates any semester will result in immediate removal from the must first apply to the Graduate College (http://www.neiu. program. edu/~gradcoll/admissions/index.html). Candidates must • A maximum of 2 grades of “C” is accepted. Earning meet all conditions of the Graduate College to be eligible for a third grade of “C” or below will result in immediate admission and retention in the program. In addition, candi- removal from the program. dates must hold a valid initial Illinois teaching certificate (Type Applying the Focus Program to a Master’s degree: 03 elementary; Type 04 early childhood; Type 09 secondary; Candidates who have completed all of the requirements for Type 10 other than LBS I). the LBS I Focus Program may complete the appropriate Program requirements and sequence: coursework needed to earn an LBS II certificate. Two LBS • Upon entrance to the program: Candidates who are II certificate paths exist in the SPED Department. These admitted to the program must schedule a meeting include (a) Curriculum Adaptation Specialist (CAS) and (b) with the Focus Program Advisor in order to organize Behavior Intervention Specialist (BIS). Candidates who are an initial program portfolio. This portfolio will be interested in applying their LBS I Focus Program coursework organized by the 10 standards set forth by the Council toward a Master’s degree must submit a written statement to for Exceptional Children (CEC). This process will the Focus Committee and to the Graduate College indicat- assist candidates in determining which and how many ing their intention to begin LBS II coursework, and submit a courses candidates will need to take to meet all 10 change of program form to the focus program advisor. The CEC standards. courses required for the LBS II (in either CAS or BIS) include • In addition, each candidate will need to complete at 5 courses plus an additional capstone experience course. least 21 hours at NEIU (including a special education To obtain certification in either CAS or BIS, candidates must practicum course). Coursework will include: also pass the ICTS Content Test for that area. • SPED-501 (Characteristics) Master of Science in Special Education (LBS II) • SPED-509 (Methods II) Candidates successfully completing the Master of Science • SPED-504 (Assessment I) in Special Education will be able to obtain certification in the areas of Learning Behavior Specialist II (LBS II) Curriculum • SPED-510 (Methods III) Adaptation Specialist (CAS) or Behavior Intervention Spe- • SPED-511 (Methods IV) cialist (BSI) or both. • SPED-513 (Assessment II) The three masters degree options are: (1) Combined Cur- • SPED-514 (Practicum III) riculum Adaptation Specialist (CAS) and Behavior Interven- • Candidates will need to pass the ICTS Content Test tion Specialist (BIS) masters program, (2) CAS-only masters (LBSI) prior to registering for SPED 514. Candidates program, and (3) BIS-only masters program. The CAS core with a Type 03 or Type 09 certificate must also pass courses prepare candidates to work collaboratively with the the ICTS APT-Type 10 prior to completing the LBS I general education program professionals to include students

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 321 SPECIAL EDUCATION with disabilities. These courses focus on making adaptations SPED-521 Issues and Interventions for Individuals with and modifications to curriculum and instruction for individuals Autism, PDD, and Low Incidence with special needs in inclusive classroom settings. The BIS Disorders and Syndromes...... 3 cr. core courses prepare candidates in assessment and interven- SPED-505 Consultation and Collaboration in tion for students who exhibit emotional and/ or behavioral Special Education...... 3 cr. challenges in a variety of settings such as public schools, SPED-524 Practicum in Behavior Disorders...... 3 cr. therapeutic day schools and alternative settings. The CAS (taken after BIS core courses) and BIS core courses are embedded in three masters degree SPED-526 Adaptations and Accommodations program options. of Curriculum...... 3 cr. The Combined CAS-BIS Program option is a 36 credit hour SPED-527 Assessment and Intervention Strategies for program designed to provide advanced training in the areas Language-Based Disorders...... 3 cr. of curriculum adaptations and behavior intervention for certi- SPED-528 Teaching Mathematics to Individuals fied special education teachers, holding an LBS I. It leads with Special Needs...... 3 cr. to preparation for the advanced Illinois certificate (type 10), SPED-525 Alternative Assessment and Learning Behavior Specialist II in Curriculum Adaptation Test Accommodations...... 3 cr. Specialist (CAS) and Behavior Intervention Specialist (BIS). SPED-529 Practicum in Curriculum Adaptations...... 3 cr. For the combined CAS-BIS program, candidates will complete (taken after CAS core courses) the following: the CAS core of fifteen hours of coursework Graduate Elective (taken anytime) and the BIS core of fifteen semester hours of coursework, SPED-530 Capstone Experience Project...... 3 cr. plus a three semester hour capstone experience project and (taken after BIS and CAS core courses) a three semester hour approved elective. Subtotal 36 cr. The CAS-only option is a 30-hour masters level program CAS-Only Program/MS Option: designed to offer certification in the CAS area only. Candi- SPED-526 Adaptations and Accommodations dates will complete the following: the fifteen semester hour of Curriculum...... 3 cr. CAS core courses, plus four additional graduate electives SPED-527 Assessment and Intervention Strategies for (12 semester hours), and the capstone experience course Language-Based Disorders...... 3 cr. (three semester hours). SPED-528 Teaching Mathematics to Individuals The BIS-only option is a 30-hour masters level program with Special Needs...... 3 cr. designed to offer certification in the BIS area only. Candi- SPED-525 Alternative Assessment and dates will complete the following: the fifteen semester hour Test Accommodations...... 3 cr. BIS core courses, plus four additional graduate electives, SPED-529 Practicum in Curriculum Adaptations...... 3 cr. and the capstone experience course (three semester hours). (taken after CAS core courses) Four graduate elective courses Requirements for Admission to the Master of SPED-530 Capstone Experience Project (taken anytime af- Science Degree Program: ter CAS core courses plus at least 24 hours) Applicants must fulfill the requirements for admission to the Subtotal 30 cr. Graduate College. In addition, applicants must hold an LBS I (or equivalent), Blind and Visually Impaired (or equivalent), BIS-Only Program/MS Option: Deaf/Hard of Hearing (or equivalent) or Speech-Language SPED-522 Foundations and Practices in Pathology on a type 10 and have passed the ICTS Content Challenging Behaviors...... 3 cr. Test for that certificate. They should have passed the Illinois SPED-523 Educational Assessment and Planning Test of Basic skills (or equivalent) and the Assessment of for Positive Behavior Management...... 3 cr. Professional Teaching (APT) exam or equivalent. A spontane- SPED-521 Issues and Interventions for Individuals ous writing sample and department interview are required with Autism, PDD, and Low Incidence at the discretion of the Department. Disorders and Syndromes...... 3 cr. Course Requirements for Master of Science in SPED-505 Consultation and Collaboration in Special Education (LBS II) Special Education...... 3 cr. SPED-524 Practicum in Behavior Disorders...... 3 cr. Combined CAS-BIS Program/MS Option: (taken after BIS core courses) SPED-522 Foundations and Practices in Four graduate elective courses Challenging Behaviors...... 3 cr. SPED-530 Capstone Experience Project (taken anytime SPED-523 Educational Assessment and Planning after BIS core courses plus at least 24 hours) for Positive Behavior Management...... 3 cr. Subtotal 30 cr.

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There are three certificate-only options: tionalities discussed include: Mental Retardation, Learning • Certificate-only LBS II CAS (15 hours) Disabilities, Emotional and Behavior problems, ADD, and Communication disorders. An overview of the assessment and • Certificate-only LBS II BIS (15 hours) diagnostic processes for the identification and educational • Certificate-only LBS II CAS and BIS (30 hours) treatment of these disabilities is offered. Prereq.: Completion of Students take the core courses and the ICTS Content Test Level 1 of Special Education Major (LBS II CAS or BIS or both). SPED-373 Teaching Learners with Special Needs I, 3 cr. Program Retention Requirements: This course includes specialized teaching methodologies ap- • GPA 3.00 propriate for individuals with mild disabilities in the academic • Appropriate Professional Dispositions and social skills arena with emphasis on designing instruction to address students’ cognitive, cultural, and affective growth. • Maintain a current Program Portfolio Emphasis will also be given to the development and planning • Acceptable rating on applicable key program of the individualized educational program (IEP). Strategies assessment for informal assessment and the teaching of reading, written Program Exit Requirements: expression, mathematics, content areas, and social skill train- • ICTS Content Test (LBS II CAS or BIS or both) ing will be addressed. Prereq.: SPED 371, and Completion • Acceptable rating on all key assessments of Level 1 of Special Education Major SPED-374 Supervised • Successful rating on program portfolio Field Experience I, 3 cr. Students will be placed in a school • Successful completion of all required electives setting, with supervision, to observe and help teach pupils • Successful completion of the capstone experience with disabilities. Emphasis will be placed on higher incidence project disabilities. Both primary and secondary school placements will be available. Prereq.: Completion of Level 1 of Special Education Major COURSE OFFERINGS SPED-374 Supervised Field Experience I , 3 cr. Students will be placed in a school setting, with supervision, to observe SPED-301 Supervised Field Experience II, 3 cr. Clinical and help teach pupils with disabilities. Emphasis will be placed experience for graduate students: observation and participa- on higher incidence disabilities. Both primary and secondary tion in classes for individuals with disabilities; preschool—high school placements will be available. Prereq.: SPED-371. school according to student’s selected area of concentra- SPED-375 The Development and Characteristics of tion. Designed to meet State of Illinois requirements for Children and Youth With Lower Incidence Disabilities, 100 hours of clinical experience. Prereq.: SPED-303, SPED-304 3cr. The development and characteristics of children and and consent of instructor. youth with lower incidence disabilities is examined. Excep- SPED-323 Consultation and Collaboration in Special tionalities discussed include: Physical Disabilities, Traumatic Education, 3 cr. This course is designed to foster effec- Brain Injury, Severe and Multiple Disabilities, Autism, Health tive communication skills in dealing with students, families, Impairments, and Sensory impairments. An overview of the school professionals and outside agencies to build collab- assessment and diagnostic processes for the identification orative partnerships with an understanding of the roles of and educational treatment of these disabilities is offered. responsibilities of various stakeholders. Background, theory, Prereq.: Completion of Level 1 of Special Education Major and SPED-373. and models of consultation and collaboration, co-teaching, SPED-376 Teaching Learners with Special Needs II, 3 cr. pre-referral interventions and inclusion will be covered. This course addresses methodologies for teaching individuals Procedure for assuming leadership roles when planning and with moderate to severe disabilities. Emphasis will be given conducting collaborative meetings, parent participation and to the basics of instructional design across the academic and staff development will also be addressed. Prereq.: SPED-310, social arena, including assessing and prioritizing skills for and SPED-320 or 330. instruction, writing goals and objectives and using anteced- SPED-371 WIP: Foundations of Special Education, 3 cr. ent and consequence based instructional procedures. The Presentation of the philosophical and historical foundations of special needs of students with communication deficits, severe the field of special education. Discussion of existing law, legal cognitive, health and physical disabilities will be addressed. applications, current trends, practices, professional behavior and ethical considerations. Overview of methods of inquiry Prereq.: Completion of Level 1 of Special Education Major and SPED 373 utilized by the profession. Development of professional writ- SPED-377 Supervised Field Experience II, 3 cr. Students ing skills used in the field of special education. This course will be placed in a school setting, with supervision, to observe meets the NEIU Writing Intensive requirement for majors and help teach pupils with disabilities. Emphasis will be placed on lower incidence disabilities. Both primary and secondary in SPED. Prereq.: Special Ed major and ENGL-101 minimum grade of C. school placements will be available. Prereq.: Completion of Level SPED-372 The Development and Characteristics of Children and Youth With Higher Incidence Disabilities, 1 of Special Education Major and SPED-373 & SPED-374 3 cr. The development and characteristics of children and youth with higher incidence disabilities is examined. Excep-

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SPED-378 Alternative Curriculum for Learners with Spe- SPED-403 Assessment of Adolescents with Disabilities, cial Needs, 3 cr. This course surveys methods and proce- 3 cr. The course will focus on techniques for the administra- dures for educating students with lower incidence disabilities. tion and interpretation of formal and informal assessment Topics include Functional Curriculum, Transitional planning devices for the adolescents with disabilities. Prereq.: SPED-409 for adult life, Residential Settings, vocational options and and SPED- 404 or equivalent. instructional planning and design. Prereq.: Completion of Level 1 SPED-404 Survey of the Field of Special Education, 3cr. of Special Education Major and SPED-373 Review of the legal, psychological, sociological, and SPED-379 Managing Behaviors in the Classroom, 3 cr. educational aspects of the lives of children and youth with The principles of behavior management will be explored. disabilities including the learning disabled. For students Topics will include managing student progress, classroom needing 100 hours of clinical experience arrangements management, student interventions, improving social skills, will be made through SPED-404. Prereq.: graduate standing. aggressive behavior, and working with autistic behaviors. SPED-405 Educational Planning for Adolescents with Prereq.: Completion of Level 1 of Special Education Major & SPED-372 Disabilities, 3 cr. This course examines concepts, methods, SPED-380 Assessment of Exceptional Individuals materials and instructional techniques for teachers and other & Diverse Populations in Special Education, 4 cr. personnel who will train adolescents with learning disabilities, An overview of terminology, legislation, legal and ethical con- behavior problems or cognitive impairments. Prereq.: SPED-404. siderations regarding assessment in special education is first SPED-406 Adolescents with Disabilities: Educational presented. Test construction and basic statistical concepts Principles and Theories, 3 cr. Introduction to the field of are reviewed. The relationship between screening, referral, educating adolescents with disabilities. Review of adolescent diagnosis, placement and intervention are discussed. The psychology, study of characteristics of adolescents with effects of cultural-linguistic diversity on assessment perfor- disabilities, and current issues in the field. Prereq.: SPED-404 mance are reviewed. Individual measures of adaptive behavior, and SPED-409 or equivalent. language proficiency, cognitive ability and achievement are SPED-407 Seminar: Educating the Adolescent with Dis- presented. Curriculum – Based assessment and behavioral abilities, 3 cr. Develop skills to critically evaluate professional observations strategies are studied. Prereq.: Completion of Level literature, study research in the field. Prereq.: SPED-400, SPED-403, 1 of Special Education Major, SPED-372 & SPED-375. SPED-405 and SPED-406. SPED-381 Student Teaching in Special Education, 3 cr. SPED-408 Practicum in Educating Adolescents with Supervised classroom teaching experience combined with Disabilities, 3 cr. The student will be exposed to a variety seminar discussions. Study of the school as a social unit; of hands-on experiences with adolescents disabilities. The classroom management; the teacher’s personal qualities; experience will include exposure to adolescents with a variety culture and personality dynamics; educational technology; of disabilities and varying degrees of severity. Experiences parent relationships; diagnosis; suggested teaching tech- will include placements in one or more of the following: vo- niques and curriculum organization. Prereq.: Completion of Level cational centers, special education classrooms, community 2 of Special Education Major agencies and alternative schools. Prereq.: admission to candidacy, SPED-395 Technology and Special Education, 3 cr. A SPED-404, SPED-403 and SPED-405. study of administrative, assistive, and instructional technol- SPED-409 Educational and Psychological Assessment ogy applications in the field of special education. Review and Evaluation in Special Education, 3cr. This course of research in the field, and the identification of State and provides teachers, administrators and other professional edu- National resources for teachers. Applications studied include: cational support personnel with an in-depth understanding of Office Suites, Adaptive technologies, Hypermedia authoring the principles of test construction, basic statistical concepts, systems, and the Internet as a teaching resource. Prereq.: Com- commonly used standardized tests, and other procedures pletion of Level 1 of Special Education Major, SPED-372, SPED-375 & SPED-378 for evaluating students with special needs. Interpretations SPED-400 Vocational/Career Planning for Adolescents of test data are an important part of this course. with Disabilities, 3 cr. Issues in vocation/career planning for SPED-410 Identification and Diagnosis of Learning Dis- special education secondary students utilizing assessment abilities, 3 cr. Characteristics of individuals with learning information, interest, and aptitude findings for vocational/ disabilities. Theoretical frames of reference for diagnosis. career planning, including methodology, material, resources, Behavioral characteristics, test interpretation, implications and alternative programs. Prereq.: graduate standing and SPED-404 for remediation, current issues, and trends in assessment. or consent of instructor. Prereq.: graduate standing. SPED-402 Counseling Strategies in Special Education, 3 SPED-411 Remediation and Planning in Learning Dis- cr. Specific techniques and strategies that may be utilized by abilities, 3 cr. Principles of teaching individuals with learning the teacher in counseling pupils, parents, and in consulting disabilities. Planning the individualized school program. Role with other professionals. Special emphasis will be given to of the learning disabilities teacher in working with parents, developing techniques for establishing counseling strate- classroom teachers, and other professionals. Current is- gies, effective communication, and influencing changes in sues and trends in remediation and school programming. attitudes and behavior. Prereq.: graduate standing. Prereq.: SPED-410.

324 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 SPECIAL EDUCATION

SPED-412 Principles of Diagnostic Testing, 3 cr. Tech- teristics. Theories and models of effective group function- niques of testing and interpretation of tests in educational ing as related to classroom, parent, and team meetings. diagnosis; familiarity with commonly used assessment Special emphasis will be placed on learning and practicing instruments; techniques and practice in administering in- the roles and skills of group leadership. Prereq.: SPED-402 and dividual diagnostic tests; methods of informal assessment; consent of instructor. interpretation of clinical reports. Prereq.: masters degree candidacy, SPED-426 Seminar II in Group Process, 3 cr. Group pro- SPED-409, SPED-410 and SPED-411. cess is used to examine models of effective organizational SPED-413 Seminar in Learning Disabilities, 3 cr. An functioning as a basis for organizational design, assessment, in-depth analysis of recent research and current problems and growth planning. Principles and skills of supervision, in the field of learning disabilities, theoretical frameworks, collaboration, and consultation will be practiced in small diagnostic tools, and teaching strategies to be analyzed. groups as a basis for further application in professional Prereq.: master’s degree candidacy, SPED-410 and SPED-411. settings. Prereq.: SPED-425 and consent of instructor. SPED-418 Practicum I: Learning Disabilities, 3 cr. Su- SPED-427 Curriculum and Planning for Individuals with pervised teaching experience with children and youth who Behavior Disorders, 3 cr. Special instructional problems and have learning disabilities. Stresses techniques in assessment needs of individuals with behavior disorders. Strategies for and initial plans for remediation. Prereq.: master’s degree candidacy, individualizing instruction, curriculum development, interfac- SPED-410, SPED-411, SPED-412 and consent of Dr. James. ing academic and social-emotional objectives, and building SPED-419 Practicum II: Learning Disabilities, 3 cr. Ad- transdisciplinary collaboration. Prereq.: SPED-420. vanced teaching experience with learning disabled children SPED-428 Practicum I: Behavior Disorders, 3 cr. Introduc- and youth. Emphasizes various techniques in remediation. tory professional experience in educating individuals with Prereq.: SPED-418 and consent of Dr. James. behavior disorders; emphasis on experience with interven- SPED-420 Identification and Assessment of Behavior tion techniques, planning diagnosis, staffing, and parent/ Disorders, 3 cr. Behavioral characteristics of students with pupil counseling. Prereq.: master’s degree candidacy and completion behavior disorders; theoretical perspectives of behavior of required courses. disorders and implications for the design of treatment SPED-429 Practicum II: Behavior Disorders, 3 cr. Advanced programs; review of the latest research findings in the field. supervised professional experiences in educating children Prereq.: SPED- 404 or equivalent. with behavior disorders in an appropriate setting; seminar SPED-421 Advanced Strategies of Behavior Management, discussions. Prereq.: SPED-428 and consent of Practicum Coordinator. 3 cr. Application of behavior modification, developmental, SPED- 430 Identification and Diagnosis of Mental Re- cognitive, and other contemporary strategies for the man- tardation, 3 cr. Learning and behavioral characteristics of agement of behavior in special education settings. Emphasis individuals with mental retardation and developmental dis- will be placed on methods for working with individuals with abilities; theoretical perspectives of mental retardation and behavior disorders (social/emotional problems). Prereq.: SPED- implications for design of intervention programs; assessment 404 or equivalent and SPED-420. issues; review of latest findings in the field. Prereq: graduate SPED-422 Seminar I in Behavior Disorders, 3 cr. Current standing and SPED-404 or equivalent. research on issues, problems, and characteristics of indi- SPED-431 Teaching Individuals with Mild Mental Retarda- viduals with mild and moderate behavior disorders. Topics tion, 3 cr. Focus on best practices for teaching individuals will include noncompliance, attention deficit disorder, and with mild mental retardation in school, vocational, and other others. Implications regarding placement and treatment. settings. Exploration of curriculum development, organiza- Prereq.: graduate standing; SPED-420. tion of instruction, and teaching methodology in relation SPED-423 Seminar II in Behavior Disorders, 3 cr. Cur- to current research findings.Prereq: SPED-404 or equivalent and rent research on the issues, problems, and characteristics SPED-330 or SPED-430. of individuals with severe behavior disorders. Topics will SPED-432 Curriculum and Planning for Individuals with include child and adolescent psychoses, autism, and others. Mental Retardation, 3 cr. Special problems in the instruction Placement and treatment will be discussed. Prereq.: graduate of individuals with mild mental retardation; curriculum build- standing; SPED-420. ing, academic workshops, counseling, guidance, community SPED-424 Social Skills Training in Special Education, relations, evaluation, and research. Prereq.: graduate standing, 3 cr. Small group interaction will be utilized to explore and SPED-431 or SPED-330 or consent of instructor. experience methods of teaching social and interpersonal SPED-433 Seminar in Mental Retardation, 3 cr. Group and skills. Emphasis will include personal acquisition of help- individual research designed to help prospective teachers of ing skills and training techniques and their application with students with mental retardation integrate current research students, parents, and other professionals. Prereq.: SPED-402. findings on learning characteristics, teaching strategies, and SPED-425 Seminar I in Group Process, 3 cr. Experiential service delivery for use in applied settings. Prereq: SPED-330, approach to examining small group processes and charac- SPED-431 or SPED-441.

