Prerequisite: Consent of ECE Program Coordinator

Prerequisite: Consent of ECE Program Coordinator

A survey of the present economic system; price-making forces; production, consumption, distribution of goods and services; wealth, money, credit, banking, public finance; capitalism, and other economic systems. For non-business students and associate degree students. Fall and spring semesters.

A study of modern economic society: economic concepts of national income, inflation, unemployment, and the role of banking. The problems of economic stabilization through monetary, fiscal, and trade policies. Fall semester.

A study of modern economic society: the subsystems of consumer and firm behavior; pricing, production, and problems in markets both domestic and international. Spring semester.

Development of agriculture, manufacturing, trade, banking, transportation, large business, labor unions, farm organization, and foreign trade. See HST 321. Prerequisite: ECO 110, 221, or 222. Every third spring.

A study of the influence of geographical factors on development of economic activities, production, location of industries, manufacturing, commerce, international trade, and economic welfare. See GEG 332. Every third spring.

This course covers the working force, wages, levels of living, conditions of work, labor unions, industrial conflict, and governmental control of labor-management relations. Prerequisites: ECO 221, 222. Alternate spring semesters.

This course covers consumers’ incomes and choices, household expenditures, buying homes and cars, money management, financial planning, personal insurance, savings, and investments. Prerequisite: ECO 110, 221, or 222. Every third spring.

Principles of commercial and central banking; monetary and income theory; monetary and fiscal policy; history and trends of financial instruments and institutions. Prerequisites: ECO 221, ECO 222. Spring semester.

Course designed to acquaint the student with the logic and method of statistics, covering frequency distributions, measures of central tendency and variation, random sampling, and testing of hypotheses. Recommended for students planning graduate study in business, economics, law, or social sciences. See POL 261, SOC 361, and POL 361. Fall and spring semesters.

Problems, cases, and applications of microeconomic theory to business problems. Revenue, demand, and elasticity; the production function, substitutability, and diminishing returns; cost of production, profit analysis, optimization; monopoly, oligopoly, monopolistic competition, and perfect competition; game theory, estimating demand, economic trend analysis and forecasting, pricing and profit strategy, and statistical quality control. Prerequisites: ECO 222; and MTH 111, MTH 130 or ECO 361. Fall semester.

Growth and finance of the public sector; principles of taxation, tax structures, revenue and expenditures of government fiscal units. Prerequisites: ECO 221, ECO 222. Alternate fall semesters.

Comparisons of economic systems under capitalism, socialism, fascism, communism, and cooperatives. Conditions causing different economic systems; production, distribution, and controls or freedom from control under each system are stressed. Prerequisites: ECO 110, ECO 221 or ECO 222. Every third spring.

Differences between domestic and international trade; foundations of international trade; economic effects of free and restricted trade; mechanisms of international payments and structure of balance of payments; history and contemporary issues of trade policies and world monetary systems. Prerequisites: ECO 221, ECO 222. Fall semester.

The structure, conduct, and performance of American industries; public policies toward business; economic analysis of those policies. See POL 472. Prerequisites: ECO 221, 222. Every third fall.

Comparative study of economic doctrines of Mercantilists, Physiocrats, Classical and Historical Schools, Social Theorists, Marginal Utility School, Marshall and Neo-Classicists, and the Keynesian School. Prerequisites: Junior standing, ECO 221, ECO 222. Every third fall.

A special course offered on demand to economics and business students. The course may be repeated for credit provided the topics differ each semester. No more than six hours total from ECO 480 may be counted toward a major or a minor. Consent of instructor. Offered on demand.

Supervised work experience in the current economy. Prerequisite: Junior standing. Faculty approval required before registration. Six hours maximum enrollment. Fall, spring, and summer semesters.

Directed research resulting in a paper and presentation on an economic issue. Senior standing required, with GPA of 2.50 overall, and 2.80 in economics. Faculty approval required before registration. Course may be repeated, with maximum six hours earned.

This is an entry level course into the teacher education program leading to P-5, 5-9, 8-12, or P-12 teaching certification. All entry and exit procedures for teacher education programs and orientation toward completion of exit and certification requirements are covered. This course also introduces students to national, state, and institutional requirements for certification, especially NCATE requirements regarding ethics, professionalism, field experiences, and pedagogy. Students will gain a knowledge of the Kentucky Department of Education curricular guidelines: KERA Goals and Academic Expectations, Core content, Program of Studies, and Transformations, and develop a Unit of Study and lesson plans. Fall or Spring semesters.

Explores the various philosophies of education so that students will construct their own philosophy of education. In addition, students will focus on the historical, social, and ethical foundations of American education at the P-5, 5-9, 8-12, and P-12 levels. Fall or spring semesters.

The study of how children develop socially, physically, emotionally, and mentally from birth through adolescence identifying developmental patterns and implications on the learning process. It will also provide purposeful observations of the child. Prerequisites: Admittance to Teacher Education Program, PSY 111 and ED 210. Fall and spring semesters.