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SPED-438 Practicum I: Mild Mental Retardation, 3 cr. GIFT-455 Bibliography and Methodology in Research Professional experience working with individuals with mild in Gifted Education, 3 cr. Introduction to the techniques mental retardation in settings other than typical school envi- employed in educational research. Projects include library ronments, such as community living facilities, mental health research, writing abstracts, analytical critiques of research, centers, and vocational settings. Prereq: masters degree candidacy evaluation of statistical reporting, and development of an SPED-439 Practicum II: Mild Mental Retardation, 3 cr. extensive annotated bibliography in gifted education. Prereq.: Advanced supervised professional experience in teaching GIFT-450 and GIFT-452. educable mentally handicapped individuals in appropriate GIFT-456 Parenting and Advocacy for Individuals who settings; seminar discussions. Prereq.: master’s degree candidacy, are Gifted and Talented, 3 cr. Survey of the skills needed to completion of all required courses, and consent of Practicum Coordinator. enhance the social and emotional development of the gifted SPED-441 Teaching Individuals with Moderate Mental individual. Methods for obtaining local, state and national Retardation, 3 cr. Focus on best practices for teaching support of programs for the Gifted. individuals with moderate-to-severe mental retardation in GIFT-457 Research Seminar for the Gifted, 3 cr. A study school, vocational, and other settings. Exploration of curricu- of the research literature on gifted children; emphasis on lum development, organization of instruction, and teaching research methodology, interpretation of data, and applica- methodology in relation to current research findings. Prereq.: tion to educational problems and provisions concerning the graduate standing, SPED-404 or equivalent and SPED-330 or SPED-430. gifted; a research project is required. Prereq.: graduate standing, SPED-448 Practicum I: Moderate Mental Retardation, GIFT-450, GIFT-452, GIFT-453 and GIFT-455. 3 cr. Professional experience working with individuals with GIFT-458 Meeting Gifted Students' Social-Emotional moderate-to-severe mental retardation in settings other than Needs, 3 cr. A seminar on the social-emotional character- typical school environments, such as community living facili- isitcs of students who are gifted and talented. Topics covered ties, mental health centers, and vocational settings. Prereq.: will include techniques for meeting student's and teachers' master’s degree candidacy and completion of required courses. needs Prereq.: GIFT-450 or consent of instructor. SPED-449 Practicum II: Moderate Mental Retardation, GIFT-459 Field Demonstration in Gifted Education, 3 cr. 3 cr. Advanced supervised professional experience in educat- Field work in programming for gifted/talented individuals. ing individuals with moderate-to-severe mental retardation Independent project in identification, talent retrieval, teach- in appropriate settings: seminar discussions. Prereq.: master’s ing strategies, organizational plans, methods, or materials degree candidacy, completion of all required courses, and consent of Practicum suitable for the education of talented individuals. Placement Coordinator. in school settings or on-campus gifted summer school pro- GIFT-450 Psychology of Individuals who are Gifted and gram. Prereq.: GIFT-450, GIFT-452, GIFT-453, and acceptance for candidacy. Talented, 3 cr. The gifted and creative in society and how SPED-460 Medical Aspects of Individuals with Physical they are identified, with consideration of their psychologi- and Health Impairments, 3 cr. Characteristics of individuals cal, social, and educational characteristics; implications for with physical and medical handicapping conditions that may instruction, administration, counseling, and guidance. Prereq.: affect school performance. Designed to assist the teacher graduate standing. in understanding these conditions to facilitate educational SPED-451 Creativity, 3 cr. Discussion and inquiry into the intervention. Prereq.: SPED- 404 or equivalent. nature and nurture of creative ability, review of research in SPED-461 Education of Individuals with Physical Dis- creativity, practical application of creative processes, ways abilities, 3 cr. Education of individuals with physical disabili- to develop creative thinking. ties in a variety of settings; hospital and home instruction; GIFT-452 Education of Individuals who are Gifted and education of individuals with physical disabilities in regular Talented, 3 cr. Issues in the education of the gifted; admin- classes and special schools; administrative considerations; istrative and instructional provisions; evaluation research; consideration of multiple disabilities; occupational therapy; instructional approaches and program planning for the gifted; physical therapy; personal and educational counseling. Pre- discovery and inquiry; motivation and underachievement; req.: SPED-404 and SPED-460. fostering creativity. Prereq.: GIFT-450 and SPED-452. GIFT-462 Identifying and Providing for Underserved Gifted GIFT-453 Seminar in Curriculum and Materials for the Students, 3 cr. This course provides in-depth understand- Gifted, 3 cr. An intensive review and development of in- ing of the needs of atypical gifted/talented students, along structional materials in specific curriculum areas with special with specific strategies that can be applied in identifying reference to their appropriateness for use with gifted and and providing educational services for gifted students creative individuals. Prereq.: GIFT-450 and GIFT-452. who are commonly underrepresented and underserved in GIFT-454 Gifted Education Seminar: Teaching Gifted in schools today. The course will focus on recent videotaped the Inclusive Classroom, 3 cr. Overview of teaching strate- interviews with leaders in the field of gifted education who gies, materials and classroom organization to enhance and are concerned with underserved gifted students. Prereq: foster the potential of students who are gifted and talented. GIFT-450 or its equivalent. Prereq.: graduate standing.

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SPED-465 Consultation and Collaboration: Special and SPED-484 Psychology of Language and Cognitive De- Regular Education, 3 cr. A seminar on consultation and velopment, 3 cr. This course introduces the student to the collaboration activities aimed at integrating students with basic concepts of developmental psycholinguistics and the disabilities into regular education programs. Topics covered principles of intervention in language processes. include mainstreaming, consultation models, conferencing SPED-488 Practicum in Early Childhood Special Edu- techniques, collaboration models, in-service education and cation-Teaching Young Children with Special Needs, 3 curriculum modification. Special emphasis will be given to cr. Advanced supervised professional clinical experience developing effective communication skills. Prereq.: SPED- 404 in educating young infants, toddlers, or preschoolers with or equivalent. special needs in an appropriate setting; seminar discussions. SPED-466 Assessing Students with Limited English Pro- Prereq.: master’s degree candidacy and completion of all required courses. ficiency (LEP) and Disabilities, 3cr. This course provides SPED-490 Research Seminar in Special Education, 3 cr. an overview of strategies and instruments that can be used Review of research literature on special problems in excep- to assess the academic and social behavior of pupils with tionality. Research project under the supervision of a faculty limited English proficiency identified as or suspected of hav- advisor. Prereq.: degree candidacy and consent of instructor. ing special education needs. Prereq.: graduate standing, SPED-404 SPED-491 Thesis Credit in Special Education, 3 cr. or equivalent, SPED-409 or equivalent, and SPED-410. Research project within the area of applicant’s field of SPED-467 Teaching Students with Llmited English Pro- specialization. Prereq.: completion of all required courses in the master’s ficiency (LEP) and Disabilities, 3 cr. This course will degree sequence, acceptance for degree candidacy, and consent of advisor. provide a theoretical framework to critically analyze the SPED-494 Research Seminar in Exceptionality, 3 cr. problems faced by students with LEP and special needs. Experimental method applied in a group research project The focus of the course is on instructional practices and in a specialized area of exceptionality. Prereq.: degree candidacy approaches which seem to be effective with handicapped and consent of instructor. language minority students. Prereq.: graduate standing, SPED-404 SPED-500 Research I: Critical Writing & Research in or equivalent, SPED-409 or equivalent, and SPED-410. Special Education, 3 cr. Communicate orally and in writing SPED-470 Administration and Supervision in Special Edu- about the current research in the field of special education cation, 3 cr. Introduction to special education administration and how it affects the lives of individuals with special needs. including legal and financial aspects, staff and community Prereq.: Acceptance into the graduate program for initial certification. relations, mainstreaming, facilities, and curricular design; SPED- 501 The Development & Characteristics of students will have an opportunity to solve problems using Children & Youths with Disabilities, 3 cr. Review the case studies and simulated materials. Prereq.: graduate standing. psychological, sociological, and educational aspects of the SPED-481 Principles of Diagnosis and Teaching the lives of children and youths with disabilities. Prerequisites: Child with Special Needs Aged Three to Six Years, 3 cr. Concurrent registration with/or completion of SPED-500. Principles of diagnosis and teaching the young child with SPED-502 The Development of Cognition, Learning, and special needs. Aspects of assessment include screening, Language, 3 cr. This course examines language develop- formal and informal tests, and use of diagnostic information ment and pathology, and the relations between language to plan individualized educational program. Theory and prac- and thought. The major emphasis of the course will be tice of teaching techniques for the young child with special developmental, but other frames of reference will be used needs; discussion of the role of the special education teacher to clarify particular components and language and thought. in working with other members of the multidisciplinary Prereq.: Concurrent registration with/or completion of SPED-500. team and with parents. Current research and issues. SPED-503 The Historical, Philosophical, & Legal Founda- Prereq.: SPED-404 or equivalent. tions of Special Education, 3 cr. This course examines the SPED-482 Assessment and Intervention with Infants and historical, philosophical, and legal aspects of education that Toddlers who are At-Risk or Who Have Special Needs, 3 have defined the field of special education.Prereq.: Concurrent cr. Principles of assessment and intervention with infants registration with/or completion of SPED-500. and toddlers (ages birth to 3) with special needs and their SPED-504 Assessment I: Principles of Educational As- parents. Theory and practice of intervention techniques. sessment in Special Education – 3 cr. This course provides Transdisciplinary role of parent-infant educator. Current teachers, administrators and other professional educational research and issues. Prereq.: SPED- 404 or equivalent. support personnel with an in – depth understanding of the SPED-483 Working with Parents of Young Children with principles of test construction, basic statistical concepts, Special Needs, 3 cr. This course will develop skill in working commonly used standardized tests and other procedures for with families of young (birth to six year old) children with evaluating students with special needs. Interpretations of test special needs. Issues such as family systems approaches, data are an important part of this course. Prereq.: Completion of communication skills, parent empowerment, legal rights and Block I sequence. working with service agencies are covered. Prereq.: graduate standing and SPED- 404 or equivalent.

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SPED-505 Consultation & Collaboration: Special & disabilities require alternative programs and/or curriculum Regular Education, 3 cr. A seminar on consultation and adaptations within the context of the Least Restrictive En- collaboration activities aimed at integrating students with vironment. Prereq: Block II disabilities into regular education programs. Topics covered SPED 512- Internship II: Assessing and Teaching Individu- include mainstreaming, consultation needs, conferencing als with Moderate to Severe Disabilities, 1.5 cr. Candidates techniques, collaboration models, and in-service education. work on site in special education programs where services Special emphasis will be given to developing effective com- are provided for children and youths with special needs with munication skills. Prereq.: Completion of Block II sequence. moderate to severe disabilities. The focus of this internship SPED-506 Instructional and Assistive Technology in is on assessing student needs and establishing a positive Special Education, 3 cr. This course prepares special plan for change through the implementation of a functional educators to understand, implement and utilize technology, behavioral assessment for students with disabilities who fostering learning and social outcomes within the context receive an alternate curriculum and/or whose for whom the of the Least Restrictive Environment. The course examines general education curriculum would be significantly modified special technology used in the assessment and implementa- to allow them access to grade level content. Field-based tion of technology. The legal ramifications of selecting and settings allow candidates to engage in assessment, lesson operating assistive devices are also covered. The relationship planning and collaborative activities in school settings. Prereq: of technology theory is also included. Prereq.: Completion of Block SPED 507, 509, 511 II sequence. SPED-513 Assessment II: Applied Diagnostic Testing, 3 SPED 507- Internship I: Assessing and Teaching Individu- cr. Techniques of testing and interpretation of tests in edu- als with Mild to Moderate Disabilities, 1.5 cr. Candidates cational diagnosis, familiarity with commonly used assess- work on site in special education programs where services ment instruments, techniques and practice in administering are provided for children and youths with special needs with individual diagnostic tests, methods of informal assessment, mild to moderate disabilities. The focus of this internship and interpretation of clinical reports. Prereq.: Completion of Block is on assessing student learning needs and making sound III sequence. instructional recommendations for students with disabilities SPED-514 Student Teaching in Special Education, 3 cr. who access the general education curriculum. Field-based The candidate will participate in supervised professional settings allow candidates to engage in assessment, lesson experiences in a school setting as a candidate teacher of planning and collaborative activities in school settings. Prereq: pupils with disabilities (5 – 21) in the Least Restrictive Envi- SPED 500, 501, 503, 504 ronment. Applied teaching will be combined with seminar SPED 508- Methods II: General Curriculum & Methods discussions and required assignments. Prereq.: Completion of in Special Education, 3 cr. This course addresses general Block III sequence & all other LBS I coursework. principles of teaching, including the modifications/adapta- SPED-514B Applied Diagnostic Teaching in Special tions for individuals (P-21) with disabilities who access the Education, 3 cr. The candidate will participate in supervised general education curriculum. Candidates will apply indi- professional experiences in the William Itkin Children’s Service vidualized goals and planning in the context of the general Clinic in the role as a graduate clinician. Diagnostic teach- education curriculum. Prereq: SPED 509 ing will be combined with seminar discussions and required SPED 509- Methods I: Specialized Curriculum & Methods activities. Prereq.: All LBS I coursework in Special Education, 3 cr. This course addresses teaching SPED-515 Research II: Applied Research Project in methodology and strategies appropriate for individuals with Special Education, 3cr. This course requires students to mild to moderate disabilities in the areas of reading, spoken complete a review of research literature on special problems and written language, mathematics, and social/emotional in exceptionality and a research project under the supervision development in the Least Restrictive Environment and in ac- of the professor. While the projects are individual in nature, cordance with best practice in the field. Development of the each student is expected to follow a prescribed procedure Individualized Education Program, informal assessment and for approval and acceptance by the instructor. Prereq.: Permis- instructional planning for diverse learners are emphasized. sion of advisor. Prereq: SPED 500, 501, 503, 504 SPED-522 Foundations and Practices in Challenging SPED-510 Methods III: Strategies of Behavior Manage- Behaviors, 3 cr. Presents the knowledge and skills neces- ment, 3 cr. Application of applied behavior analysis, devel- sary for the professional to understand the philosophical, opmental, cognitive, and other contemporary approaches historical and legal foundations addressing the manage- for behavior management within the context of the Least ment of behavior and to apply various individual and group Restrictive Environment. Prereq.: Completion of Block III sequence. strategies to meet the needs of individuals who demonstrate SPED 511- Alternative Programming and Curriculum in challenging behavior in a variety of educational settings. Special Education, 3 cr. This course addresses the pro- SPED-523 Educational Assessment and Planning for gramming and curriculum issues for students with moderate Positive Behavior Management, 3 cr. Presents the knowl- to severe disabilities who, because of the nature of their edge and skills necessary for the professional to interpret

328 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 SPECIAL EDUCATION various methods of assessment and diagnoses in order to SPED-528 Teaching Mathematics to Individuals with meet the individual needs of students with emotional and Special Needs, 3 cr. Addresses the issues of assessment behavioral disorders and remediation in mathematics for individuals with special SPED-521 Issues and Interventions for Individuals with needs. It is based on the understanding that competence Autism, PDD, and Low Incidence Disorders and Syn- in mathematics is a necessity for effective resolution of dromes, 3 cr. Presents the knowledge and skills necessary psychosocial and cognitive developmental life tasks, and as for the professional to understand issues and demonstrate a means of assuring a good quality of life. Every means pos- interventions appropriate for individuals with Autism, PDD, sible must be employed to insure that individuals with special and low incidence disorders and syndromes. Content will needs are adequately assessed in terms of their mathematics address cognitive, language, and behavioral/social charac- competence and performance. Those individuals who exhibit teristics, methods and applications in working with and on deficits in mathematics abilities, skills and knowledge deserve behalf of these individuals. Emphasis will be on supporting suitable mathematics goals and objectives to be integrated and promoting improvements in the areas of behavior and into their Individualized Education Programs, and to have communication. Prereq: Completion of SPED 522 and SPED 523. their mathematics achievement reassessed at appropriate SPED-524 Practicum in Behavior Disorders, 3 cr. Involves intervals. Prereq: Completion of SPED 526 and SPED 527. candidates in working on site in special education programs SPED-525 Alternative Assessment and Test Accommoda- where services are provided for children and youths with tions, 3 cr. Presents the knowledge and skills necessary for behavioral disorders. Through guided support, candidates the professional to apply various methods of assessment in employ the advanced elements of behavioral intervention order to meet the individual needs of students with disabilities. and planning, including the assessment and diagnosis Content will address alternative assessment methods, test of behavioral disorders and use of functional behavioral accommodations, and applied curriculum based assessment. analyses (FBA) to support effective intervention strategies. The instructor will model collaboration and consultation skills These elements will be applied in field-based settings to for working with families and other professionals. allow students, through direct interaction and facilitation SPED-529 Practicum in Curriculum Adaptations, 3 cr. of learning, to learn more about the children and youths’ Provides opportunities for students to employ, under supervi- characteristics and needs and school-based programming sion, methods and procedures useful for the successful sup- within the context of the least restrictive environment (LRE). port of learners with special needs in the regular education Prereq: Completion of SPED 522, 523, 521 and 505. curriculum. Such guided experiences include the use and SPED-526 Adaptations and Accommodations of Curricu- modification of assessments, development of curriculum for lum, 3 cr. Provides instruction to students in making adapta- an individual learner, modification and adaptation of curricu- tions and accommodations to the general curriculum based lum appropriate to the students learning style, modification on an understanding of the academic and non-academic of learning environments to meet individual needs, monitor- needs of learners with special needs. ing and assessing the success of curriculum adaptations SPED-527 Assessment and Intervention Strategies as well as the selection of research supported instructional for Language-Based Disorders, 3 cr. Addresses the strategies. Prereq: SPED 526, 527, 528, and 525. development of auditory and visual symbol systems from SPED-530 Capstone Experience Project, 3 cr. Comple- the perspective of psycho-neurological learning research. tion of BIS or CAS core courses for candidates obtaining Listening, speaking, reading and written language will be certification in one area only, plus 24 hours in the program. covered. The relationship of these symbol systems to the Requires candidates for the LBS II Masters Program to ap- underlying semiotic function will be emphasized. Diagnosis ply relevant research to their area of inquiry and utilize this and remediation of disorders of auditory and visual symbol research to write a master’s level research paper or conduct systems will be covered in depth. an applied clinical/action research project. While papers and projects are individual in nature, each candidate is expected to follow a prescribed procedure under the direct guidance and supervision of the instructor. Prereq: Completion of BIS and CAS core courses (for Combined Program).

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2. The specific transfer coursework has been completed TEACHER EDUCATION within five years of the time of acceptance into the undergraduate NEIU Teacher Education Department Ngoc-Diep T. Nguyen, Ph.D., Assistant Professor, Chair or TCP Program. (ex. If a student is admitted in 2010, Rachel A. Adeodu, Ph.D., Associate Professor no coursework prior to 2005 can be accepted.) Lorie A. Annarella, Ed.D., Associate Professor 3. The specific transfer coursework was credited with a Elaine Pierce Chakonas, Ed.D., Associate Professor “B” grade or better. Amina Chaudri, Ph.D., Assistant Professor Teacher Education Departmental Policy on “Field Maria Teresa Garreton, Ph.D., Professor Experience Only” Requests Maureen D. Gillette, Ph.D., Professor All students who seek to enroll in clinical experiences or stu- Yi Hao, Ph.D., Associate Professor dent teaching in any approved Teacher Education program are Jo Ann Karr, Ed.D., Professor required to be admitted to either an undergraduate program, Eileen Kaiser, Ph.D., Assistant Professor a second B.A. program, TCP program or MAT program. No Hanna Kim, Ph.D., Assistant Professor student with a “student-at-large” status will be admitted to Maria Korkatsch-Groszko, Ph.D., Professor clinical or student teaching experience. Alberto Lopez-Carrasquillo, Ph.D., Assistant Professor No student will be permitted to take clinical experience/ Selina Mushi, Ph.D., Associate Professor student teaching at NEIU unless they have successfuly Frank Perino, Ph.D., Associate Professor completed one of our programs requirements. Joaquin Villegas, Ph.D., Associate Professor Focus Program for Subsequent Teaching Certificates Steven Wolk, Ed.D., Associate Professor In accordance with the Illinois State Board of Education and Judith Yturriago, Ph.D., Assistant Professor the Illinois Administrative Code Section 25, Northeastern Illinois University now offers a Focus Program for teachers The Department of Teacher Education offers a variety of who hold a valid and current Illinois Teaching Certificate. undergraduate and graduate programs for pre-service and in-service teachers. While some department programs are The Focus Program allows certified teachers to obtain ad- organized with an orientation to preparing teachers for spe- ditional subsequent certifications in the area of Elementary cific age/grade levels, it is the departmental goal to develop Education and Early Childhood. programs with a broader and more integrated perspective Candidates who complete a full focus subsequent certifica- which acknowledges the theoretical base common to teacher tion program will be recommended for the certificate. For education programs for all age levels. To achieve this goal, further information, please contact the Teacher Education the resources of all of the following programs in the Teacher Department at 773-442-5380. Education Department are being utilized: PROGRAM in UNDERGRADUATE PROGRAMS: BILINGUAL/BICULTURAL EDUCATION Bilingual/Bicultural Education A double major in Bilingual/Bicultural-Elementary Education Early Childhood Education leading to a Bachelor of Arts degree in Bilingual/Bicultural- Elementary Education is offered. Elementary Education Program goals are to develop skills, insights, and attitudes GRADUATE PROGRAMS: crucial to effective communication in teaching the bilingual- MAT: Language Arts Elementary bicultural child; to understand the psychological and socio- M.S. in Instruction: Language Arts Elementary Education logical settings pertinent to bilingual-bicultural children and MAT: Bilingual/Bicultural Education Elementary their cultural differences; to become aware of the ongoing M.S. in Instruction: Bilingual/Bicultural multilingual education programs; to become conversant in Education Elementary both first and second languages in teaching subject matter areas; to realize the importance of ethnic-cultural ties to the Teacher Education Departmental Policy On Transfer Of learning process; and to develop the necessary pedagogi- Professional Education Courses Into Undergraduate cal competencies for the teaching profession through the Teacher Education Programs bilingual-bicultural major. Students who are admitted to an undergraduate program in Teacher Education or to the TCP Program (certification Students completing the Elementary-Bilingual/Bicultural only) may be credited with a maximum of 9 credit hours of Double Major must meet the current State of Illinois Standards professional education coursework provided that: in professional education through completion of Elementary Education coursework with a Bilingual focus (ELED-BLBC), 1. The specific transfer coursework is deemed to be and receive Bilingual Approval/Endorsement on the Elemen- equivalent in scope and credit hours to the required tary Certificate. (See the Elementary Education section of this coursework in the respective NEIU Teacher Education catalog for General Education requirements and professional program as stated in the current NEIU Catalog. sequence course descriptions.)

330 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 TEACHER Education

Through completion of the Elementary – Bilingual/Bicultural BLBC 342 Assessment in the Bilingual Classroom...... 3 cr. Education double major, students meet the current State TESL 340 Teaching English as A Second Language: of Illinois standards for approval in bilingual education as Practices and Procedures...... 3 cr. well as the 18 hour area of concentration required by the Total 18 cr. Elementary Education program. Note: See course descriptions for course prerequisites. Consult with Program Advisor: Mr. Clyde McLeod, ext. 5394. GRADUATE PROGRAMS Master of Arts in Teaching: ELED-BLBC PROFESSIONAL SEQUENCE: Bilingual/Bicultural Education-Elementary (Students receive Bilingual Approval on the Elementary The Master of Arts in Teaching: Bilingual/Bicultural Education Certificate.) is designed to reflect a multicultural/multilinguistic focus and EDFN 305 Philosophical & Historical Foundations of Public encourages candidates who already hold a non-education Education...... 3 cr. undergraduate degree to pursue an elementary teaching EDFN 306 Education & Individual Differences ...... 3 cr. certificate and bilingual approval while attaining a master’s (Prerequisite for ELED/BLBC 301) degree. EDFN 307 Psychology of Instruction and Learning...... 3 cr. This program has three components of coursework: BLBC 301* Curriculum in Elementary School...... 3 cr. BLBC 302* Methods of Teaching Language Arts...... 3 cr. • Professional core of eighteen (18) credit hours in the area ELED/BLBC-304* Methods of Teaching of multicultural education, media technology, assessment, Social Studies...... 3 cr. literacy theory and pedagogy, general curriculum develop- ELED/BLBC-305* Methods of Teaching Science ...... 3 cr. ment, and research. BLBC 306A* Methods of Teaching Reading ...... 3 cr. • Concentration of eighteen (18) credit hours in bilingual/ (100 hours of clinical experience bicultural education leading to bilingual approval. included) • Certification coursework consisting of additional peda- ELED/BLBC 310 Methods of Teaching gogical study, special education and field experiences, Mathematics...... 3 cr. including 100 clock hours of clinical experience and student BLBC 328 Clinical Experience in teaching internship, totaling 15 credit hours. Elementary Education...... 1 cr. BLBC 329 Student Teaching in Students must also have completed general education Elementary Education...... 9 cr. requirements as specified by the Illinois State Board of Elective Courses (Choose one): Education. In addition, students seeking teacher certifica- EDFN 313 Problems, Issues & Practices in Education tion are required to pass the State of Illinois Basic Skills, or Subject Matter Knowledge Test, and Assesment of Profes- ELED 312 Teaching Strategies with Multicultural Groups sional Teaching Test. or ADMISSION REQUIREMENTS ELED 319 Classroom Management • Undergraduate Bachelor’s Degree from an accredited or university or college ELED 330 Creating and Using Puppetry in the Classroom...... 3 cr. • A minimum undergraduate GPA of 2.75 (4.0 scale) Total 40 cr. • 18 credit hours of undergraduate coursework in any one *These are bilingual sections of elementary education of the following areas of concentration: social/behavioral methods coursework. See the ELED section for course sciences, natural sciences, humanities, or other related descriptions. disciplines BLBC/ELED students must meet program admission and • Six credit hours in the history and philosophy of education retention criteria as stated in the ELED section. and educational psychology (learning and development) (EDFN-405 and 406, or equivalent) BILINGUAL-BICULTURAL EDUCATION MAJOR • Literacy assessment of proficiency in native language and Required courses for Bilingual Approval (18 credit hours) the target language by program faculty. BLBC 338 Bilingualism and Education ...... 3 cr. • Passing score on ICTS Basic Skills Examination. BLBC 339 Teaching Communication Skills in Cross- Language/Culture Situations...... 3 cr. A maximum of nine credit hours of graduate level course- BLBC 340 Methods of Teaching Language and Culture work may be transferred into the program, based upon the Diverse Students...... 3 cr. evaluation that the coursework is equivalent in scope and BLBC 341 Methods and Materials for Teaching Limited content to required program coursework, in accordance with English-Proficiency Students...... 3 cr. the policies established by the Graduate College. Program courses are offered in a three year cycle.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 331 TEACHER Education

REQUIREMENTS FOR THE DEGREE to pursue a master’s degree leading to bilingual approval. See pertinent sections in the Catalog for course descriptions. This program has two components of coursework: 1. Professional Core...... 18 credit hours • Professional core of eighteen (18) credit hours in the area EDFN-416 Cultural Pluralism and Schools...... 3 cr. of cultural pluralism, media technology, literacy theory and ELED-414 Principles of Curriculum Development...... 3 cr. pedagogy, assessment, general curriculum development, ELED-430 Trends and Issues in Assessment...... 3 cr. and research. INMD-410 Media Technology for Educators...... 3 cr. • Concentration of eighteen (18) credit hours in bilingual/ READ-402 Issues in Reading Instruction...... 3 cr. bicultural education leading to bilingual approval. ELED-406 Research Skills for the Classroom Teacher...... 3 cr. Program graduates will understand psychological and socio- logical settings pertinent to bilingual children from culturally 2. Bilingual/Bicultural Education...... 18 credit hours diverse backgrounds; enhance and refine their educational BLBC-438 Foundations of Bilingual Education...... 3 cr. and philosophical knowledge based in bilingual/bicultural BLBC-439 Ethnic Diversity in Our Schools: approaches to education; develop/refine their skills, insights, A Cross-Cultural/Linguistic Survey...... 3 cr. and attitudes crucial to effective cross-cultural communica- BLBC -440 Teaching in Culture and Language Diverse tion in diverse settings; and develop/refine research skills Classrooms...... 3 cr. which will serve as effective and efficient tools for continued BLBC 441 Materials, Methods and Techniques for Teach- professional development and leadership skills in implement- ing Limited English Proficient Students...3 cr. ing bilingual/bicultural curricula. BLBC-442 Assessment Tools for Bilingual Students.....3 cr. ADMISSION REQUIREMENTS TESL-414 Theories of Teaching English • Undergraduate Bachelor’s Degree from an accredited as a Second Language...... 3 cr. university or college 3. Certification Component...... 15 credit hours • A minimum undergraduate GPA of 2.75 (4.0 scale) ELED-415 Interrelating Science and Math, with Clinical • 18 credit hours of undergraduate coursework in any one Experience (in of the following areas of concentration: social/behavioral BLBC Classroom)...... 3 cr. sciences, natural sciences, humanities, or other related (min.50 clock hours in BLBC; apply 6 mo. in disciplines advance to CEST office, CLS 4023) ELED-416 Strategies of Teaching Social • Current, valid elementary education or early childhood Studies and Language Arts teaching certificate with Clinical Experience • Literacy assessment of proficiency in native language and (in BLBC Classroom)...... 3 cr. the target language by program faculty. (min.50 clock hours in BLBC; apply 6 mo. in A maximum of nine credit hours of graduate level course- advance to CEST office, CLS 4023) work may be transferred into the program, based upon the SPED-404 Survey of the Field of Special Education...... 3 cr. evaluation that the coursework is equivalent in scope and ELED-429 Internship in Elementary Education content to required program coursework, in accordance with (in BLBC Classroom)...... 6 cr. the policy established by the Graduate College. Courses are (See Clinical Experiences and Student offered in a three year cycle. Teaching section for application procedures) Total 51 cr. REQUIREMENTS FOR THE DEGREE: 4. Process-oriented research paper, indicating mastery of See pertinent sections in the Catalog for course descriptions. formal research skills. 1. Professional Core...... 18 credit hours 5. Content-oriented research paper, indicating depth in EDFN-416 Cultural Pluralism and Schools...... 3 cr. candidate’s academic area of concentration. ELED-414 Principles of Curriculum Development...... 3 cr. ELED-430 Trends and Issues in Assessment...... 3 cr. 6. Overall academic and professional assessment through a INMD-410 Media Technology for Educators...... 3 cr. review of the candidate’s portfolio and exit presentation READ-402 Issues in Reading Instruction...... 3 cr. to program faculty. or MASTER OF SCIENCE IN INSTRUCTION: READ-410 Reading in the Content Area...... 3 cr. Bilingual/Bicultural Education-Elementary ELED-406 Research Skills for the The Master of Science in Instruction: Bilingual/Bicultural Classroom Teacher...... 3 cr. Education is designed to reflect a multicultural/multilinguis- 2. Bilingual/Bicultural Education...... 18 credit hours tic focus and encourages candidates who already hold an elementary education or early childhood teaching certificate BLBC-438 Foundations of Bilingual Education...... 3 cr.

332 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 TEACHER Education

BLBC-439 Ethnic Diversity in Our Schools: BLBC-306A Methods of Teaching Reading-Elementary A Cross-Cultural/Linguistic Survey...... 3 cr. School with Clinical Experience, 3 cr. Examines current BLBC -440 Teaching in Culture and Language Diverse issues and research in the teaching of reading. Emphasis is Classrooms...... 3 cr. given to exploring the instructional methods and materials BLBC 441 Materials, Methods and Techniques for teaching reading to all students including linguistically for Teaching Limited English and culturally diverse learners and students with special Proficient Students...... 3 cr. needs. Principles of classroom management are included. BLBC-442 Assessment Tools for Bilingual Students.....3 cr. Accompanied by 100 hours of supervised, sequential Clini- TESL-414 Theories of Teaching English cal experiences culminating in teaching student developed as a Second Language...... 3 cr. instructional units. Emphasis on intermediate and middle Total 36 cr. school grades. Concurrent course: BLBC-328 Prereq.: BLBC-301. BLBC-302, two additional methods courses and admission to College of Education. 3. Process-oriented research paper, indicating mastery of BLBC-306B Methods of Teaching Reading – Elementary formal research skills. School without Clinical Experience, 3 cr. For non-program 4. Content-oriented research paper, indicating depth in students who do not need the 100 hours of supervised, candidate’s academic area of concentration. sequential clinical experiences. 5. Overall academic and professional assessment through BLBC-328 Clinical Experience in Elementary Education, a review of the candidate’s portfolio and interview by 1 cr. Provides intensive clinical experience in elementary program faculty. schools for students enrolled in ELED-306A. Involves su- pervised and graduated teaching interactions with children COURSE OFFERINGS in selected subject areas. Bi-weekly seminars scheduled. BLBC-301 Curriculum of the Elementary School, 3 cr. Fulfills a minimum of 100 clock hours of clinical experiences The relationship of theory to practice is studied in a variety required by the state for certification. Concurrent course: of elementary and middle school curricula. Analyses and BLBC-306A Prereq.: ELED/BLBC-301, two additional methods courses. interpretations of teaching-learning processes are conducted. BLBC-329 Student Teaching in Elementary Education, Special attention is directed to: (1) instructional objectives 9 cr. Sixteen weeks of full-day student teaching under the in planning, (2) application of theories of child development, tutelage of a certified cooperating teacher. Students are learning, classroom management, and instructional method- required to take full responsibility for a class of elementary ology to multicultural curriculum development, (3) unit and school students. Weekly seminars. Regular visits and confer- lesson planning, and (4) evaluation techniques. Strategies ences with university supervisors. Prereq.: successful completion for meeting the needs of students with special needs are of all course work in ELED/BLBC Education major, approval of department explored. Prereq.: EDFN-306 and declaration of major, concurrent course chairperson and coordinator of student teaching, and admission to College of BLBC-302, and COE Admission. Education; Passing score on ICTS Subject Area Examination. BLBC-302 Methods of Teaching Language Arts- Elemen- BLBC-338 Bilingualism and Education, 3 cr. Course em- tary School, 3 cr. Materials and techniques for the teaching phasis is on bilingualism and education in different parts of of writing, speaking, and listening skills. The function of the world, its sudden importance in the United States as a language in the life of the child, the relationship of language method of teaching the Spanish-speaking child in the met- in other areas of learning as well as in multicultural settings. ropolitan areas to become self-directing in a culture different Attention given to linguistically and culturally diverse learners from his own. Emphasis will be placed upon the education and students with special needs in the regular and middle problems of large ethnic groups in urban centers, such as school classroom. Emphasis on intermediate and middle Puerto Ricans, Mexicans, and Cubans. Prereq.: admission to school grades. Concurrent course: BLBC-301, and COE Bilingual/Bicultural Education Program. admission. BLBC-339 Teaching Communication Skills in Cross- BLBC-304 Methods of Teaching Social Studies – Elemen- Language/Culture Situations, 3 cr. Course covers a variety tary School, 3 cr. A study of instructional methods and of verbal and nonverbal communication modes in a broad materials for teaching social studies to all students, including array of language/culture contexts frequently encountered exceptional students. Explores approaches to promoting in bilingual/bicultural classroom situations. A primary focus children’s cognitive and affective concept formation, critical will be on oral communication especially the perception, thinking, exploration of problems associated with methods recognition, and production of English as rendered by speak- of research and appreciation of cultural diversity and global ers of other languages. Accent, especially when it triggers issues. May be accompanied by supervised, sequential Clini- semantic confusion, is emphasized. Equal significance is cal Experiences culminating in teaching student-developed granted to culture modes which constitute the context for instructional units. Classroom management techniques linguistic expression. The development of cross-linguistic/ conducive to the implementation of successful individual and cultural awareness of communication is pedagogically geared group unit projects are investigated. Emphasis on interme- to help instructors avert and overcome any miscommunica- diate and middle school grades. Prereq.: BLBC-301 and 302, and tions encountered in language/culture diverse classrooms admission to College of Education. and community interactions. Prereq: BLBC 338

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 333 TEACHER Education

BLBC 340 Methods of Teaching Language and Culturally different ethnic groups. After a thorough introduction to Diverse Students, 3 cr. Presents detailed treatment of is- culture and multiculturalism and their impact on formal and sues concerning the instruction of diverse language groups informal learning situations, the course is complemented within the differentiated curriculum in American Schools. with the formation and presentation of several learning Focuses on methods for studying language and culture by centers (modules) related to the major ethnic groups. The contrasting and analyzing techniques related to improving characteristics of those groups and the identification of the instruction in the subject areas. Prereq.: BLBC 338. most effective and efficient techniques compatible with BLBC-341 Methods and Materials for Teaching Limited- multicultural learning situations. Prereq.: BLBC-438. English-Proficient Students, 3 cr. Presents strategies and BLBC-441 Materials, Methods, and Techniques for theoretical models to develop teacher awareness in those Teaching Limited English Proficient Students, 3 cr. areas that concern the specialized bilingual educator. There With the steady increase in the number of language minority is an emphasis on the identification and location of relevant students especially those with limited English proficiency, a instructional materials which address bilingual education better understanding of their affective, physical, and cognitive as a method of instruction for culturally and linguistically needs and readiness for learning in the second language and diverse children with limited English language skills. Partici- culture environments is becoming indispensable. This course pants are expected to apply curricular models and develop provides the necessary academic, pedagogical, and clinical pedagogical skills in the areas of task analysis, instructional preparation for teaching in situations involving limited English assessment, and critical evaluation of instructional materials proficient students learning through the medium of the first to meet the needs of bilingual students. Prereq.: BLBC-338 and or second language or a combination of both. A primary BLBC-339, or BLBC-340. focus is on developing the most appropriate materials, ap- BLBC 342 Assessment in the Bilingual Classroom, 3 cr. proaches and methods and the necessary sets of strategies Study of recent developments and trends in the assessment and techniques for implementation. Prereq.: BLBC-438. of language in the context of bilingual education. Analysis BLBC-442 Assessment Tools for Bilingual Students, 3 cr. and evaluation of bilingual tests in current use. Review of Assessment is indispensable in any language/culture learning relevant assessment procedures. Prereq.: BLBC 338 and 341. situation and for a wide variety of purposes, e.g. proficiency, BLBC-438 Foundations of Bilingual Education, 3 cr. placement, achievement, diagnosis, aptitude. All teachers in Introduces the fundamentals of bilingual education through monolingual and bilingual classrooms need to understand the understanding of language and culture diversity and the purposes, principles, procedures of assessment and the emergence of different bilingual and bicultural teaching how to construct assessment tools and interpret their data. and learning situations in our schools and communities. It is In bilingual situations where more than one language and necessary to understand the politics and policies that govern culture are involved, teachers should be aware of language those situations and the problems associated with them and and culture interfacing and guard against biases, miscon- the manner in which the emerging problems are handled and ceptions and misinterpretations. Participants in this course solved. All instructional problems and solutions are managed should be able to critique, evaluate, and construct differ- in line with the latest philosophies, theories, and principles ent assessment tools ranging from testing to portfolio and of bilingual education and their application to culture and performance-based. Prereq.: BLBC-438 and BLBC-441. language diverse classroom situations. Prereq.: Admission to the M.A.T.: BLBC program or M.S.I.: BLBC program. PROGRAM in BLBC-439 Ethnic Diversity in our Schools: A Cross- EARLY CHILDHOOD EDUCATION Cultural/Linguistic Survey, 3 cr. Surveys the ethnic, cultural, The Early Childhood Education Program offers courses of and linguistic history and evolution of the U.S. as a pluralistic study leading to the Bachelor of Arts degree. The major in nation. This survey covers precolonial America, colonization, Early Childhood Education (43 credit hours) includes required forced displacement and exploitation of Africans and the fol- courses (40 credit hours) plus 3 credit hours of electives lowing immigration waves since the 18th century. The cultural selected from a block of specified courses. and linguistic characteristics of each group are discussed with highlights on language and culture maintenance, erosion, or In completing the undergraduate major in Early Childhood disappearance across generations. Erosion and disappear- Education, students will become knowledgeable of the diverse ance of language and culture are approached in terms of the philosophies and models of early childhood curricula, identify processes of acculturation and assimilation, whereas their the instructional needs of children in multicultural groups maintenance is portrayed through recent practices in plural- and of exceptional children mainstreamed into the regular ism of which the implementation of bilingual education and classrooms; acquire skill in designing and implementing multicultural education are typical examples. Prereq.: BLBC-438. curriculum in early childhood and primary programs in all BLBC-440 Teaching in Culture and Language Diverse subject matter areas; become knowledgeable of the role of Classrooms, 3 cr. Aims at the development of a methodology informal and formal instruction in the child’s acquisition and for teaching language/culture diverse students by compar- development of literacy skills; acquire skill in using diagnostic ing and contrasting a wide range of linguistically/culturally and assessment techniques for evaluation as a basis for

334 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 TEACHER Education curriculum planning; and develop competence in utilizing ECED-355 Methods of Teaching Mathematics, Science, positive classroom management procedures. and Social Studies in Early Childhood.....3 cr. ECED-328M Clinical Experiences in Early Childhood Major in Early Childhood Education for the Education Preschool-Kg and Primary- Bachelor of Arts Degree Multicultural Emphasis...... 1 cr. Required Professional Sequence Courses: (ECED-355, ECED-352, ECED-328M, and ECED-328S NOTE: Students who complete the block clinical experience (must be taken concurrently) and concurrent required methods course and who have only ECED-328S Practicum in Early Childhood one other course remaining in that block are permitted to with Special Education...... 1 cr. move ahead into the next block’s clinical experience and Block V: concurrent methods course. ECED-329 Student Teaching in Early Childhood...... 9 cr. To begin the final block of coursework, students must have (See Clinical Experiences and Student completed all of the specified requirements prior to autho- Teaching section for application procedures) rization for student teaching. Electives: (Select One) 3 cr. Block I: ECED-312 Teaching Strategies with EDFN-302 Philosophical and Historical Multicultural Groups...... 3 cr. Foundations of Early Childhood ECED-325 Literature For Young Children...... 3 cr. Education...... 3 cr. Contact ECED Advisor for additional approved electives. EDFN-303 Early Childhood Development...... 3 cr. Total 43 cr. Students must be accepted into the College of Education NOTE: Students must be admitted to the College of Educa- before they may continue to Block II.*Note: Consult with tion prior to registration for professional sequence courses, program advisor and see College of Education admission beginning BLOCK II. Students must also maintain a 2.75 grade requirements. point average in the major. Professional courses may not be taken more than twice to achieve an acceptable grade. Block II: A letter of recommendation is required from ECED faculty. In order for students to be entitled by NEIU for the Illinois ECED-301 Curriculum and Instruction Type 04 certificate (Early Childhood), they must receive a “B” in Early Childhood...... 3 cr. or better in student teaching and have passed the ICTS Test (ECED-301 and ECED-328I of Academic Proficiency and the ICTS Content Area Test. In must be taken concurrently) order for students to be certified by the Illinois State Board ECED-328I Clinical Experiences in Early Childhood of Education, they will need to have passed the appropriate Education Infant-Toddler...... 1 cr. ICTS Assessment of Professional Teaching Test. (ECED-301 and ECED-328I must be taken concurrently) To request placement for student teaching, students must ECED-313 Language Development and Acquisition....3 cr. register in the Office of Clinical Experiences and Student ECED-316 Child, Family, and Community...... 3 cr. Teaching (please see section, Clinical Experiences and A letter of recommendation is required from ECED faculty. Student Teaching in this catalog). In order to be authorized Student will not be eligible to register for BLOCK Ill courses for Student Teaching, Students must meet with the program (except ECED 338) without this recommendation (information/ Advisor for an academic record review. form available on webpage. See Advisor for more details). To qualify for Student Teaching, students must maintain a minimum grade point average of 2.75 in the Professional Se- Block III: quence and have passed the ICTS Subject Area Examination. ECED 306 Methods of Teaching Reading in Early Childhood...... 3 cr. No required professional education course may be taken more ECED-338 Developmental Assessment than twice to achieve an acceptable grade. To be entitled of Young Children...... 3 cr. for certification by the State of Illinois, a student must earn ECED-328T Clinical Experiences in Early Childhood a grade of ‘B’ or better in Student Teaching Education Preschool-Kg and Primary- MINOR AREA OF STUDY Technology Emphasis (See Clinical Experi- ences and Student Teaching section for Minor Subject Area – 18 credit Hours minimum application procedures)...... 1 cr. Minor must be selected from approved minors list and must (ECED-306 and ECED-328T must be taken concurrently) include at least 9 credit hours at 300 level. Block IV: APPROVED MINORS: Take and pass ICTS Subject Area Examination. African and African American Studies, Anthropology, Art ECED 352 Methods of Teaching Language Arts, (studio), Asian Studies, Biology, Chemistry, Earth Science, Music and Art in Early Childhood...... 3 cr. Economics, English, Foreign Language (one language of

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 335 TEACHER Education study), Geography (excluding Environmental Studies), His- of curricular materials (including audio- visual) for multicultural tory, Interdisciplinary English Studies, Inner City Careers, settings for normal and children with special needs. (Must Latino and Latin American Studies, Linguistics, Teaching be taken concurrently with ECED-328I) Prereq.: EDFN-302 and English as a Second Language, Mathematics, Math and EDFN-303; COE Admission. Sciences Concept, MSTQE, Music, Philosophy, Physics, ECED-306 Methods of Teaching Reading in Early Child- Political Science, Psychology and Sociology. hood, 3 cr. Methods, techniques, and materials for the early In addition to the professional education courses outlined stages of the teaching of reading; the nature of the reading above, students must complete specific general education process; the place of reading in the total development of the course work as described below. normal child, and the child with special needs. The develop- mental reading program with emphasis on “reading to learn” Fine Arts (6 credit hours) refinement of techniques and enlargement of interests with ART-170 Studio Experiences...... 3 cr. attention to study skills and types of non-verbal reading and MUS-104 Music Concepts...... 3 cr. comprehension skills. Includes work on identification of and Humanities (9 credit hours) methods of instruction for children with special needs. (Must English...... 3 cr. be taken concurrently with ECED-328M) Prereq.: ECED-301 and Choose from Limited List in: English, Foreign consent of program area advisor. Language, Linguistics, Philosophy...... 6 cr. ECED-313 Language Development and Acquisition, Behavioral and Social Science (12 credit hours) 3 cr. Focuses upon language growth and development of HIST-214 or 215 United States History...... 3 cr. young children with particular emphasis upon programs and HIST-111C or 107 or 111D or ANTH-212 techniques designed to facilitate acquisition of language (Non-Western/Third World)...... 3 cr. skills. Major language acquisition theories are studied. The PSCI-216 American National Government...... 3 cr. relationship of language development to cognitive and social- Elective (Chosen from Limited List)...... 3 cr. emotional growth is explored. Basic language development Biological & Physical Sciences (12 credit hours) inventories are reviewed. Prereq.: EDFN-302 and 303 or equivalent. Coursework must include Biological & Physical Science ECED-316 Child, Family, and Community, 3 cr. The study of (include one lab course) family and community relations: working with parents; locat- ing and using resources/programs in the community; ways General Education Requirements not on of coordinating community, family, and school cooperation the Limited List: in a culturally diverse environment. Includes a focus upon ENGL-101 and 102 Writing I and Writing II...... 6 cr. the needs of young children, 0-3 years of age. Prereq.: Junior (must receive a grade of ”C“ or higher) standing and program advisor approval. Three semester hours in oral communication ECED-325 Literature for Young Children, 3 cr. Preparation (CMTC 101 or CMT‑COMM 202). for effective teaching of literature in preschool, kindergar- (Must receive a grade of “C” or higher) ten and primary grades; wide readings of books for young HLED-107 Health for Effective Living...... 2 cr. children; guided practice in story selection and storytelling; College-level Mathematics Course (approved by ECED classroom methods in the management of creative expression advisor). Student must receive a grade of “C” or higher. based on literary experience; guidance of individual reading; MATH-143 College Mathematics II...... 3 cr. investigation of children’s interests; classroom methods in the (must receive a grade of ”C“ or higher) presentation of poems including choral reading; acquaintance Physical Education Elective...... 1 cr. with outstanding authors and illustrators of children’s books; Elective from Language Arts**, Science, appropriate book lists and indexes. Prereq.: junior standing. Social Science, Humanities and/or Psychology...... 3 cr. ECED-328I Clinical Experiences in Early Childhood Edu- (**Language Arts: Coursework in oral and written expression, cation Infant-Toddler, 1 cr. Extended field and laboratory grammar, spelling, handwriting, literature for children, and experiences in a variety of teaching/learning activities with other literature as is commonly found in the course of study infants/toddlers. The supervised, guided experiences are in- in the elementary schools, excluding professional education tegrated with studies in ECED-301 Curriculum and Instruction coursework. Consult your advisor prior to taking coursework in Early Childhood, and fulfill a minimum of 40 clock hours to fulfill this elective requirement.) of the 100 clock hours required by the State of Illinois for certification in Early Childhood Education. Supervision and COURSE OFFERINGS individual conferences with university instructor. Concur- ECED-301 Curriculum and Instruction in Early Childhood rent course: ECED-301. Prereq.: EDFN -302 and 303; COE Admission. Education, 3 cr. Relationship of theory to practice is stud- ECED-328M Clinical Experiences in Early Childhood ied in a variety of early childhood curricula with respect to Education Preschool-Kg and Primary-Multicultural teaching-learning processes. Special attention is directed to Emphasis, 1 cr. Teaching/learning activities with preschool activity/learning centers, individualization, educational play, kindergarten and primary children in private and public school classroom management, along with planning and preparation classrooms with a variety of multi ethnic populations. Sixteen

336 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 TEACHER Education weeks will be spent in a preschool-kindergarten setting or ECED-355 Methods of Teaching Mathematics, Sci- a primary classroom. The supervised, guided experiences ence, and Social Studies in Early Childhood, 3 cr. are integrated with studies in methods classes. Supervision A study of instructional methods and materials for teaching by university faculty, student conferences, and bi-weekly mathematics, science, and social studies to normal, learning seminars. Fulfills a minimum of 50 clock hours of the 100 disabled, and mainstreamed exceptional children in multicul- clock hours required by the State of Illinois for certification in tural classrooms. Explores major concepts and approaches Early Childhood Education. Concurrent courses: ECED-355, in the three areas as well as their relationships to one another 306. Prereq.: ECED-328T and ECED-352. and other content areas. Classroom management techniques ECED-328S Practicum in Early Childhood Special Educa- conducive to the implementation of successful individual and tion, 1 cr. This course provides on-site experiences with young group lessons are investigated. Emphasis is on preschool children who have special needs. An in depth understanding and primary grades. ECED-306 and ECED-328M taken of models and strategies for working with this population will concurrently. Prereq.: ECED-301 and consent of program area advisor. be supported by seminar topics and discussions. Thirty hours ECED-402 Application of Learning Theories to Early of clinical experience will be required. Concurrent courses: Childhood Education, 3 cr. A review of various theories of ECED 306, ECED 355, and ECED 328M. children’s mental development with implications for classroom ECED-328T Clinical Experiences in Early Childhood Edu- teaching techniques. Topics to be included in this course cation Preschool-Kg and Primary-Technology Emphasis, are questioning techniques and the design of materials that 1 cr. Teaching/learning activities with preschool-kindergarten provided an environment favorable to active thinking. Prereq.: and primary children in private and public school classrooms graduate standing, EDFN-303, or EDFN-401, or equivalent. with a technology emphasis. Sixteen weeks will be spent in ECED-403 Early Childhood Assessment, 3 cr. Focuses a preschool-kindergarten setting or a primary classroom. upon the use and development of evaluation instruments for The supervised, guided experiences are integrated with collecting information about young children. Instruments used studies in methods classes. Supervision by university fac- will focus on individuality of the child and his unique growth ulty, student conferences, and biweekly seminars. Fulfills a trends and patterns of developmental needs. The materials minimum of 50 clock hours of the 100 clock hours required studied will help the teacher to identify where the child is by the State of Illinois for certification in Early Childhood developmentally and to use instruments and techniques to Education. Concurrent course: ECED-352. Prereq.: EDFN-302, evolve ways to help the individual child grow. Prereq.: graduate EDFN-303, ECED-301, ECED-328I. standing, SPED-303, PSYC-215, or equivalent. ECED-329 Student Teaching in Early Childhood, ECED-404 Organizing and Directing of Early Childhood 9 cr. Sixteen weeks of full-day student teaching under the Centers, 3 cr. Explores and evaluates practices in organiz- supervision of a certified cooperating teacher. Students ing and administering early childhood centers. Areas of are required to take full responsibility for assigned classes of early childhood students. Weekly one-hour seminars. study include housing, equipping, staffing, and financing. Regular visits and conferences with university supervisor. Policies related to health and safety, admission, grouping, Prereq.: Completion of required professional educational courses and consent recording, reporting, teacher development and school and of program advisor and coordinator of student teaching. Passing score on ICTS community relations are developed. Opportunity is provided Subject Area Examination. for the study of problems and issues in specific types of ECED-338 Developmental Assessment of Preschool schools such as the cooperative nursery school, day care Children, 3 cr. Focuses on the diagnosis and assessment centers, the private nursery school, Head Start programs, of developing needs of the young child from birth through Follow Through programs, Inclusive Child Development age five; special emphasis on measuring physical, emotional, Centers—pre-kindergarten through third grade in urban mental and social growth to determine intervention needs. and suburban communities. Prereq.: graduate standing, PSYC-215 Specific programs to facilitate normal development will be or EDFN-303 or equivalent. planned. Prereq.: EDFN-303 or equivalent. ECED-406 Perspectives on Parenting, 3 cr. Designed to ECED-352 Methods of Teaching Language Arts, Music train the early childhood teacher to teach parenting skills to and Art in Early Childhood, 3 cr. Methods and materials parents. Reviews patterns of growth from birth focused on for teaching language arts (literature, listening, speaking, flexible parent-child communication designed to promote written composition, drama), music, and art to normal, optimal development and stimulate growth. Provides a critical learning disabled, and mainstreamed exceptional children analysis and overview of several of the materials available in multicultural classes. Explores theories, concepts and ap- for parent education and develop guidelines for evaluating proaches in the three areas as well as their relationships to them. Prereq.: graduate standing, PSYC-215, or EDFN-303 or equivalent. one another. (Must be taken concurrently with ECED-328T) Prereq.: ECED-301, ART-170, MUS-104, CMTC-202, or equivalent and consent of program advisor.

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ECED-407 Family, Child, and Teacher Interaction in Early strategies. Emphasis will be on the development of skills and Childhood Education, 3 cr. A course designed for teachers self analysis of techniques. 135 clinical hours are required of young children who are working to integrate parents into for 04 certification with three grade levels (Infant-toddler, the educational program. Family styles and parenthood are preschool, kindergarten, 1st, 2nd or 3rd grades) examined followed by methodologies for involvement in ECED-412 Research Seminar in Early Childhood Educa- children’s education. Practical realities of teaching including tion, 3 cr. Criteria for selecting research problems and evalu- home visits, communication skills, and alternative avenues ating hypotheses are explored. Various types of experimental for communication will be discussed. An exploration of the designs and descriptive approaches to research design are culture of the early childhood setting and implications for investigated. Techniques for writing research proposals and teachers and families will be included. Prereq.: graduate standing reports are studied. There is an examination of recent devel- and 12 credit hours in education. opments in data processing related to educational research. ECED-408 Language Acquisition and Intervention Strate- Other topics include sampling procedures, reliability, validity, gies for Teachers of Young Children, 3 cr. Focuses upon interviews, questionnaires, and observational techniques. the acquisition of language as the young child develops Research project under the supervision of a faculty advisor. syntactic, semantic, and pragmatic understanding. Differing Prereq.: Acceptance to masters' degree candidacy and nine credit hours in core viewpoints of language learning and cognitive interaction are courses, including ECED 403, ECED 410 and ECED 408. presented. Techniques for both language assessment and intervention by the teacher of the young child are discussed. PROGRAM in Reviews recent research and its applicability to assist the ELEMENTARY EDUCATION preschool teacher in facilitating language learning and The Elementary Education Program provides students with evaluating existing language programs for using language knowledge of philosophical and psychological elements as a tool of communication. Prereq.: graduate standing; PSYC-215; of teaching and learning, general and specific methods of and ECED-313 or equivalent. instruction, and clinical intern experiences of at least 100 ECED-409 Child Advocacy, 3 cr. To help practitioners hours in local schools prior to the full-day student teaching understand issues, areas of advocacy, and intervention experience. techniques directed toward services and institutions that affect the lives of children, birth through nine years. Prereq.: Students who complete this program qualify for elementary graduate standing and 12 credit hours in education. education state certification Type 03. Upon certification, ECED-410 Curriculum Development in Early Childhood they are eligible to teach elementary school (grades K-9); additional endorsement qualifies students to teach in middle Education, 3 cr. Study of the implications of theories of schools (grades 5-8). child development for early childhood curriculum develop- ment. Investigation of strategies for planning, teaching, and Students completing the Elementary Education major will: evaluating learning experiences which promote cognitive 1) have theoretical and practical knowledge of principles and affective development. Techniques for working with of curriculum development and design which reflect “best- small and large groups are explored through observation practices” in elementary and middle schools; 2) have an and analysis of classroom interaction. Issues related to mul- understanding of and the skill to work effectively with children ticultural education, the utilization of community resources, of diverse backgrounds and abilities; 3) know how to plan, and parent-teacher relationships are examined. Major early implement and integrate a variety of learning activities for childhood programs are evaluated. Prereq.: graduate standing and student centered classrooms; 4) have attained specialized 12 credit hours in education. knowledge of content and instructional materials, as well as ECED-411A Practicum in Early Childhood Education, skills in using technology in elementary and middle schools; 3 cr. To provide an opportunity for supervised observation 5) effectively apply classroom management techniques and teaching with normal young children. Practical application demonstrating an understanding of collaborative learning of methods and techniques with an integrating seminar will strategies and group processes; 6) have attained skills in designing instruments to assess student performance and help the practitioner develop teaching strategies. Emphasis in using assessment to improve teaching and learning; 7) will be on the development of skills and a self-analysis of be able to integrate learning activities in contexts which are techniques. 135 Clinical hours required. Prereq.: acceptance to interesting and meaningful to elementary and middle school master’s degree candidacy and six credit hours in core courses (SPED-404; students; and 8) be reflective educators who are committed ECED-408 or SPED-484; ECED-403; ECED-410; ECED-407). to life-long professional development and growth. ECED-411B Practicum in Early Childhood Education (04 Certification) 3 cr.To provide an opportunity for super- DEGREE REQUIREMENTS vised observation and teaching with normal young children. In order to graduate from the program and be entitled to Practical applications of methods and techniques with an state certification, students must complete a minimum of integrating seminar to help the practitioner develop teaching 120 hours of study which include the following requirements:

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• University General Education Program credit hours, 9 of which must be at the 300-level. Students • Professional Education Coursework who choose to complete an area of concentration must complete a total of 18 credit hours in the area, 9 of which • Approved Minor or Area of Concentration must be at the 300-level. • Additional Courses and Tests Required for State Certification APPROVED MINORS/ AREAS OF CONCENTRATION: • Program Exit Criteria African and African American Studies, Anthropology, Art Required Professional Education Courses (studio), Asian Studies, Biology, Chemistry, Earth Science, EDFN-305 Philosophical and Historical Economics, English, Foreign Language (one language of Foundations of Public Education...... 3 cr. study), Geography (excluding Environmental Studies), His- EDFN-306 Education and Individual Differences ...... 3 cr. tory, Interdisciplinary English Studies, Inner City Careers, (Prerequisite for ELED 301) Latino and Latin American Studies, Linguistics, Mathematics, EDFN-307 Psychology of Instruction and Learning...... 3 cr. Math and Sciences Concept, Music, Philosophy, Physics, ELED-301 Curriculum of the Elementary School ...... 3 cr. Political Science, Psychology, Sociology and Teaching English (Prerequisite for all methods courses) as a Second Language. ELED-302 Methods of Teaching Language Arts - Requirements for teaching middle school (grades 5-8) are Elementary School...... 3 cr. included within the course requirements for Elementary ELED-304 Methods of Teaching Social Studies - Education, with the exception of the middle school advi- Elementary School...... 3 cr. sory component. This component is included in EDFN-313: ELED-305 Methods of Teaching Science - Problems, Issues, and Practices in Education. Students who Elementary School...... 3 cr. wish to earn middle school endorsement should take this ELED-306A Methods of Teaching Reading - course as their elective. Elementary School with Clinical...... 3 cr. ELED-310 Methods of Teaching Mathematics...... 3 cr. The above requirements apply to undergraduate transfer ELED 328 Clinical Experience (100 hours)...... 1 cr. students and graduates of accredited universities (Second (Must be taken concurrently with ELED 306A) B.A. or TCP Programs). All students must consult with a ELED 329 Student Teaching in Elementary Ed...... 9 cr. Program Advisor in the Elementary Education Prograrn. Choose ONE of the following: Sequence for Elementary Education Professional EDFN-313 Problems, Issues, and Practices in Education or Sequence with Admission and Retention Requirements ELED-319 Classroom Organization and Management or Each level must be completed to move forward. ELED-330 Creating and Using Puppetry in the Classroom • A 2.75 GPA must be maintained in professional ELED-312 Teaching Strategies sequence coursework. with Multicultural Groups...... 3 cr. • A 2.5 GPA must be maintained overall. (If GPA levels TOTAL PROFESSIONAL EDUCATION 40 cr. are not maintained, student will not be allowed to Declaration of Major/Admission to Program proceed through the program). In order to register for ELED-301 Curriculum in the Elementary Level 1: School, students must have declared their majors and be Complete EDFN 305 and 306 with “C” or better. admitted to the College of Education. Students should meet Complete application to be admitted to College of with program advisors to plan their programs prior to taking Education EDFN-306 Education and Individual Differences. Students Level 2: should complete the necessary procedures to declare their Enroll in ELED-301 and ELED-302 with cumulative GPA majors and pass the Illinois Test of Basic Skills while they of 2.5 and declared major and COE Admission; Initial are enrolled in EDFN 306. Only students who have declared Portfolio requirement of ELED-301. Completion of Level their majors and passed the Illinois Test for Basic Skills and I University Technology Competency Requirement is be admitted to the College of Education will be permitted to part of ELED-301. register for Elementary Education Courses. An NEIU GPA of • For approval to enroll in ELED 306A and ELED 328, 2.5 is required to declare a major. a recommendation form, with a rating of Satisfactory AREAS OF CONCENTRATION must be obtained from student’s instructor in ELED Minor Subject Area – 18 credit Hours minimum 301 AND in ELED 302. A 3RD recommendation form, Students may select and declare a minor or and area of also with a Satisfactory rating must be obtained from concentration from the approved list below. Students who the student’s instructor of ELED 304 OR ELED 305 OR declare a minor must meet the requirements of the depart- ELED 310. See Program Advisor for more information. ment in which the minor is housed, completing at least 18

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• Students will be prohibited from registering in ELED 301 In order to be considered for Clinical Experiences, stu- and ELED 302 with an “I” in EDFN 305 and/or EDFN dents must be admitted to the College of Education 306. and accepted into the Elementary Education Program. • EDFN 307 must be completed with a ‘C’ or better In addition, students must have completed EDFN-305, 306, • Attend mandatory clinical information meeting 307; ELED-301: Curriculum in the Elementary School, ELED- • ELED-301 and ELED-302 must be completed with a "B" 302: Methods of Teaching Language Arts in the Elementary or better School, and two other methods courses. Level 3: To qualify for Student Teaching, students must maintain a minimum grade point average of 2.75 in the Profes- Complete two of following: ELED 304, 305, 310 sional Sequence and a 2.5 cumulative grade point Complete EDFN 307 with “C” or better (if not previously average and have passed the ICTS Content Area Test. taken). No required professional education course may be taken more Attend mandatory Student Teaching Information meeting. than twice to achieve an acceptable grade. To be entitled Level 4: for certification by the State of Illinois, a student must earn Complete ELED-306A and ELED-328 with grade of “B” or a grade of “B” or better in Student Teaching. better in ELED-328. Additional Requirements for Certification: Cumulative Portfolio required as part of ELED-306A In addition to the successful completion of the Elementary Complete remaining methods course: ELED 304, 305, 310 Education major and one of the approved minors or areas Pass the ICTS Content Area Examination of concentration, students must complete the general All of the above requirements must be met before education requirements for the College of Education. These proceeding into student teaching. requirements are: Attend mandatory CEST orientation. Requirements which are a part of Northeastern’s 39-hour Level 5: General Education Program and are on the Limited List: Complete student teaching - ELED-329. Fine Arts: 6 credit hours Exit Cumulative Portfolio required in ELED-329 Student Choice of courses from the limited list. Teaching. Humanities (9 hours) ELED Program Exit Criteria: English...... 3 cr. To be selected...... 6 cr. Completion of all NEIU and COE General Education Requirements. Behavioral and Social Science (12 hours) Completion of all professional education sequence HIST-214 United States History 1607-1877 or courses and requirements. HIST-215 United States History 1877-Present...... 3 cr. Maintain cumulative GPA of 2.5. PSCI-AMER-216 American National Government...... 3 cr. Non-Western or Third-World Cultures course Maintain professional sequence GPA of 2.75. HIST-111C or 111E or 111D or ANTH-212...... 3 cr. In order for students to be entitled by NEIU for the Illinois Elective...... 3 cr. Type 03 certificate (elementary/middle grades), they must Biological & Physical Sciences (12 credit hours) receive a “B” or better in student teaching and have passed Coursework must include Biological & Physical Science the ICTS Test of Academic Proficiency and the ICTS El- (include one lab course)...... 12 cr. ementary/Middle Grades Test. In order for students to be Total 39 cr. certified by the Illinois State Board of Education, they will need to have passed the appropriate ICTS Assessment of Students must also pass the ICTS Assessment of Profes- Professional Teaching test. sional Teaching Test. Prior to student teaching, all Elementary Education majors General Education Requirements which are not on the must complete a minimum of 100 clock hours of clinical Limited List: experience to be eligible for certification in the State of 1. Six semester hours in written communication Illinois. This clinical experience (completed concurrently (English 101 and 102). (must receive a grade of ”C“ with ELED-306A) requires placement in a public or private or higher) elementary school with a state certified teacher. To request 2. Three semester hours in oral communication placement for clinical experience, students must register (CMTC 101 or CMTC 202). (must receive a grade of in the Office of Clinical Experiences and Student Teaching ”C“ or higher) (Please see the section, Clinical Experiences and Student Teaching in this catalog). 3. Six credit hours in college level math. (Must receive a grade of ”C“ or higher)

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4. HLED-107 Health for Effective Living (2 credit hours) needs. Principles of classroom management are included. and Physical Education Activity Course (1 credit hour.) Accompanied by 100 hours of supervised, sequential COURSE OFFERINGS clinical experiences culminating in teaching student de- veloped instructional units. Emphasis on intermediate and ELED-301 Curriculum of the Elementary School, middle school grades. Prereq.: TED- ELED-301, ELED/BLBC 302, 3 cr. The relationship of theory to practice is studied in a va- two additional methods courses and admission to COE. riety of elementary and middle school curricula. Analyses and interpretations of teaching-learning processes are conducted. ELED-306B Methods of Teaching Reading - Elementary Special attention is directed to: (1) instructional objectives School without Clinical Experience, 3 cr. For non-program in planning, (2) application of theories of child development, students who do not need the 100 hours of supervised, learning, classroom management, and instructional method- sequential clinical experiences. ology to multicultural curriculum development, (3) unit and ELED-310 Methods of Teaching Mathematics- lesson planning, and (4) evaluation techniques. Strategies for Elementary School, 3 cr. Development of methods, meeting the needs of students with special needs are ex- techniques, and teaching aids for the teaching of math- plored. Prereq: EDFN-306 and COE admission, concurrent course ELED-302, ematical concepts to all children including exceptional and and COE Admission. gifted students in multicultural classrooms. Appropriate ELED-302 Methods of Teaching Language Arts - Elemen- techniques in classroom management are included. Emphasis tary School, 3 cr. Materials and techniques for the teaching on intermediate and middle school grades. Prereq.: ELED-301 of writing, speaking, and listening skills. The function of and 302, with a grade of “C” or higher and admission to COE. language in the life of the child, the relationship of language ELED-311 School Curriculum, 3cr. Selection, organization in other areas of learning as well as in multicultural settings. and use of materials and methods based on theory and prac- Attention given to linguistically and culturally diverse learners tice for early childhood, elementary and secondary levels of and students with special needs in the regular and middle instruction and learning are studied. Discussion of the unit, the lesson plan, classroom management, higher order think- school classroom. Emphasis on intermediate and middle ing techniques, decision-making process and elements of school grades. Concurrent course.: ELED-301, and COE admission. effective teaching. Emphasis on planning and methodology ELED-304 Methods of Teaching Social Studies - Elemen- for integration of multicultural curriculum and mainstreamed tary School, 3 cr. A study of instructional methods and exceptional program needs. This course only applicable to materials for teaching social studies to all students, including K-12 certification. Prereq.: EDFN-305, 306. exceptional students. Explores approaches to promoting ELED-312 Teaching Strategies For English Language children’s cognitive and affective concept formation, critical Learners & Multicultural Students, 3 cr. This course explores thinking, exploration of problems associated with methods a variety of cultural values, languages, and the process of of research and appreciation of cultural diversity and global social integration of American ethnic groups that children issues. Classroom management techniques conducive to bring to middle level classrooms and the teacher's role in the implementation of successful individual and group unit enhancing each Early Adolescence's learning experiences. projects are investigated. Emphasis on intermediate and Decision making skills in selecting content area instructional middle school grades. Prereq.: ELED-301 and 302, and admission to COE. strategies for English Language Learners and Multicultural ELED-305 Methods of Teaching Science - groups will be the emphasis. Field experiences will be done Elementary School, 3 cr. A study of instructional meth- in conjunction with course assignments. ods and materials for teaching science to all students ELED-315 Teaching in the Inner City Elementary School, including linguisically and culturally diverse learners and 3 cr. Educational problems inherent in the inner city milieu, exceptional children. Emphasizes development of lessons exploration of developmental learning concerns as applicable to promote scientific thinking and utilization of basic sci- in various ethnic groups; study of socio-economic conditions entific principles and experimentation. Includes classroom as relating to educational achievements. Prereq.: ELED-301. management strategies conducive to the implementation ELED-319 Classroom Organization and Management, 3 of successful individual and group science investigations. cr. Designed for the beginning teacher; exploration of the Emphasis on intermediate and middle school grades. various methods by which the classroom may be organized Prereq.: ELED-301 and 302 and admission to COE. and brought to a level of discipline necessary for effective ELED-306A Methods of Teaching Reading - Elementary teaching, examination of such topics as mainstreaming, School with Clinical Experience, 3 cr. Examines current organizing for instruction, multicultural aspects, teacher- issues and research in the teaching of reading. Emphasis is pupil rapport, class discussion, importance of motivation, given to exploring the instructional methods and materials techniques of discipline, and including the exceptional for teaching reading to all students including linguistically learner in the elementary school classroom. Prereq.: ELED-301 and culturally diverse learners and students with special and admission to COE.

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ELED-328 Clinical Experience in Elementary Education, principal types of curriculum patterns as they apply to 1 cr. Provides intensive clinical experience in elementary various subject-matter disciplines; emphasis focused on the schools for students enrolled in ELED-306A. Involves su- student’s subject area of specialization and its applicability pervised and graduated teaching interactions with children to the improvement of the curriculum in the classroom and in selected subject areas. Bi-weekly seminars scheduled. in the school; study of selection and organization of learning Fulfills a minimum of 100 clock hours of clinical experiences experiences, as well as objectives and evaluation. Prereq.: required by the state for certification.Prereq.: ELED-301, two ad- graduate standing. ditional methods courses and consent of chairperson; passing score on ICTS ELED-415 Interrelating Science And Mathematics With Subject Area Examination. Concurrent registration ELED-306A. Clinical, 3 cr. The subject links between science and math- ELED-329 Student Teaching in Elementary Education, ematics will be investigated. Emphasis will be placed on the 9 cr. Sixteen weeks of full-day student teaching under the natural and logical relationship of science and mathematics. tutelage of a certified cooperating teacher. Students are Different instructional models will be explored, research ques- required to take full responsibility for a class of elementary tions considered, and current resources identified. Attention school students. Weekly seminars. Regular visits and confer- will be given to utilizing strategies for establishing firmer ences with university supervisors. Prereq.: successful completion school ties between the two disciplines. A minimum of 50 of all course work in ELED/BLBC Education major, approval of department clinical hours required. Prereq.: ELED-414 and EDFN-416. Consent of chairperson and coordinator of student teaching, and admission to COE; Passing program advisor and coordinator of Clinical Experiences required. score on ICTS Content Exam. ELED-416 Strategies Of Teaching Social Studies And ELED-330 Creating and Using Puppetry in the Classroom, Language Arts With Clinical, 3 cr. An integrative ap- 3 cr. This is a hands-on elementary education elective course proach to teaching language arts and social studies will be in puppetry and marionette making and its implementation for introduced. Characteristics of the learner within their cultural use in the classroom. The class format consists of the creation heritage, sources of literary and community information, and of a hand puppet and marionette and the development of concepts embodied in interdisciplinary thematic units will be procedures for their use in the classroom by teachers and examined along with strategies for facilitating communication students. Puppetry will be viewed as learning and teaching competencies in the content areas, fine arts, and humanities. methodology in which teachers can foster and encourage Methods of inclusion of special needs students in the regular creativity and higher teaching methodology in which teachers classroom are included. A minimum of 50 clinical hours is can foster and encourage creativity and higher level think- required. Prereq.: ELED-414 and EDFN-416. Consent of program advisor ing skills, including divergent thinking and problem solving and coordinator of Clinical Experiences required. techniques. Puppetry will also be viewed as part of the ELED-417 Multicultural Literature and Drama in the curriculum in which students can become involved in the Elementary Classroom, 3 cr. Develops an in-depth under- development of story in literature and drama. This class with standing of multicultural literature and its application in the its hands-on approach to puppetry teaches the importance classroom through creative drama techniques which include of using arts in education as a vehicle for learning. improvisation, role-play, playmaking and guided imagery. ELED-403 Problems in Elementary Mathematics Instruc- Study, discussion, and hands-on application through coop- tion, 3 cr. Develops an understanding of principles and erative learning groups focusing on exploration of theoretical techniques of instruction in elementary school mathemat- and pedagogical research and their relationship to thinking, ics. Students will be expected to investigate research as it listening, speaking, reading and writing competencies. Ex- relates to the improvement of instruction in mathematics. ploration of the use of visual arts and its application to the Prereq.: ELED 414, EDFN 416 and ELED 419. Prereq.: graduate standing. multicultural classroom. ELED-405 Problems in Elementary Social Studies In- ELED-418 Theoretical Implications for Elementary Class- struction, 3 cr. Develops an understanding of principles room Instruction, 3 cr. The contributions of learning theorists and techniques of instruction in elementary school social that are applicable to the teaching-learning process; areas studies. Students will be expected to investigate research as explored include implications of learning in curriculum design, it relates to the improvement of instruction in social studies. instructional methods, educational decisions, and in the use Prereq.: graduate standing. of learning resources; relevant for the classroom teacher who attempts to utilize learning concepts in the classroom and in ELED-406 Research Skills for the Classroom Teacher, research. Prereq.: graduate standing and consent of instructor. 3 cr. Enables the classroom teacher to use tools and pro- cedures that will demonstrate the working effectiveness of ELED-419 Current Issues in Elementary Language any instructional practice; thus, the teacher will develop data Arts Instruction, 3 cr. Development of an understanding that will foster constructive decision-making for continued of principles and techniques of instruction in elementary school language arts; students will investigate research as curriculum building. Prereq.: graduate standing. it relates to the improvement of instruction in language arts. ELED-414 Principles of Curriculum Development, 3 cr. Fundamental criteria for curriculum planning and the Prereq.: graduate standing.

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ELED-429 Internship in Elementary Education, 6 cr. Stu- Admission Requirements: dents are provided with an opportunity to implement and plan • Elementary: an undergraduate Bachelor’s degree from an instructional units on a long range basis. Having acquired accredited university or college the knowledge base through interdisciplinary coursework • A minimum undergraduate GPA of 2.75 (4.0 scale) and methods classes and having employed a beginning • Undergraduate coursework in English (composition or lit- instructional technique during their clinical component, the erature), Speech~Drama or Linguistics: for the elementary students will now have the opportunity to apply these jointly sequence. during an entire semester by assuming the full range of teaching duties in an exemplary elementary setting. Prereq.: • Six (6) credit hours in the history/ philosophy of education Completion of all coursework in M.A.T. Program Elementary Sequence, except (EDFN-405: Development of Educational Thought) and TED-430 and permission from Office of Student Teaching; passing score on the educational psychology (learning and development: EDFN- ICTS Subject Area Examination. 406: Human Development and Learning) or equivalent. ELED 430 Trends and Issues in Assessment, 3 cr. Reviews • Passing score on the ICTS Test of Acadamic Proficiency principles of educational testing and evaluation. Explores State teacher examinations: trends and critical issues in assessment with emphasis on M.A.T. students are required to pass the ICTS Test of Aca- the teacher’s role in relating assessment to instructional demic Proficiency, Content-Area Test, and the Assesment of objectives. Provides opportunities for students to study Professional Teaching tests. Study guides and applications assessment strategies and issues specific to the level (el- are available at www.icts.nesinc,com. ementary or secondary), linguistic-cultural background, and subject-matter area of their teaching or internship assignment. Middle School Endorsement is integrated into the required Prereq.: Graduate standing;. coursework of the elementary sequence. Students who ELED-435 Literature for Intermediate and Middle School complete the MAT Program will receive Middle School Students, 3 cr. Students will survey, peruse, and study all Endorsement. genres of literature appropriate for intermediate and middle Criminal Background Check school level students. Quality literature suitable for all areas Beginning Spring 2004, students will be required to complete of integrating stories into various curricular areas will be a criminal background check prior to school placement for stressed. Students will be able to identify appropriate lit- clinicals and student teaching. More information can be erature types to be used for intensive literature circle study, obtained from the CEST office. recreational reading, and selection strategies for sharing literature with children and young adults. Multicultural and Requirements for the degree: multiglobal sources will be utilized throughout the course. Program students must see their advisor to obtain a copy Prereq.: Graduate standing. of the course sequence and the program retention criteria. All graduate credits will be at the 400 level, except for a PROGRAM in LANGUAGE ARTS limited number of 300 level courses specifically approved Master of Arts in Teaching: Language Arts for graduate degree credits in a given Master’s degree program. Departments may permit students to apply up to The Master of Arts in Teaching: Language Arts Program has three of these 300 level courses, to a maximum of ten credit been designed for returning students who wish to obtain hours, to fulfill program requirements. This policy applies to initial teacher certification at the elementary level along with all students entering graduate degree programs beginning a master’s degree in the area of Language Arts instruction. with Fall 1997. Consult with your program advisor or the This program has three components of coursework: Graduate College for details. • Professional Core in the areas of multicultural education, Elementary Sequence: 51 credit hours media technology, literacy theory/pedagogy, general cur- riculum development, and research- 18 credit hours 1. Professional Core...... 18 cr. • Concentration in Language Arts with courses in curriculum EDFN-416 Cultural Pluralism and the Schools...... 3 cr. and instruction, reading, linguistics, TESL, English and/or ELED-414 Principles of Curriculum Development...... 3 cr. speech- 18 credit hours, ELED-430 Trends and Issues in Assessment...... 3 cr. INMD-410 Media Technology for Educators...... 3 cr. • Certification coursework composed of additional peda- READ-402 Issues in Reading Instruction...... 3 cr. gogical study and field experiences (including 100 hours of ELED-406 Research Skills for the clinical experiences and student teaching internship) - 15 Classroom Teacher...... 3 cr. credit hours for elementary. Students must also have completed general education 2. Concentration in Language Arts...... 18 cr. requirements as specified by the Illinois State Board of ELED-418 Theoretical Implications for the Education. Elementary Classroom...... 3 cr. ELED-419 Current Issues in Elementary Language Arts Instruction...... 3 cr.

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LING-401 Fundamentals of Modern Linguistics Requirements for the degree or Elementary Sequence: 36 credit hours TESL-402 Principles of Linguistics for Teachers...... 3 cr. 1. Professional Core...... 18 cr. READ-425 Literature-based Reading Programs EDFN 416 Cultural Pluralism and the Schools...... 3 cr. for the Elementary Classroom...... 3 cr. ELED 414 Principles of Curriculum Development...... 3 cr. or ELED 430 Trends and Issues in Assessment...... 3 cr. ELED-435 Literature for Intermediate lNMD 410 Media Technology for Educators...... 3 cr. and Middle School Students...... 3 cr. READ 402 Issues in Reading Instruction READ 414 Reading and Writing Processes...... 3 cr. or ELED 417 Multicultural Literature and Drama in the READ 410 Teaching Reading in the Content Area...... 3 cr. Elementary Classroom...... 3 cr. ELED 406 Research Skills for the 3. Certification Component...... 15 cr. Classroom Teacher...... 3 cr. SPED 404 Survey of the Field of Special Education.....3 cr. 2. Concentration in Language Arts...... 18 cr. ELED 415 Interrelating Science and ELED 418 Theoretical Implications for the Math with Clinical Experience...... 3 cr. Elementary Classroom...... 3 cr. (See Clinical Experiences and Student Teaching ELED 419 Current Issues in Elementary section for application procedures) Language Arts Instruction...... 3 cr. ELED 416 Strategies of Teaching Social Studies and TESL 402 Principles of Linguistics for Teachers Language Arts with Clinical Experience...3 cr. or (See Clinical Experiences and Student Teaching TESL 414 Theories of Teaching English section for application procedures) as a Second Language...... 3 cr. ELED 429 Internship in Elementary Education...... 6 cr. READ 425 Literature-based Reading Programs (See Clinical Experiences and Student Teaching for the Elementary Classroom...... 3 cr. section for application procedures) or 4. Oral Presentation ELED 435 Literature for Intermediate/ A final oral presentation scheduled in the final term of the Middle School Students...... 3 cr. completion of all coursework READ 414 Reading and Writing Processes...... 3 cr. ELED 417 Multicultural Literature and Drama in the 5. Two research papers Elementary Classroom...... 3 cr. One is required in ELED 406. 3. Oral Examination A final oral exam scheduled in the final term before graduation. 4. Two research papers One is required in ELED 406.

344 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 TEACHER Education

SPECIAL CERTIFICATION PROGRAMS Additional Information Teacher Certification Program Listed below are the required courses for the TCP Early for Post-Baccalaureate Students Childhood 04 Certification Sequence. There is no required This program is designed for returning students with degrees general education coursework. in fields other than education who wish to obtain teaching EDFN-302 Philosophical and Historical Foundation certification in the following areas: of Early Childhood Education...... 3cr. Early Childhood Education - Type 04 Certificate, Birth- Grade 3 EDFN-303 Early Childhood Development...... 3cr. OR Elementary Education - Type 03 Certificate, Grades K-9 ECED-402 Application of Learning Theories to Early Child- Secondary Education - Type 09 Certificate, Grades 6-12 hood Education...... 3cr. Art, Music Education, French, PE, Spanish, Standard Special ECED-301 Curriculum and Instruction Certificate – Type 10 K-12 in Early Childhood...... 3cr. Coursework consists of blocks of undergraduate courses and OR does not lead to a master’s degree. (EXCEPTION: there is ECED-410 Curriculum Development an option for combining certification with a Master’s Degree in Early Childhood Education...... 3cr. in content specific areas. Contact the Graduate College ECED-316 Child, Family and Community...... 3cr. for details.) OR Admission Requirements: ECED-407 Family, Child, and Teacher Interaction • Bachelor’s degree from an accredited college or university. in Early Childhood Education...... 3cr. • Minimum undergraduate GPA of 2.5 (4.0 scale). Students ECED-338 Developmental Assessment of with an advanced degree from an accredited university Preschool Children...... 3cr. are excused from this requirement. Students who do not OR meet the minimum GPA requirements may appeal for ECED-403 Early Childhood Assessment...... 3cr. conditional admission. ECED-313 Language Development and Acquisition • Graduate Record Examination (GRE) score is required for OR applicants not having above a cumulative 3.0 G.P.A. in ECED-408 Language Acquisition and Intervention their undergraduate coursework. Those having a master’s Strategies for Teachers degree do not need to submit a GRE score. of Young Children...... 3cr. • Passing score on Illinois Basic Skills Examination. Note: TCP students have the option of taking 4 separate clinicals concurrent with methods coursework or one clinical Bilingual/Bicultural Approval/Endorsement: Ele- experience offered only during the summer IB term. See your mentary education program students have the op- TCP advisor for further details and requirements. tion of taking coursework leading to an approval/ ECED-328 Clinical Experiences in Early Childhood endorsement in Bilingual/Bicultural Education. Contact: Education Infant-Toddler...... 1cr. Dr. Joaquin Villegas, BLBC Coordinator. ECED-328T Clinical Experiences in Early Childhood NOTE: Returning students interested in Elementary Educa- Education Preschool-KG and tion certification with Bilingual approval may instead pursue Primary-Technology Emphasis...... 1cr. a Bilingual/Bicultural Education Master of Arts in Teaching. ECED-328M Clinical Experiences in Early Childhood See the Bilingual/Bicultural program section of the Teacher Education-Multicultural Emphasis...... 1cr. Education Department in this catalog for admission and ECED-328S Clinical Experiences in Early Childhood program requirements. Education Special Education...... 1cr. Middle School Endorsement: Students who wish to receive OR Middle School Endorsement should contact their program ECED-411B Practicum in Early Childhood Education area advisor. (04 Certification)...... 3cr. (summer only) State teacher examinations: Program students must also ECED-306 Methods of Teaching Reading in pass the ICTS Test of Academic Proficiency and the ap- Early Childhood...... 3cr. propriate content-area test. (e.g. Elementary Education, OR Biology). Students at program completion must also take READ-416 Primary Reading Instruction...... 3cr. the Assesment of Professional Teaching Test. Information on ECED-352 Methods of Teaching Language Art, these tests is available from the TCP Advisor in CLS-2063. Music and Art in Early Childhood...... 3cr.

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 345 SPECIAL CERTIFICATION PROGRAMS

ECED-355 Methods of Teaching Mathematics, Secondary Education Certification Science and Social Studies Requirements: in Early Childhood...... 3cr. Professional Sequence...... 28 cr. ECED-329 Student Teaching in Early Childhood...... 9cr. Major area: Must meet Northeastern’s major in one of the following academic areas: Elective: Choose one ECED-325 Literature for Young Children...... 3cr. Art K-12 History ECED-312 Teaching Strategies with Multi-cultural Biology Mathematics Groups...... 3cr. English Music K-12 Other elective (advisor approval needed)...... 3cr. French K-12 Physical Education K-12 Health Education Spanish K-12

Elementary Education Certification NOTE: Returning students interested in Secondary English certification may instead pursue a Master of Arts in Teaching: Requirements: Language Arts-Secondary. See the Language Arts Program Professional Sequence...... 39 cr. section in the Teacher Education Department in this catalog Area of Concentration...... 18 cr. for admission and program requirements. Approved areas are: For Secondary Education a total of 50 credit hours of general Anthropology History education coursework is required. This includes six hours Art (studio) Linguistics of written communication, three hours of oral communica- Asian Studies TESL tion, three hours of mathematics, nine hours of biological Biology Mathematics and physical science courses (including one lab), an English Chemistry Music course, courses in U.S. history and American government, a Earth Science Philosophy non-Western/Third World course, and coursework in health/ Economics Physics physical development. English Political Science Note: For descriptions of the respective professional se- Foreign Language Psychology quences and major/minor coursework and prerequisites, Geography Sociology please see pertinent sections of this catalog. (except environmental studies) Theater (transfer only) Appeal Process for TCP Program Admission General Education Requirements of the Illinois State Board (Teacher Certification Program for Post-Baccalaureate Stu- of Education for Elementary Education: A total of 57 credit dents) [formerly HB2207 Program] hours of general education coursework is required. This Program applicants whose undergraduate transcripts indicate includes six hours of written communication, three hours a cumulative grade point average below 2.5 on a 4.0 scale of oral communication, six hours of mathematics, 12 hours may appeal for conditional admission by submitting a letter of biological and physical sciences (including one lab), of appeal and their scores from the Graduate Record Exam, courses in English, U.S.History, American government, a which has been administered within the past five years. non-Western/Third World course, and coursework in health/ Students must have their GRE scores sent directly to the physical development. The program also requires a course Teacher Certification Program Office from the testing service. in art and in music. The Admissions, Retentions and Appeals Committee will NOTE: Returning students interested in Elementary Educa- review appeals and may invite applicants under consideration tion certification with a concentration in Language Arts may to an interview. Decisions regarding conditional admission will instead pursue a Master of Arts in Teaching: Language Arts- be based upon applicant’s undergraduate GPA, GRE scores, Elementary. See the Language Arts Program in the Department rationale for admission, and student interview. of Educational Inquiry and Cirriculum Studies Section in this catalog for admission and program requirements. Students may not initiate an appeal and submit GRE scores Music K-12 Certification (obtained through reexamination) more than twice. For information on the Music K-12 certification program, contact the Music Department.

346 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 SPECIAL CERTIFICATION PROGRAMS

Notification of conditional admission will be accompanied by the advisor’s and/or A.R.A. Committee’s identification of three 300/400 level courses, each of which must be completed with a grade of “B” or better. When the designated courses have been completed, it is the student’s responsibility to submit to the Alternative Certification Office an up to-date grade transcript verifying that this requirement has been met. Upon verification, the student will be removed from probation and directed to apply for admission to the College of Education. Middle School Endorsement The Middle School Endorsement is required by the State of Ilinois for all teachers of children in grades 5-8 where fifty percent or more of the teaching assignment is to a position comprised of a single subject area of instruction. Undergraduate elementary and secondary students will be granted this endorsement if they complete all their program requirements and also complete EDFN-313. HPERA students should consult their advisor or the Middle School Coordinator. Students with baccalaureate degrees and initial certification as teachers in Illinois will be eligible for the middle school endorsement by taking the following courses:

EDFN-418A Seminar in Development & Learning Middle School: An Overview AND COUN-417 Seminar in Counseling: Current Topics in School Counseling - Middle School

Northeastern has also prepared a course sequence for middle school teachers which is intended to be taken by groups of teachers at a given school in order to effect total school change. Students with questions on the Middle School Endorsement should consult the Middle School Coordinator in the Department of Educational Inquiry and Curriculum Studies .

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 347 FACULTY and ADMINISTRATION

AVILES DE BRADLEY, ANN M., Ph.D., University of Illinois FACULTY and at Chicago, Assistant Professor, Educational Inquiry and ADMINISTRATION Curriculum Studies AYMAN-NOLLEY, SABA, Ph.D., University of Chicago, ACIOLI, PAULO, Ph.D., University of Illinois (Champaign), Professor, Psychology and International/ Intercultural Associate Professor, Physics Studies ADAMS, ANTHONY E., Ph.D., University of South Florida, BAE, SANGMIN, Ph.D., Purdue University, Associate Assistant Professor, Communication, Media & Theatre Professor, Political Science ADEODU, RACHEL A., Ph.D., University of Alberta, BAI, HUA, Ph.D., Purdue University, Assistant Professor, Associate Professor, Teacher Education Educational Inquiry and Curriculum Studies ADLER, RACHEL, Ph.D., The Graduate School and BALSARA, NAUZER, Ph.D., Columbia University, University Center (CUNY), Assistant Professor, Professor, Finance Computer Science BANAS, JENNIFER R., Ed.D., Northern Illinois University, AFIFI, RASOUL, Ph.D., North Texas State University, Assistant Professor, Health, Physical Education, Associate Professor, Management Recreation and Athletics AKBARI, HAMID, Ph.D., Ohio State University, BANERJEE, ABHIJIT, Ph.D., University of Delaware, Distinguished Professor, Management Assistant Professor, Geography and Environmental AL-BAZI, SARGON JOHN, Ph.D., University of Manitoba, Studies Professor, Chemistry BANNISTER, SHELLEY, J.D., Ph.D., University of Illinois, ALIABADI, SARA, Ph.D., The University of Memphis, Distinguished Professor, Justice Studies and Women’s Assistant Professor, Accounting Studies ALVAREZ, RENE LUIS, Ph.D., University of Pennsylvania, Barnett, Timothy, Ph.D., Ohio State University, Assistant Professor, Educational Inquiry and Curriculum Associate Professor, English Studies Beaty, Lee Alan, Ph.D., University of Illinois (Chicago), ALVAREZ, WILFREDO JR., Ph.D., University of Colorado Professor, Counselor Education at Boulder, Assistant Professor, Communications, Media Beckwith, John A., Ph.D., University of Michigan, & Theatre Professor, Educational Leadership and Development AMBRIZ, KIMBERLY R., M.F.A., University of Iowa, BEDELL, MICHAEL, Ph.D., Indiana University, Associate Assistant Professor, Art Dean, College of Business and Management Amos, Maureen T., M.A., DePaul University, Director of Bell-JORDAN, Katrina, Ph.D., Ohio University, Financial Aid Professor, Communication, Media and Theatre ANDERSON, GREGORY W., Ph.D., University of BENJAMIN, RUSSELL, Ph.D., University of Florida, California, Professor, Physics Associate Professor, Political Science ANDERSON, JACQUELINE, Ph.D., Loyola University of BENSON, SUZANNE, Ph.D., University of Illinois Chicago, Assistant Professor, Social Work (Urbana-Champaign), Associate Professor, Educational ANG, HELEN C., Ph.D., Southwestern Baptist Theological Leadership and Development, Coordinator, Weekend Seminary, Executive Director of the Office of University Institute Budgets BERLIN, LAWRENCE N., Ph.D., University of Arizona, Annarella, Lorie A., Ed.D., University of Pittsburgh, Professor, Teaching English as a Second/Foreign Associate Professor, Teacher Education Language, Director of International Programs ARDIES, C. MURRAY, Ph.D., University of Texas at Austin, BETHEA, SHARON, Ph.D., University of Missouri at Professor, Health, Physical Education, Recreation and Columbia, Assistant Professor, Counselor Education Athletics Beyda, Sandra, Ph.D., Purdue University, Professor, ARMATO, MICHAEL, Ph.D., New York University, Special Education Associate Professor, Sociology and Women's Studies BISBEY, BRANDON, Ph.D., Tulane University of ARTALEJO, LUCRECIA, Ph.D., Cornell University, Louisiana, Assistant Professor, World Languages and Associate Professor, World Languages and Cultures Cultures (Spanish) (Spanish) BLACKBURN, THOMAS, M.S., Northeastern Illinois University, Coordinator, Math Development

348 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 FACULTY and ADMINISTRATION

BOFMAN, THEODORA, Ph.D., University of Michigan, CHEN, HONG-GEE (ANDY), Ph.D., University of Professor, Teaching English as a Second/Foreign Tennessee, Assistant Professor, Accounting Language CHEN, MEI-LUNG, Ph.D., University of Florida, Associate Bohr, Louise, Ph. D., University of Illinois (Chicago), Professor, Management Professor, Reading Chen, Mei-Whei, Ph.D., Indiana University, Professor, BOYLE, JOHN, Ph.D., University of Chicago, Assistant Counselor Education Professor, Linguistics CHEN, RING, Ph.D., C.P.A., University of Florida, BRELIAS, ANASTASIA, Ph.D., University of Colorado Associate Professor, Accounting (Boulder), Assistant Professor, Educational Inquiry and CHURCH, RUTH, Ph.D., University of Chicago, Professor, Curriculum Studies Psychology BROWN, DEON W., J.D., Loyola University of Chicago, CIECIERSKI, CHRISTINA U., Ph.D., University of Illinois Associate Director, Chicago Teacher’s Center (Chicago), Associate Professor, Economics BROWN, KATHLEEN LEE, Ph.D., Purdue University, CIERNY, RONALD R., M.S., C.P.A., DePaul University, Assistant Professor, Special Education Acting Director, Internal Audit BROWN, STEVEN, Ph.D., Iowa State University, Professor, CLOONAN-CORTEZ, DENISE, Ph.D., University of Educational Leadership and Development Delaware, Distinguished Professor, World Languages BUELL, MARCIA, Ph.D., University of Illinois (Urbana), and Cultures (Spanish) Assistant Professor, English Cofer, R. Shayne, Ph.D., University of Iowa, Professor, BUENO, CHRISTINA M., Ph.D., University of California Music, Honors Faculty (Davis), Associate Professor, History COFER, TANYA, Ph.D., The University of Georgia (Athens), BULTINCK, HOWARD, Ph.D., Northwestern University, Associate Professor, Mathematics Associate Professor, Educational Leadership and COLAK, HUSEYIN, Ph.D., Indian University, Assistant Development Professor, Educational Inquiry and Curriculum Studies BUSH, LYNN, Ph.D., University of Illinois (Chicago), COOKE, SHIOBHAN, Ph.D., The Graduate School Associate Professor, Educational Leadership and and University Center (CUNY), Assistant Professor, Development Anthropology Byard, Vicki, Ph. D., Purdue University, Professor, CORDELL, SARAH, D.A., University of Illinois, Assistant English and Women’s Studies Professor, Mathematics CAMBRAY, MIGUEL A., M.A., Northeastern Illinois CORTEZ, GABRIEL A., Ph.D., University of Illinois University, Director, Latino Resource Center (Urbana), Assistant Professor, Education Leadership CANNON, ELLEN S., Ph.D., University of Massachusetts, and Development Professor, Political Science and Women’s Studies COSENTINO, BARBARA, M.A., Saint Xavier University CAPEHEART, LORETTA, Ph.D., Texas Women’s University, (Chicago), Assistant Director, Career Services Associate Professor, Women's Studies CULOTTA, ARON, Ph.D., University of Massachusetts, CARLSEN, ANTHONY, B.S., Northeastern Illinois Assistant Professor, Computer Science University, Webmaster Coordinator, University Media CURRIER, KENNETH F., Ph.D., University of Wisconsin- Services Madison, Associate Professor, Counselor Education CASEY, JOHN P., Ph.D., Loyola University Chicago, CURTIS-PALMER, VERONICA A., Ph.D., University of Associate Professor, Philosophy Illinois (Chicago), Associate Professor, Chemistry CAVERT, CHRISTOPHER, Ed.D., Northern Arizona DAUGHERTY, JAMIE Y., Ph.D., University of Illinois University, Assistant Professor, Health, Physical (Urbana), Director, Project Success Education, Recreation and Athletics DAVIS, LESA C., Ph.D., Southern Illinois University ChaKONAS, ELAINE P., Ed.D., Loyola University (Carbondale), Associate Professor, Anthropology, (Chicago), Professor, Teacher Education Honors Faculty Chang, Peter, Ph.D., University of Illinois (Urbana), DE BRUYN, MARTYN, Ph.D., Purdue University, Professor, Music Associate Professor, Political Science CHAUDRI, AMINA, Ph.D., University of Illinois (Chicago), DE LA TORRES, MARIA EUGENIA, Ph.D., University of Assistant Professor, Teacher Education Oregon, Assistant Professor, Justice Studies

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 349 FACULTY and ADMINISTRATION

DHIENSIRI, NONT, Ph.D., University of Pittsburg, GALLAGHER, RYAN, Ph.D., University of Illinois (Chicago), Associate Professor, Finance Assistant Professor, Economics DOLAN, PAUL J. JR., Ph.D., Dartmouth College, GARCIA, EMILY, Ph.D., University of Florida, Assistant Professor, Physics Professor, English DORAI, SUNDARAM, D.B.A., Mississippi State University, GARRETON, MARIA TERESA, Ph.D., New York University, Associate Professor, Management & Marketing Professor, Teacher Education DORESTANI, ALIREZA, Ph.D., University of Memphis, GAYTAN, FRANCISCO XAVIER, Ph.D., New York Assistant Professor, Accounting University, Assistant Professor, Social Work DUGGAN, TIMOTHY, Ed.D., University of South Dakota, GEARY, JOHN S., Ph.D., University of California Assistant Professor, Educational Inquiry and Curriculum (Berkeley), Associate Professor, Foreign Languages & Studies Literature (Spanish) DUKE, GENET, Ph.D., South Dakota School of Mines & GEDDES, PAMELA, Ph.D., University of Chicago, Technology , Assistant Professor, Earth Science Assistant Professor, Biology DYKEMA-ENGBLADE, AMANDA, Ph.D., Loyola University GIDEA, MARIAN, Ph.D., State University of New York at Chicago, Associate Professor, Psychology Buffalo, Distinguished Professor, Mathematics EAMES, ANGELES, Ph.D., Loyola University Chicago, Gil-GaRCIA, Ana, Ed.D., Western Michigan University, Executive Director, Assessment & Institutional Studies Professor, Educational Leadership and Development EISENBERG, ANDREW, Ph.D., University of Washington, GILLETTE, MAUREEN D., Ph.D., University of Wisconsin Professor, History (Madison), Dean, College of Education ELSHAFIE, ESSAM, Ph.D., Kent State University, GLEISS, KATHERINE, M.S. Indiana University, Director, Associate Professor, Accounting Learning Support Center ERBER, MAUREEN W., Ph.D., University of North GOMEZ, CHRISTINA, Ph.D., Harvard University, Professor, Carolina, Professor, Psychology Sociology and Latino & Latin American Studies ERIAN, ALICIA, M.F.A., Vermont College, Assistant GRAMMENOS, DENNIS, Ph.D., University of Illinois Professor, English (Urbana), Associate Professor, Geography and EVERETT, KIMBERLY, M.Ed., Iowa State University, Environmental Studies Director of African, African American Resource Center GREEN, DAVID, M.S., DePaul University, Associate EZE, CHIELOZONA, Ph.D., Purdue University, Associate University Librarian Professor, English GREENBURG, BRADLEY, Ph.D., State University of New FARMER, JR., DAVID., Ph.D., Pennsylvania State York (Buffalo), Associate Professor, English University, Associate Professor, Psychology GWANYAMA, PHILIP WAGALA, Ph.D., University of FARZANEH, MATEO, Ph.D., University of California (Santa Wisconsin, Madison, Professor, Mathematics Barbara), Assistant Professor, History GUTIERREZ, CHARLETTA, Ph.D., University of North FILIPP, ROBERT, M.B.A., Northern Illinois University, Texas, Associate Professor, Accounting, Business Law Director of Purchasing and Finance FILUS, LIDIA Z., Advanced Degree, University of Warsaw, HAGEMAN, JON B., Ph.D., Southern Illinois University - Professor, Mathematics Carbondale, Associate Professor, Anthropology FRAIMAN, ANA, D.Sc., Technion-Israel Institute of HAHN, KATE, Ph.D., University of Illinois (Urbana), Technology, Professor, Chemistry Director, Center for Academic Writing FRANKOWSKI, ALFRED, M.A., San Jose State University, HAHS, SHARON K., Ph.D., University of New Mexico, Assistant Professor, Philosophy President of the University, Professor, Chemistry FREDERICKS, JANET, Ph.D., Loyola University (Chicago), HALLETT, RICHARD W., Ph.D., University of South Professor, Educational Inquiry and Curriculum Studies Carolina, Professor, Linguistics FULLER, LAURIE, Ph.D., University of Wisconsin - HAND, KAREN E. Ed.D., Northern Illinois University, Madison, Professor, Women’s Studies Assistant Professor, Health, Physical Education, Recreation and Athletics FUNK, CHARLES A., Ph.D., Washington State University, Assistant Professor, Management and Marketing HANSEN, EDMUND J., Ph.D., Indiana University (Bloomington), Director of the Center for Teaching and Learning

350 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 FACULTY and ADMINISTRATION

HAO, YI, Ph.D., State University of New York at Buffalo, KAPLAN-WEINGER, JUDITH, Ph.D., Georgetown Associate Professor, Teacher Education University, Professor, Linguistics HARRING-HENDON, JANICE, Ph.D., University of KARR, JO ANN, Ed.D., Northern Illinois University, Minnesota, Associate Vice President of Enrollment Professor, Teacher Education Services Kasmer, John M, Ph.D., University of Michigan, HEATH, TRAVIS, DMA, Rutgers University, Assistant Associate Professor, Biology Professor, Music KEELEN, FELICIA, M.A., University of Connecticut, HEGERTY, SCOTT, Ph.D., University of Wisconsin Director of Student Union (Milwaukee), Assistant Professor, Economics KIM, HEUNG, Ph.D., Northwestern University, Professor, HEITZINGER, ROBERT, D.Mus, Northwestern University, Computer Science Assistant Professor, Music KIM, HYEWON (HANNA), Ph.D., University of Texas HIETAPELTO, AMY B., Ph.D., University of Minnesota, (Austin), Assistant Professor, Teacher Education Associate Professor, Management & Marketing, KIM, JIN, Ph.D., University of Wisconsin, Assistant Dean, College of Business and Management Professor, Social Work HIGGINBOTHAM, RODNEY G., M.F.A., Southern Illinois Kim, Julie H., Ph.D., University of Michigan, Professor, University (Carbondale), Professor, Communication, English and Women’s Studies Media and Theatre KIMBLE, MARY, Ph.D., Indiana University, Associate Hill, Jeffrey S., Ph.D., University of Rochester, Professor, Biology Professor, Political Science Kimmel, Peter G., Ph.D., University of Chicago, Ho, Peggy, M.B.A., Eastern New Mexico University, Professor, Computer Science Director of Financial Affairs/Controller KOFFMAN, ELAINE, Ph.D., Northwestern University, HOBERG, THOMAS, Ph.D., University of Chicago, Associate Professor, Educational Inquiry and Professor, English Curriculum Studies HOLLAND, NICOLE, Ph.D., The Graduate School and KORKATSCH-GROSZKO, MARIA, Ph.D., Loyola University University Center (CUNY), Associate Professor, (Chicago), Professor, Teacher Education Educational Inquiry and Curriculum Studies KREHBIEL, ERIKA, M.A., Milliken University, Assistant Hollis-Sawyer, Lisa, Ph.D., University of Akron, Vice President, Media Relations Associate Professor, Psychology and Women’s Studies Kritikos, Effie P., Ph.D., University of Illinois (Chicago), HOWENSTINE, ERICK J., Ph.D., University of Washington Professor, Special Education, Associate Dean, College (Seattle), Professor, Geography and Environmental of Education Studies and International/Intercultural Studies LAMBERT, THOMAS, B.A., Benedictine University, IACOBELLI, FRANCISCO, Ph.D., Northwestern University, Director, Bursar Services Assistant Professor, Computer Science Leaman, David E., Ph.D., Cornell University, Associate IROMUANYA, JULIE, Ph.D., University of Nebraska- Professor, Political Science, Associate Dean, College of Lincoln, Assistant Professor, English Arts and Sciences JENNINGS, JOYCE H., Ed.D., National-Louis University, LESSEN, ELLIOTT, Ph.D., University of Florida, Associate Professor, Reading Dean, College of Education JIANG, JIANFENG, Ph.D., University of Mississippi, LETTOW, JESSICA, R.N., M.S., University of Illinois Assistant Professor, Marketing (Chicago), Director of Health Services JOHNSON, BROOKE, Ph.D., University of California LI, JIAN, Ph.D., Purdue University, Associate Professor, (Riverside), Assistant Professor, Sociology Management JOHNSON, ZADA, Ph.D., University of Chicago, Assistant Libretti, Timothy R., Ph.D., University of Michigan, Professor, Educational Inquiry and Curriculum Studies Professor, English and Women’s Studies JOHNSTON, CRAIG, Ph.D., Ohio State University, LIS, RENATA, M.B.A., Northeastern Illinois University, Assistant Professor, Counselor Education Assistant to the Provost KAISER, EILEEN, Ph.D., University of Wisconsin, Assistant LLACUNA, FLORA, M.A., Northeastern Illinois University, Professor, Teacher Education Coordinator of Student Enrichment Programs KANE, MICHÈLE, Ed.D., Loyola University Chicago, Associate Professor, Special Education

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 351 FACULTY and ADMINISTRATION

LOMBARDI, LUCIA P., Ph.D., The University of Chicago, MERRICK, MELINDA, Ph.D., University of Illinois (Urbana), Associate Professor, World Languages and Cultures Assistant Professor, Geography and Environmental (Spanish) Studies LOPEZ, DANIEL, JR., Ph.D., Illinois State University, MESSINGER, ADAM, Ph.D., University of California Associate Vice President, Student Affairs (Riverside), Assistant Professor, Justice Studies LOPEZ-CARRASQUILLO, ALBERTO, Ph.D., University of MICHEL, PATRICIA R., M.S., National Louis University, North Texas, Assistant Professor, Teacher Education Assistant Director of Human Resources Loucopoulos, Constantine, Ph.D., University of MIHIC, SOPHIA J., Ph.D., The John Hopkins University, North Texas, Associate Professor, Management Associate Professor, Political Science, Honors Faculty LUEDKE, TRACY, Ph.D., Indiana University, Associate MIHIR, MONIKA, Ph.D., University of Memphis, Assistant Professor, Anthropology Professor, Geography & Environmental Studies LYON, JAMES C., JR., M.A., University of Central Florida MILLER, CHRISTIE, M.M., DePaul University, Artistic (Orlando), Director, University Police Director, Cultural Events MADDA, CHRISTINA, Ph.D., University of Illinois Miller, Patrick B., Ph.D., University of California (Chicago), Assistant Professor, Reading (Berkeley), Professor, History Mahootian, Shahrzad, Ph. D., Northwestern MILOVANOVIC, DRAGAN, Ph.D., State University of New University, Professor, Linguistics York at Albany, Distinguished Professor, Justice Studies MAKRIS, ELENI, Ph.D., University of Chicago, Associate MILSKY, DANIEL J., Ph.D., University of Illinois at Professor, Educational Inquiry and Curriculum Studies Chicago, Associate Professor, Philosophy MANDRELL, NELSON E., D.M.A, University of Illinois, Mitina, Anna, Ph. D., K’harkov State University, Russia, Associate Professor, Music Professor, Mathematics MASINI, BLASE E., Ph.D., Loyola University Chicago, MORAN, CYNTHIA, M.F.A., Northwestern University, Director of Institutional Research Associate Professor, Communication, Media and MASO, MARTA E., M.A., Northeastern Illinois University, Theatre Director of Human Resources MORENO, GERARDO, Ph.D., University of North Texas, Matthews, Nancy A., Ph.D., University of California Associate Professor, Special Education (Los Angeles), Associate Professor, Justice Studies and MORGAN, FRANCESCA, Ph.D., Columbia University, Women’s Studies Associate Professor, History MATHEWS, NATHAN, M.F.A., Columbia College (Chicago), MORROW, MICHELLE D., M.A., Northeastern Illinois Assistant Professor, Art University, Director of Scholarships/Retention MATUS, RICHARD R., B.S., DePaul University, Safety MUBAYI, ANUJ, Ph.D., Arizona State University, Assistant Coordinator, Facilities Management Professor, Mathematics McGOEY, MARY ELLEN, Ph.D., University of Wisconsin MUN, SEUNG-HWAN, Ph.D., University of Texas (Austin), (Madison), Associate Professor, World Languages and Assistant Professor, Communication, Media & Theatre Cultures (French) MUNGRE, SHUBHANGEE, Ph.D., The Maharaja Sayajiran McKERNIN, MARK, M.F.A., University of Illinois (Chicago), University of Baroda, Professor, Biology Professor, Art Mushi, Selina Lesiaki Prosper, Ph.D. University of MEDINA, NANCY, M.B.A., University of Illinois (Chicago), Toronto, Associate Professor, Teacher Education Assistant Vice President, Facilities Management NAIMIPOUR, KUMARSS, Ph.D., University of Illinois MEINERS, ERICA R., Ph.D., Simon Fraser University, (Chicago), Associate Professor, Computer Science Professor, Educational Inquiry and Curriculum Studies NAUMAN, APRIL D., Ph.D., University of Illinois (Chicago), Melian, Carlos, M.S., University of Illinois (Urbana- Associate Professor, Teacher Education Champaign), Assistant Professor, Acting Dean of NEDDENRIEP, GREGORY, Ph.D., University of Tennessee, Libraries and Learning Resources Associate Professor, Political Science MELTON, MARK E., Ed.D., George Washington University, NGOC-DIEP, NGUYEN T., Ph.D., Ohio State University Associate Professor, Special Education (Columbus), Assistant Professor, Teacher Education MERCHANT, CHRISTOPHER, Ph.D., University of NGWE, JOB, Ph.D., University of Illinois (Chicago), Michigan, Assistant Professor, Psychology Associate Professor, Social Work

352 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 FACULTY and ADMINISTRATION

NICHOLSON, KENNETH, Ph.D., University of Michigan, PILLAI, DEEPA, Ph.D., Southern Illinois University Assistant Professor, Chemistry (Carbondale), Assistant Professor, Management and NIEVES, ANA C., Ph.D., University of Texas (Austin), Marketing Assistant Professor, Art PISTORIO, CHARLES, Ph.D., Northwestern University, Njogu, Wamucii, Ph.D., University of Wisconsin Associate Professor, Counselor Education (Madison), Associate Professor, Sociology and Dean, POLSGROVE, MYLES, Ph.D., Indiana University College of Arts & Sciences (Bloomington), Assistant Professor, Health, Physical Noor, Ozair, M.S., Northeastern Illinois University, Education, Recreation and Athletics Director, Network and Distributed Services POLYASHUK, MARINA, Candidate of Science, Institute NTIHIRAGEZA, JEANINE, Ph.D., University of Chicago, of Control Sciences (Moscow), Associate Professor, Associate Professor, Teaching English as a Second/ Mathematics Foreign Language, Coordinator of English Language Potee, Nanette, Ph.D., Southern Illinois University Program (Carbondale), Associate Professor, Communication, NYADROH, EMMANUEL, Ph.D., Northwestern University, Media and Theatre Assistant Professor, Accounting Potillo, JEAN, M.S., Northeastern Illinois University, O'HARA, PAUL P., Ph.D., University of California (Los Director, Administrative Information Systems Angeles), Professor, Mathematics PREZAS, PERICLES, Ph.D., Illinois Institute of Technology, OKOSUN, THEOPHILUS, Ph.D., Nova Southeastern Assistant Professor, Computer Science University, Assistant Professor, Justice Studies PULIDO, ISAURA B., Ph.D., University of Illinois (Urbana), OLFELT, JOEL P., Ph.D., University of Minnesota, Assistant Professor, Educational Inquiry and Curriculum Professor, Biology Studies ORTIZ, VICTOR, Ph.D., Stanford University, Associate QUINN, WILLIAM J., Ed.D., Boston University, Professor, Professor, Anthropology Health, Physical Education, Recreation and Athletics OVER, KRISTEN L., Ph.D., University of California, RAMIREZ, MILKA, Ph.D., University of Illinois (Chicago), Associate Professor, English, Honors Faculty Assistant Professor, Social Work OWEN III, HENRY, M.L.I., Dominican University, Associate RANNEY, YASMIN, M.A., Northeastern Illinois University, Professor, Library Director, Asian American/Global Resource Center PARIZA, JANET L., Ph.D., Northern Illinois University, RAO, NARENDAR, Ph.D., University of Cincinnati, Associate Professor, Teacher Education Professor, Finance, Honors Faculty Park, Kyu Y., Ph.D., Loyola University (Chicago), REINSCH, ROGER W., J.D., University of Missouri at Associate Director, International Programs Columbia, Professor, Accounting, Business Law & Finance PARRY, THOMAS, Ph.D., Indiana University, Assistant Professor, Health, Physical Education, Recreation and REZVANIAN, RASOUL, Ph.D., Southern Illinois University Athletics (Carbondale), Professor, Finance PEPPER, SHAYNE, Ph.D., North Carolina State University, RIVERA, ANGELICA, Ph.D., University of Illinois (Urbana), Assistant Professor, Communications, Media and Director, Proyecto Pa'Lante Theatre RODRIGUEZ, MELBA, B.A., Mundelein College, Vice PEREZ, SULEYMA, M.A., Northeastern Illinois University, President, Institutional Advancement Director, Government Relations ROGUS, JANALYN, Ph.D., Texas Women’s University, PERINO, FRANK, Ph.D., Loyola University Chicago, Associate Professor, Teacher Education Associate Professor, Teacher Education Roman-Lagunas, Vicki, Ph.D., Florida State University, PERLOW, OLIVIA N., Ph.D., Howard University, Assistant Professor, World Languages and Cultures (Spanish) and Professor, Sociology, and African & African American Women’s Studies, Vice Provost for Academic Affairs Studies Rosa, Susan., Ph.D., University of California (Berkeley), PETERS, VICTOR, M.B.A., Northern Illinois University, Associate Professor, History Assistant Director, University Budgets ROSS, FRANK E., Ph.D., Indiana University, Professor, PIERRE, KRISTINE, M.A., Ohio State University, Assistant Educational Leadership and Development, Vice to the Vice-President, Student Affairs President, Student Affairs

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Rueckert, Linda M., Ph.D., University of Chicago, SCHWARZBAUM, SARA E., Ed.D., Northern Illinois Professor, Psychology University, Professor, Counselor Education RUBINOWITZ, EDIE, M.F.A., Harvard University, Associate SCOTT, SHARON, M.L.S., University of Pittsburgh, Professor, Communication, Media and Theater Assistant Professor, Library RUMSCHLAG-BOOMS, EMILY, Ph.D., University of Illinois SIEGER, WILLIAM, Ph.D., University of Illinois, Associate at Chicago, Assistant Professor, Biology Professor, Art RUTSCHMAN, DAVID H., Ph.D., University of New SINGH, SURESH, Ph.D., Ohio State University Mexico, Professor, Mathematics, Associate Dean, (Columbus), Assistant Professor, Management and College of Arts and Sciences Marketing SACIC, VIDA, M.F.A., Indiana University (Bloomington), SLATE, JENNIFER E., Ph.D., University of Louisville, Assistant Professor, Art Associate Professor, Biology SALZMANN, JOSHUA, Ph.D., University of Illinois SMITH, KATHERINE A., Ph.D., University of Wisconsin, (Chicago), Assistant Professor, History Associate Professor, Educational Inquiry and Curriculum SANABRIA, ROBERTO, Ed.D., National-Louis University, Studies Director of University Outreach and Equal Employment SPECHT, MATTHEW, M.A., Central Michigan University, SANBORN, KIMBERLY, Ph.D., University of Illinois Director, Campus Recreation Chicago, Director, McNair Grant, Interim Director, SPERRAZZA, ROSE, D.M.A. University of Wisconsin, Nontraditional Degree Programs Associate Professor, Music SANDERS, LAURA, Ph.D., Kent State University, SRINIVAS, SUDHA, Ph.D., State University of New York Professor, Earth Science (Albany), Associate Professor, Physics, Honors Faculty Santana, Esther, Ph.D., University of Chicago, STACK, WENDY M., Ph.D., McMaster University Associate Professor, World Languages and Cultures (Hamilton, Ontario), Director, Chicago Teacher’s Center (Spanish) STANLEY, JADE, Ed.D., Northern Illinois University, SaSZIK, SHANNON, Ph.D., University of Texas, Assistant Professor, Social Work and Women’s Studies Professor, Psychology STEINWEDEL, CHARLES, Ph.D., Columbia University, SAVAS-KOURVETARIS, ANDREAS G., Ph.D., Columbia Associate Professor, History University (New York), Assistant Professor, Sociology STIFLER, VENETIA, Ph.D., The Union Institute, Professor, Scherman, Timothy H., Ph. D., Duke University, Music (Dance) Distinguished Associate Professor, English and Stirling, Terry, Ph.D., Loyola University (Chicago), Women’s Studies Professor, Educational Leadership and Development SCHIFFMAN, ZACHARY, Ph.D., University of Chicago, STOCKDILL, BRETT C., Ph.D., Northwestern University, Distinguished Professor, History Professor, Sociology, Latino & Latin American Studies SCHIRMER, AARON, Ph.D., Northwestern University, and Women’s Studies Assistant Professor, Biology STOJKOVIC, EMINA, Ph.D., University of Chicago, SCHMELLER, MARK, Ph.D., University of Chicago, Assistant Professor, Biology Associate Professor, History STONE, WILLIAM, Ph.D., Northwestern University, SCHROEDER, CHRISTOPHER, Ph.D., University of Associate Professor, Teaching English as a Second/ Louisiana, Professor, English Foreign Language SCHROEDER-RODRIGUEZ, PAUL, Ph.D., Stanford STUART, MOIRA E, Ph.D., Oregon State University, University, Professor, World Languages and Cultures Associate Professor, Health, Physical Education, (Spanish) Recreation and Athletics SCHUEPFER, THERESE, Ph.D., Memphis State University, SU, JING, Ph.D., University of Chicago, Assistant Professor, Psychology Professor, Chemistry SCHUITEMA, JOAN E., M.L.S., University of Illinois SWEIGART-GALLAGHER, ANGELA, Ph.D., University (Urbana), Assistant Professor, Library of Wisconsin (Madison), Assistant Professor, SCHULTZ, BRIAN, Ph.D., University of Illinois at Chicago, Communication, Media and Theatre Associate Professor, Educational Inquiry and Curriculum Studies, Honors Faculty

354 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 FACULTY and ADMINISTRATION

SZTAINBERG, MARCELO O., Ph.D., State University of VOGLESONGER, KENNETH M., Ph.D., Arizona State New York, Associate Professor, Computer Science, University, Assistant Professor, Earth Science Interim Dean, College of Graduate Studies and VOISINE, CINDY, Ph.D., University of Wisconsin Research (Madison), Assistant Professor, Biology TAKAHASHI, MASAMI, Ph.D., Temple University, WALLIS, LISA C., M.S., University of Illinois (Urbana), Associate Professor, Psychology Associate Professor, Library TANG, SUSAN S., D.M.A., Manhattan School of Music, WANG, XIAHONG (SARA), M.A., Bowling Green State Assistant Professor, Music University, Assistant Professor, Accounting, Business TAVAKOLI, SHEDEH, Ph.D., Wayne State University, Law and Finance Assistant Professor, Counselor Education WEAVER, THOMAS R., Ph.D., Northwestern University, TEuber, Jonathan P., M.A., Northeastern Illinois Assistant Professor, Chemistry University, Interim Director, Sponsored Programs WEBER, DANIEL, M.S.Ed., Eastern Illinois University, THILL, MARY C., M.L.S., Dominican University, Assistant University Registrar Professor, Library WEBER, ELFRIEDE, M.A., Northeastern Illinois University, Thomas, John, Ph.D., University of Wyoming, Associate Director, Child Care Center Professor, Biology Weinberg, Michael D., M.S., University of Illinois THOMPSON, MARSHALL W., Ph.D., Washington (Urbana), Professor, Library University in St. Louis, Assistant Professor, Political WEINTRAUB, JANE, M.F.A., University of Wisconsin Science (Madison), Professor, Art TOFFOLO, CRIS, Ph.D., University of Notre Dame, WENZ MICHAEL, Ph.D., University of Illinois (Chicago), Professor, Justice Studies Assistant Professor, Economics TOKIC, STIJEPKO, J.D., Texas Southern University, WHEELER, DURENE, Ph.D., Ohio State University, Assistant Professor, Business Law Associate Professor, Educational Inquiry and Curriculum TRACY, KIM, M.S., Stanford University, Executive Director, Studies University Computing WILCOCKSON, MARK, M.B.A., C.P.A., University of TRUTY, DANIELA C., Ed.D., Northern Illinois University, Illinois (Springfield), Vice President for Finance and Associate Professor, Educational Leadership and Administration Development WILLIAMS, JERMAINE F., Ed.D., Temple University TSONCHEV, STEFAN, Ph.D., Columbia University, (Philadelphia), Assistant Vice President, Student Affairs Associate Professor, Chemistry WILLIAMS, LANCE, Ph.D., University of Illinois (Chicago), TUCK, MICHAEL, Ph.D., Northwestern University, Associate Professor, Educational Inquiry and Curriculum Associate Professor, History Studies, Assistant Director, Jacob H. Carruthers Center VACA, SANTIAGO M., M.F.A., University of Arizona, for Inner City Studies Assistant Professor, Art WILLIAMS, SANDRA L., Ph.D., University of Illinois VALENTIN, LUVIA, M.A., Northeastern Illinois University, (Urbana), Assistant Professor, Educational Leadership Assistant Director of Proyecto Pa'Lante and Project and Development Success Wolk, Steven, Ed.D., National-Louis University, VAMARASI, MARIT, Ph.D., Cornell University, Professor, Professor, Teacher Education Teaching English as a Second/Foreign Language and WONG-LO, MICKIE, Ph.D., University of North Texas, Coordinator, English Language Program Assistant Professor, Special Education VAZZANO, JOANNE, Ph.D., Oakland University, Associate WORRILL, CONRAD, Ph.D., University of Wisconsin Professor, Reading (Madison), Professor, Educational Inquiry and VILLA, DARIO J., M.S., University of Illinois (Urbana), Curriculum Studies, Director, Jacob H. Carruthers Associate Professor, Library Center for Inner City Studies VILLATE-MILLER, ANA, M.A., Northeastern Illinois WRINKLE, NANCY C., Ph.D., Columbia University (New University, Assistant to the Provost York), Associate Professor, Mathematics VILLEGAS, JOAQUIN, Ph.D., University of Notre Dame, XIAN, CHUNWEI, Ph.D., Temple University, Assistant Associate Professor, Teacher Education Professor, Accounting

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XU, SHENCHENG, M.F.A., Maryland Institute, Associate Professor, Art EMERITI XU, QIUMEI, Ph.D., University of California (Irvine), ADDISON, KENNETH, Ph.D., University of Wisconsin Assistant Professor, Management (Madison), Associate Professor, Educational Leadership and Development XU, SHUBIN (KEVIN), Ph.D., University of Oregon, Assistant Professor, Management and Marketing AMBARDAR, ANITA KAK, Ph.D., Purdue University, Professor, Reading Yasutake, David, Ph. D., University of Illinois (Chicago), Professor, Special Education ANDERSON, C. ALLEN, D.M.A., University of Illinois (Urbana), Professor, Music YEN, AI-RU, Ph.D, University of Maryland, Assistant Professor, Accounting ANTARAMIAN, ANNA A., M.F.A., New York University, Professor, Communication, Media and Theatre YOON, MYUNG-HO, Ph.D., University of Houston, Professor, Accounting BALES, BARBARA, M.A., University of Northern Colorado, Associate Professor, Student Services, Counselor YTURRIAGO, JUDITH, Ph.D., University of Illinois (Chicago), Assistant Professor, Teacher Education BARBER, CHARLES M., Ph.D., University of Wisconsin (Madison), Professor, History Zanca, Russell, Ph.D., University of Illinois (Urbana), Professor, Anthropology BARNES, WILLIAM T., Ph.D., Tulane University, Professor, Biology ZANJANI, SHABNAM, M.S., Lulea University of Technology (Sweden), Assistant Professor, Management BARNETT, VIRGINIA J., M.M., Roosevelt University, and Marketing Assistant Professor, Music Zeng, Zhonggang, Ph. D., Michigan State University, BATES, ALLAN, Ph.D., University of Chicago, Professor, Distinguished Professor, Mathematics English BAXTER, JEANNE, Ph.D., Northwestern University, Professor, Educational Leadership and Development BECKER, LOUIS, Ph.D., Illinois Institute of Technology, Professor, Computer Science BEHRENDT, BARBARA, M.A., University of Chicago, Assistant Professor, Student Services, Counselor BELICA, MICHAEL, Ed.D., Indiana University, Professor, Teacher Education BELL, MARY ANNE, Ed.D., Loyola University (Chicago), Professor, Special Education BERCIK, JANET T., Ed.D., Northern Illinois University, Professor, Teacher Education BERNSTEIN, DOROTHY, Ph.D., Northwestern University, Associate Professor, Special Education BERRIDGE, WAYNE, Ed.D., Indiana University, Professor, Reading BETANCES, SAMUEL, Ed.D., Harvard University, Professor, Sociology BEVERLY, SHERMAN, JR., Ph.D., Northwestern University, Professor, Teacher Education BEVINGTON, GARY L., Ph.D., University of Massachusetts, Professor, Linguistics and International/ Intercultural Studies BLACK, SOPHIE K., M.S., Columbia University, Professor, Library, Associate University Librarian for Public and Personnel Services

356 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 EMERITI

BOWERS, MARY W., Ph.D., University of Minnesota, CROPPER, BARBARA, M.A., University of Chicago, Professor, Counselor Education Associate Professor, Anthropology BRACKEN, THOMAS J., M.A., San Francisco State DAYTON, BARRY H., Ph.D., University of Southern University, Assistant Professor, English California, Professor, Mathematics BRADLEY, CLYDE, Ed.D., Northern Illinois University, DIERICKX, C. WALLACE, Ph.D., Northwestern University, Professor, Educational Leadership and Development Professor, Geography and Environmental Studies BREWER, RICHARD H., Ph.D., University of Chicago, DOEHLER, ROBERT W., Ph.D., University of Illinois Professor, Educational Leadership and Development (Urbana), Professor, Earth Science BRODSKY, GARY H., Ph.D., University of Nebraska, DOLEZAL, HUBERT, Ph.D., Cornell University, Professor, Associate Professor, English Psychology BROGLY, EDWARD R., Ph.D., University of Iowa, Dundis, Steve, Ph.D., University of Iowa, Associate Professor, Counselor Education Professor, Educational Leadership and Development BROMMEL, BERNARD J., Ph.D., Indiana University, DUSTER, MURRELL, M.Ed., Loyola University (Chicago), Professor, Speech and Performing Arts Assistant Professor, Teacher Education, Associate Vice BRUCE, DEBRA, M.F.A., University of Iowa, Professor, President and Dean Emerita English and Women’s Studies EDWARDS, JEFFREY, Ed.D., Northern Illinois University, BULUCOS, DONALD J., M.F.A., School of the Art Institute Professor, Counselor Education of Chicago, Professor, Art EGAN, ROSEMARY W., Ph.D., St. Louis University, BURGER, MARY LOUISE, Ed.D., Northern Illinois Professor, Special Education University, Professor, Teacher Education and EHRLICH, DIANE B., Ph.D., University of Iowa, Professor, International/Intercultural Studies Educational Leadership and Development CARL, MICHAEL E., Ph.D., University of Oregon, ELLISON, EMILY W., M.A., Wellesley College, Instructor, Professor, Educational Leadership and Development Linguistics CARLSON, JEAN, Ph.D., Northwestern University, ENGELHARDT, OLGA E., Ph.D., Columbia University, Professor, Educational Leadership and Development Professor, Management CARRUTHERS, IVA, Ph.D., Northwestern University, ETTEN, JOHN, Ed.D., Loyola University (Chicago), Professor, Sociology Professor, Elementary Education CHEN, CHONG-TONG, Ph.D., University of Illinois FAIRES, DENA M., Ph.D., Northwestern University, (Urbana), Professor, Accounting Professor, Speech and Performing Arts CHRISTENSEN, LOUISE E., M.A., Northwestern FANSLOW, DON J., Ph.D., Indiana University, Professor, University, Associate Professor, Physical Education Biology CHUNG, SIMON, Ph.D., Illinois Institute of Technology, FAREED, AHMED A., Ph.D., University of Chicago, Associate Professor, Biology Professor, Reading CLARKE, KINGSLEY, J.D., University of Iowa, Assistant FIEDLER, ELLEN, Ph.D., Unviersity of Wisconsin, Professor, Justice Studies Professor, Special Education CLARKSON, MILLER B., M.S., Texas A&M University, FIELDS, BETTY, M.P.E.H., University of Florida, Assistant Associate Professor, Physics Professor, Health, Physical Education, and Athletics COLEMAN, NANNETTE, M.A., Northwestern University, FLENER, FREDERICK O., Ph.D., University of Illinois Assistant Professor, Foreign Languages and Literatures (Urbana), Professor, Teacher Education (German) FRANK, LAWRENCE P., Ph.D., Columbia University, COMBS, RONALD T., D.M., Northwestern University, Professor, Political Science, Provost and Vice President Professor, Music for Academic Affairs COOK, BARBARA A., J.D., John Marshall Law School, FREDERICK, DUKE, Ph.D., University of Chicago, Assistant Professor, Educational Leadership and Professor, History Development FREIBERG, LEWIS, Ph.D., University of Kentucky, CREELY, DANIEL, Ed.S., Ball State University, Professor, Professor, Economics Health, Physical Education, Recreation and Athletics FRIEDMAN, SERAFIMA, M.A., University of Chicago, Associate Professor, Foreign Languages and Literatures (Russian)

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FRUEHLING, JAMES, Ph.D., Northwestern University, Hesler, Richard, M.A., University of Iowa, Professor, Professor, Counselor Education Speech and Performing Arts GALLAGHER, VALERIE Z., M.Ed., Chicago Teachers HIESHIMA, JOYCE A., Ph.D., Northwestern University, College, Assistant Professor, Biology Professor, Reading GALASSI, BATTISTA J., Ph.D., University of Southern HIGGINBOTHAM, RICHARD, M.A., University of Illinois California, Professor, Foreign Languages and Literatures (Chicago), Associate Professor, Library (Spanish) HILFMAN, TILLIE, M.A., Northeastern Illinois University, Gaskins, Suzanne, Ph.D., University of Chicago, Assistant Professor, Early Childhood Education Professor, Psychology HOAGLAND, SARAH, Ph.D., University of Cincinnati, GEISSAL, MARY ANN, M.A., Northeastern Illinois Distinguished Professor, Philosophy and Women’s University, Assistant Professor, Linguistics Studies GEREN, DONALD, M.B.A., DePaul University, Professor, HOFLER, H. DURWARD, Ph.D., Northwestern University, Accounting, Business Law, and Finance Professor, Management GIBLIN, NAN J., Ph.D., Loyola University (Chicago), HOFFMAN, DONALD L., Ph.D., New York University, Professor, Counselor Education Professor, English GILBERT, ROBERT L., Ph.D., Illinois Institute of HOSTETLER, FRANK C., H.S.D., Indiana University, Technology, Professor, Physics Professor, Health, Physical Education, Recreation, and GILLIES, JEAN, Ph.D., Northwestern University, Professor, Athletics Art HOWARD, C. JERIEL, Ph.D., Texas Christian University, GLICK, RONALD, D. Crim., University of California Professor, English (Berkeley), Professor, Sociology HUDSON, RANDOLPH H., Ph.D., Stanford University, GOLDBLATT, PHYLLIS K., Ph.D., University of Chicago, Professor, English Professor, Educational Leadership and Development HUNT, EDMUND B., Ph.D., Ohio State University, and International/Intercultural Studies Professor, Special Education GOLDEN, CORINNE, D.Min., Chicago Theological HUNT, SANDRA, Ph.D., University of North Carolina, Seminary, Professor, Justice Studies and Women’s Associate Professor, English Studies HURT, PHYLLIS, D.M.A., University of Illinois (Urbana), GREEN, NANCY, Ph.D., Northwestern University, Professor, Music Professor, Educational Leadership and Development HUSAIN, ASAD, Ph.D., University of Minnesota, Professor, and Women’s Studies Political Science GREENE, ETHEL J., Ed.D., University of Illinois (Urbana), INBODY, NOAH M., Ed.D., Northern Illinois University, Professor, Teacher Education Professor, Counselor Education GUYSENIR, MAURICE G., Ph.D., Northwestern University, JACOBSON, ANITA, M.Ed., National College of Education, Professor, Teacher Education Assistant Professor, Special Education HAAS, RAOUL R., M.A., Northwestern University, JAMES, KENNETH, Ph.D., Northwestern University, Associate Professor of Education Associate Professor, Special Education HALL, DENNIS M., Ph.D., University of Washington, JENSEN, ANNA-LISE, Ph.D., University of Illinois Professor, Biology (Chicago), Associate Professor, Mathematics HARRISON, S. LORENZO, Ph.D., Indiana University, JOLLY, JULIO, M.A., Roosevelt University, Assistant Professor, History Professor, Foreign Languages and Literatures (Spanish) HASKELL, JOHN F., Ed.D., Columbia University, Professor, KAMAU, L. Jayne, Ph.D., University of Chicago, Linguistics Professor, Anthropology and International/Intercultural HAWLEY, JANE S., Ph.D., Northwestern University, Studies Professor, Counselor Education KIANG, YING-CHENG, Ph.D., Columbia University, HEADLEY, BERNARD, Ph.D., Howard University, Professor, Geography and Environmental Studies Professor, Criminal Justice KIRK, R. BRUCE, Ph.D., Purdue University, Professor, HEMMER, GERALDINE, Ph.D., Illinois Institute of Psychology Technology, Associate Professor, Mathematics

358 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 EMERITI

KLEIN, DORETTE, M.A., DePaul University, Assistant MAHER, JOHN P., Ph.D., Indiana University, Professor, Professor, Foreign Languages and Literatures (French) Linguistics KNEPLER, MYRNA C., Ph.D., Illinois Institute of MAKSY, MOSTAFA, Ph.D., C.P.A., City University of New Technology, Professor, Linguistics York, Professor, Accounting KOO, JOO, Ph.D., Ohio State University, Professor, McARDLE, EUGENE W., Ph.D., University of Illinois Mathematics (Urbana), Professor, Biology KRUEGER, MARCELLA, M.A., Columbia University, McCOY, O. EVALYN, M.A., University of Chicago, Associate Professor, Early Childhood Education Professor, Social Work KRUMP, JACQUELINE, Ph.D., Northwestern University, McCREERY, DOROTHY, M.A., Northwestern University, Professor, English Assistant Professor, Student Services LaBUDDE, C. DONALD, Ph.D., New York University, MENDEZ, J. IGNACIO, Ph.D., University of California Professor, Computer Science (Berkeley), Associate Professor, History LAMP, HERBERT F., Ph.D., University of Chicago, MESSERER, JEFFREY, Ph.D., Indiana University, Professor, Biology Professor, Special Education LANDERHOLM, ELIZABETH, Ed.D., Northern Illinois MITTMAN, NORMAN, M.S., Illinois Institute of Technology, University, Professor, Teacher Education Associate Professor, Mathematics LAWSON, COURTNEY B., M.A., University of Chicago, MORAITES, MARIA, Ph.D., Loyola University (Chicago), Associate Professor, English Professor, Communication, Media and Theatre LAZOW, ALFRED, Ed.D., Boston University, Professor, MORTON, JOSEPH C., Ph.D., University of Maryland, Elementary Education Professor, History LEAFMAN, JOAN, Ph.D., Northwestern University, MUELLER, EDWARD B., M.A., Northwestern University, Professor, Health, Physical Education, Recreation, and Professor, Health, Physical Education, Recreation, and Athletics Athletics LEASE, BENJAMIN, Ph.D., University of Chicago, MURATA, ALICE, Ph.D., Northwestern University, Professor, English Professor, Counselor Education LEHMANN, WILMA H., Ph.D., University of Illinois MURPHY, JOHN J., JR., M.A., University of Chicago, (Urbana), Professor, Biology Professor, Political Science LERNER, JANET, Ph.D., New York University, Professor, NEAPOLITAN, RICHARD, Ph.D., Illinois Institute of Special Education Technology, Professor, Computer Science LERNER, JULES M., Ph.D., Johns Hopkins University, NEMANIC, GERALD C., Ph.D., University of Arizona, Professor, Biology Professor, English LEVIN, MARIAN, M.Ed., Loyola University (Chicago), NEWMAN, STANLEY, M., Ph.D., Union Graduate School, Assistant Professor, Library Professor, Anthropology LINDMAN, MARGARET, Ed.D., Loyola University NISSIM-SABAT, CHARLES, Ph.D., Columbia University, (Chicago), Professor, Teacher Education Professor, Physics LOCKWOOD, JAMES R., Ph.D., University of Illinois O’CHERONY, ROSALYN, Ph.D., Northwestern University, (Urbana), Professor, Teacher Education Professor, Foreign Languages and Literatures (Spanish) LOOS, FRANK M., Ph.D., University of London, Professor, ODISHO, EDWARD Y., Ph.D., Leeds University (England), Psychology Professor, Teacher Education LOWENTHAL, BARBARA, Ed.D., Northern Illinois OLSON, JERRY BROOKS, Ph.D., University of Chicago, University, Professor, Special Education Professor, Educational Leadership and Development LUCAS, JAMES A., D.M.A., University of Iowa, Professor, ORNELAS, LAVERNE, M.F.A., University of Notre Dame, Music Professor, Art MacDONALD, J. FREDERICK, Ph.D., University of OTTE, MAXINE, M.A.L.S., Rosary College, Assistant California (Los Angeles), Professor, History Professor, Library MacDONALD, JAMES I., M.A., University of Toronto, OTTO, BEVERLY, Ph.D., Northwestern University, Assistant Professor, Anthropology Professor, Teacher Education

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 359 EMERITI

PANDYA, ANIL M., Fellow, Indian Institute of Management, RUSSELL, HENRY B., Ph.D., Northwestern University, Ahmedabad, Professor, Marketing Associate Professor, Foreign Languages and Literatures Pantigoso, Edgardo, Ph.D., University of Chicago, (French) Professor, Foreign Languages and Literatures (Spanish) RUSTAGI, RAKESH K., Ph.D., Ohio State University, and International/Intercultural Studies Associate Professor, Mathematics PARATORE, ANGELA, Ph.D., Cornell University, Professor, SACHS, JEROME M., Ph.D., University of Chicago, Linguistics Professor, Mathematics, President Emeritus PASTORS, CHARLES, J.D., Ph.D., University of Chicago, SALARIO, ISADORE I., Ph.D., University of Wisconsin, Professor, Political Science Professor, Health, Physical Education, Recreation, and PATRICELLI, ANTHONY A., M.S., DePaul University, Athletics Associate Professor, Mathematics SCHARF, ARTHUR A., Ph.D., Northwestern University, PEACE, GLORIA, Ph.D., Northwestern University, Professor, Biology Professor, Inner City Studies Education SCHEVERS, THOMAS J., Ph.D., Loyola University PEDROSO, ANGELINA, LL.D., University of Havana, (Chicago), Associate Professor, Special Education Associate Professor, Foreign Languages and Literatures SCHIMPF, ANTHONY, Ed.D., Western Colorado University, (Spanish) Professor, Health, Physical Education, Recreation, and PELLER, JANE E., M.S.W., University of Chicago, Athletics Professor, Social Work SCHWARTZ, MARY ANN, Ph.D., Northwestern University, PIZZI, WILLIAM J., Ph.D., Illinois Institute of Technology, Professor, Sociology and Women’s Studies Professor, Psychology SCOTT, BARBARA M., Ph.D., Northwestern University, POSKOZIM, PAUL S., Ph.D., Northwestern University, Professor, Sociology and Women’s Studies Professor, Chemistry SEGEDIN, LEOPOLD B., M.F.A., University of Illinois PRUESKE, ELEONOR, Ph.D., University of Illinois (Urbana), Professor, Art (Urbana), Professor, Health, Physical Education, SEIGEL, DON M., M.A., University of Illinois (Urbana), Recreation, and Athletics Associate Professor, Linguistics REDD, DURWARD, Ph.D., Kansas University, Professor, SETZE, LEONARD, Ed.D., Loyola University (Chicago), Communication, Media and Theatre Professor, Teacher Education REYNOLDS, AUDREY L., Ph.D., Northwestern University, SHABICA, CHARLES, Ph.D., University of Chicago, Professor, Linguistics Professor, Earth Science REYNOLDS, LYNNE D., Ph.D., Northwestern University, SHUB, ALLEN N., Ph.D., Loyola University (Chicago), Professor, Special Education Professor, Management, Associate Provost RICHEK, MARGARET, Ph.D., University of Chicago, SIMMS, VALERIE, Ph.D., Georgetown University, Professor, Reading Professor, Political Science and Women’s Studies RIESS, STEVEN, Ph.D., University of Chicago, SINGLETON, GREGORY, H., Ph.D., University of California Distinguished Professor, History (Los Angeles), Professor, History Rigby, Dorothe, Ph.D., University of Chicago, SMITH, P. CRAIG, Ph.D., University of North Carolina Professor, Psychology and Women’s Studies (Chapel Hill), Professor, History RIVERA, SANTOS, Ph.D., The Union Institute, Affirmative SMITH, MARGO L., Ph.D., Indiana University, Professor, Action Officer, Special Assistant to the President, Anthropology and International/Intercultural Studies Director, Chicago ENLACE Partnership SMITH, PATRICIA A., Ph.D., Northwestern University, ROBERTSON, RICHARD J., Ph.D., University of Chicago, Professor, Biology Professor, Psychology SOCHEN, JUNE, Ph.D., Northwestern University, Robinson, Edward A., Ph.D., Northwestern University, Professor, History and Women’s Studies Professor, Teacher Education SOOD, MOHAN K., Ph.D., University of Western Ontario, ROLLER, RUSSELL, M.F.A., Southern Illinois University, Professor, Earth Science, Dean Emeritus Professor, Art SPEAKE, CONSTANCE J., D.M.A., University of Oregon, ROSENTHAL, VIN, Ph.D., Illinois Institute of Technology, Professor, Music Professor, Psychology

360 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 EMERITI

SPENCER, NANCY A., M.A., University of Chicago, TERRELL, MELVIN C., Ph.D., Southern Illinois University Assistant Professor, Anthropology (Carbondale), Professor, Counselor Education, STALL, SUSAN, Ph.D., Iowa State University, Professor, Vice President for Student Affairs Sociology and Women's Studies THOMPSON, MARTHA E., Ph.D., University of Iowa, STARKS, ROBERT, M.A., Loyola University (Chicago), Professor, Sociology and Women’s Studies Associate Professor, Inner City Studies Education ULIASSI, EDWARD C., Ph.D., Syracuse University, STEHMAN, DIANE L., Ph.D., University of Illinois Professor, Political Science (Chicago), Associate Professor, Economics UNUMB, DAVID F., Ph.D., Loyola University (Chicago), STEHMAN, ROBERT M., Ph.D., University of Delaware, Professor, Communication, Media and Theatre Professor, Physics UPADHYAY, HANS, Ph.D., Memorial University of STEIGMAN, MARTIN, Ph.D., University of Texas, Newfoundland, Professor, Earth Science Professor, Special Education VAROPHAS, KUSOL, Ph.D., Johns Hopkins University, STEINBERG, SALME HARJU, Ph.D., The Johns Hopkins Professor, Political Science University, Professor, History, President Emerita VERBILLION, JUNE B., Ed.D., Loyola University (Chicago), STEVENS, HUMPHREY, Ed.D., State University of New Professor, English York (Buffalo), Professor, Elementary Education VITTENSON, LILLIAN K., Ph.D., Northwestern University, STEVENSON, LILLIAN P., M.A., University of Chicago, Professor, Special Education Assistant Professor, Special Education VOGEL, MITCHELL, M.A., Roosevelt University, Associate STOLTZE, HERBERT J., Ed.D., Columbia University, Professor, Educational Leadership and Development Professor, Biology Waechter, John, P.E.D., Indiana University, Professor, STONEBRAKER, PETER W., Ph.D., Arizona State Health, Physical Education, Recreation, and Athletics University, Professor, Management WALKER, SUE SHERIDAN, Ph.D., University of Chicago, STUART, EDWARD F., Ph.D., University of Oklahoma, Professor, History Professor, Economics and International/Intercultural WALKOSZ, VIVIAN A., Ed.D., Northern Illinois University, Studies Professor, Teacher Education STYER, SANDRA, Ph.D., Michigan State University, WALSH, PATRICIA, Ed.D., Indiana University, Professor, Professor, Teacher Education and Women’s Studies Special Education SVOBODA, WAYNE N., M.S., Iowa State University, WANG, SHU-SHIN, Ph.D., University of West Virginia, Associate Professor, Chemistry Professor, Political Science SWARM, CHRISTINE, Ed.D., Indiana University, Professor, WEINER, LOUIS M., Ph.D., University of Chicago, Teacher Education Professor, Mathematics SWEIG, MITCHEL, Ph.D., University of Chicago, WIERCINSKI, FLOYD J., Ph.D., University of Pennsylvania, Professor, Physics Professor, Biology TEMKIN, DAVID, M.A., University of Chicago, Professor, Winston, Barbara, Ph.D., Northwestern University, Psychology Professor, Geography and Environmental Studies and International/Intercultural Studi

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 361 Academic calendar

FALL SEMESTER 2012 April 16 - August 23 Registration August 25 Saturday Weekend Classes Begin-Fall Semester Begins August 27 Monday Weekday Classes Begin September 3 Monday Labor Day Holiday November 22 Thursday Thanksgiving Holiday 23 Friday 24 Saturday 25 Sunday December 8 Saturday Final Exams for Saturday Classes December 10 Monday Last Day of Classes December 11-13 Tuesday-Thursday Final Examinations December 14 Friday Final Examinations for Friday only classes December 16 Sunday Commencement December 17 Monday Fall Semester Ends- Grades Due Midnight December 18, 2012 - January 1, 2013 Recess

SPRING SEMESTER 2013 October 22, 2012 - January 3, 2013 Registration January 7 Monday Classes Begin-Spring Semester Begins January 21 Monday Martin Luther King, Jr.'s Birthday Holiday February 12 Tuesday Lincoln's Birthday Holiday March 18 - 24 Monday - Sunday Spring Recess April 27 Saturday Final Exams for Saturday Classes April 29 Monday Last Day of Classes April 30 – May 2 Tuesday - Thursday Final Examinations May 3 Friday Final Examinations for Friday only classes May 7 Tuesday Spring Semester Ends- Grades Due Midnight May 4 Saturday Commencement May 8 - 12 Recess

362 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 Academic calendar

SUMMER SESSION IA 2013 (6 1/2 week) February 25 – May 15 Registration May 17 Friday Classes Begin-Summer Session IA Begins May 27 Monday Memorial Day Holiday June 25 Tuesday Last Day of Classes June 26 Wednesday, Final Examinations 27 Thursday July 2 Tuesday Summer Session IA Ends- Grades Due Midnight

SUMMER SESSION 1 2013 (13 week) February 25 – May 15 Registration May 17 Friday Classes Begin-Summer Session 1 Begins May 27 Monday Memorial Day Holiday July 4 Thursday Independence Day Holiday August 3 Saturday Final Exams for Saturday Classes August 5 Monday Last Day of Classes August 6 – 8, Tuesday – Thursday, Final Examinations 12 Monday August 14 Wednesday Summer Session I Ends- Grades Due Midnight

SUMMER SESSION II 2013 (6 1/2 week) February 25 - June 27 Registration June 28 Friday Classes Begin-Summer Session II Begins July 4 Thursday Independence Day Holiday August 6 Tuesday Last Day of Classes August 7 Wednesday Final Examinations 8 Thursday August 14 Wednesday Summer Session II Ends - Grades Due Midnight August 15 - 23 Recess

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 363 Academic calendar

FALL SEMESTER 2013 April 15 - August 22 Registration August 24 Saturday Weekend Classes Begin-Fall Semester Begins August 26 Monday Weekday Classes Begin September 2 Monday Labor Day Holiday November 21 Thursday Thanksgiving Holiday 22 Friday 23 Saturday 24 Sunday December 7 Saturday Final Exams for Saturday Classes December 9 Monday Last Day of Classes December 10-12 Tuesday-Thursday Final Examinations December 13 Friday Final Examinations for Friday only classes December 15 Sunday Commencement December 16 Monday Fall Semester Ends- Grades Due Midnight December 17, 2013 - January 1,2014 Recess

SPRING SEMESTER 2014 October 21, 2013 - January 2, 2014 Registration January 6 Monday Classes Begin-Spring Semester Begins January 20 Monday Martin Luther King, Jr.'s Birthday Holiday February 12 Wednesday Lincoln's Birthday Holiday March 17-23 Monday- Sunday Spring Recess April 26 Saturday Final Exams for Saturday Classes April 28 Monday Last Day of Classes April 29 - May 1 Tuesday - Thursday Final Examinations May 2 Friday Final Examinations for Friday only classes May 6 Tuesday Spring Semester Ends- Grades Due Midnight May 3 Saturday Commencement May 7 - 11 Recess

364 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 Academic calendar

SUMMER SESSION IA 2014 (6 1/2 week) February 24 – May 14 Registration May 16 Friday Classes Begin-Summer Session IA Begins May 26 Monday Memorial Day Holiday June 25 Tuesday Last Day of Classes June 26 Wednesday, Final Examinations 27 Thursday July 2 Tuesday Summer Session IA Ends- Grades Due Midnight

SUMMER SESSION I 2014 (13 week) February 24 – May 14 Registration May 16 Friday Classes Begin-Summer Session I Begins May 26 Monday Memorial Day Holiday July 4 Friday Independence Day Holiday August 2 Saturday Final Exams for Saturday Classes August 4 Monday Last Day of Classes August 5 - 7, Tuesday – Thursday, Final Examinations 11 Monday August 13 Wednesday Summer Session I Ends- Grades Due Midnight

SUMMER SESSION II 2014 (6 1/2 week) February 24 - June 26 Registration June 27 Friday Classes Begin-Summer Session II Begins July 4 Friday Independence Day Holiday August 5 Tuesday Last Day of Classes August 6 Wednesday Final Examinations 7 Thursday August 13 Wednesday Summer Session II Ends - Grades Due Midnight August 14 - 22 Recess

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 365 index

INDEX

Academic Affairs...... 6 Financial Aid Office...... 20 Academic Calendar...... 368 French...... 228 Academic Regulations...... 40 General Education Program...... 38 Academic and Career Advising...... 7 Geography and Environmental Studies...... 145 Accounting...... 243 Gerontology...... 203 Admission to the University...... 12 Gifted Education...... 318 African & African American Studies...... 81 Global Studies...... 55 Anthropology...... 83 Grading System...... 41 Art ...... 90 Health Education Minor...... 304 Asian Studies...... 95 Health, Physical Education, Recreation, and Athletics....302 Bachelor of Arts in Interdisciplinary Studies Program...... 67 History...... 152 Bachelor’s Degree Requirements...... 45 Human Resource Development...... 298 Bilingual/Bicultural Education...... 330 Inner City Careers Minor...... 279 Biology...... 95 Inner City Studies...... 278 Business Administration...... 240 International Business Minor...... 251 Business Law...... 243 International Programs...... 55 Campus Recreation...... 8 Justice Studies...... 158 Carruther's Center for Inner City Studies...... 48 Language Arts...... 343 Center for Teaching and Learning...... 50 Latino & Latin American Studies...... 163 Chemistry...... 103 Library...... 47 Chicago Teachers’ Center...... 261 Linguistics...... 165 Child Advocacy Studies...... 162 Literacy Education...... 311 Child Care Center...... 6 McNair Program...... 56 Class Attendance...... 40 Management...... 249 Clinical Experiences and Student Teaching...... 261 Marketing...... 249 College of Arts and Sciences...... 78 Master of Business Administration...... 240 College of Business and Management...... 235 Master of Science in Accounting...... 241 College of Education...... 257 Master’s Degree Programs...... 76 Communication, Media and Theatre...... 109 Math and Science Concepts Minor (MSTQE)...... 62 Computer Science...... 118 Mathematics...... 172 Counseling Office...... 8 Mathematics Development...... 178 Counselor Education...... 267 Media Minor...... 109 Course Numbers...... 40 Middle Level Education Program Credit Hour Load...... 41 in Math and Science (MLED)...... 57 Dance Minor...... 183 Music...... 179 Early Childhood Education...... 334 Nontraditional Degree Programs...... 67 Earth Science...... 125 Pass/Fail Option...... 42 Economics...... 129 Pedroso Center for Diversity and Intercultural Studies...... 7 Educational Leadership...... 293 Philosophy...... 190 Educational Inquiry and Curriculum Studies...... 276 Physical Education...... 303 Educational Leadership and Development...... 293 Physics...... 194 El Centro (Educational Resource Center)...... 50 Political Science...... 197 Elementary Education...... 338 Prerequisite Policy...... 40 English...... 132 Project Success...... 9 English Language Program...... 143 Proyecto Pa’Lante...... 9 Enrollment Verification...... 41 Psychology...... 206 Environmental Studies...... 145 Public Administration Minor...... 198 Exercise Science...... 305 Registration and Records...... 44 Faculty and Administration...... 348 Release of Information Pertaining to Students...... 33 Family Counseling...... 270 Residency Status...... 30 Fees...... 32 Secondary Education...... 286 Finance...... 243 Social Work...... 213 Finance and Administration...... 6 Sociology...... 216

366 NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 INDEX

Spanish...... 228 Special Certification Programs...... 345 Special Education...... 316 Special Programs...... 43 Student Classification...... 40 Student Computing Services...... 46 Student Disability Services...... 10 Student Employment Office...... 30 Student Health Services...... 10 Student Union...... 11 Teacher Education...... 330 Teaching English as a Second Language/ Foreign Language (TESL/TEFL)...... 220 The College of Graduate Studies and Research...... 73 Theatre Minor...... 109 Transcripts...... 44 University Honors Program...... 69 University Outreach and Equal Employment...... 6 University Police (Public Safety)...... 6 University Without Walls Program...... 68 Weekend Institute for Professional Development...... 71 Women’s and Gender Studies...... 224 World Languages and Cultures...... 228

NORTHEASTERN ILLINOIS UNIVERSITY / 2012-2013 367