Explores IT as hands-on aids to teaching and learning. Included is instruction in the usage of various technologies with linked learning elements such as developmental, and cognitive change in the classroom. Deals with pedagogical aspects of integrating technology in the classroom for teachers in all public school disciplines. Introduces prospective teachers to CU’s Instructional Technology program, one committed to preparing P-12 teachers who know the content of their field, promote professional and pedagogical knowledge, demonstrate acquired skills, applying them in such a way all students learn. Prerequisites: Admittance to Teacher Education Program, ED 102; knowledge of MS Office.ED 311 Assessment and Evaluation of Learning Three hours

A study of the concepts and methods used in the assessment and evaluation of learning. Students will explore research on assessment, create and use a variety of assessments, research grading strategies and their impact upon student learning. Emphasis given to the CATS test and individual assessment for exceptional children. Prerequisites: Admission to Teacher Education Program, ED 210, 300, 310. Spring semester.
ED 325 The Exceptional Child Three hours

This course is devoted to the study of the exceptional child who is developmentally exceptional in physical, cognitive, emotional or social areas. Prerequisites: Admittance to the Teacher Education Program, and ED 210, ED 300. Fall and spring semesters.

This social studies methods course requires pre-service teachers to demonstrate an understanding of curriculum and content selection, pedagogy, learning theory, assessment and technology related to elementary social studies instruction. The study of standards, classroom management, social context of school, learning styles, assessment, and other topics will be addressed. The course is designed to prepare pre-service P-5 teachers for teaching social studies. Students will examine social studies education as a process that creates and reflects relations of class, race, sex, caste, nation, and culture. The course is designed to reflect upon the role of teachers in preparing their students to become democratic citizens who can live successfully in a global and culturally diverse world. Prerequisite: Admittance to Teacher Education Program, CAP 2. Fall semester.

This course is designed to familiarize pre-service teachers with processes of thinking about integrated concepts of science and mathematics that are taught to students in the P – 5 level. Pre-service teachers will explore national and state standards for science and mathematics including the Program of Studies, Transformations, Core Content for Assessment, and Implementation Manual for the Program of Studies as well as other appropriate standard documents. Instructional materials, strategies and evaluation tools will be investigated noting response to developmental and diverse needs of learners. Course will include research on effective schools and best practices (implications for teaching). Prerequisites: Admittance to Teacher Education Program, CAP 2, MTH 201 and MTH 202. Spring semester.

This course consists of an overview of reading theories and methods. It emphasizes the topics of emergent literacy, phonemic awareness, phonics, whole language, and the balanced approach to reading instruction, vocabulary growth, fluency, reading comprehension, and reading in the content areas. Students are required to have field experiences with diverse learners in the public school. They will administer a reading skills assessment and teach a KTIP lesson in a P-5 or 5-9 classroom. Prerequisite: Admittance to the Teacher Education Program and CAP 2. Fall and spring semesters.

This course is designed for exploration by the student in the basic related languages arts abilities and skills, with emphasis on a continuum of strategies. Includes field projects in the school setting. Prerequisites: Admittance to the Teacher Education Program, ED 210, 300, 310. Fall and spring semesters.

See ENG 363 for description of this course. Prerequisite: Admittance to the Teacher Education Program.

This course is designed to introduce the pre-service teacher to the wide variety of quality literature available to P-5 students. Candidates will understand that children’s literature contributes to empowerment process of teacher knowledge, skills and dispositions regarding diverse issues and diverse authors of literature that enhance children’s appreciation of diversity in the world. The nine genres of children’s literature (picture books, poetry, traditional fantasy, modern fantasy, contemporary realistic fantasy, historical fiction, multicultural and international, informational, and biographies) will enhance instructional strategies by effectively using literature across the curriculum. Pre-requisite: Admittance to the Teacher Education Program and CAP 2.

This course is designed for 8-12 certification level students. Students will explore the methods, materials, and assessment appropriate to their teaching field. Field experiences will be designed to place students in professional development sites for in-depth pre-student teaching experiences. Preferably taken in conjunction with major teaching area methods course. Prerequisites: Admission to Teacher Education Program, ED 210, 300, 310, 325. Fall and spring semesters.

This course includes topics of individual interest and need. Course may be repeated for credit provided that topics differ.

This course is designed for candidates to learn about and reflect upon differing classroom management theories and techniques with the expressed purpose of creating classroom environments that focus on empowering students to become self-regulated learners. This course also explores various teaching and assessment strategies. Students will apply for CAP 3, entry to student teaching, during this course, including the CAP 3 portfolio. Students will complete at least 20 field hours in their assigned student teaching placements. Pre-requisite: Admittance to the Teacher Education Program and CAP 2. Fall and spring semesters.

Student teachers are placed in a clinical setting for 16 weeks. Students’ certification levels determine whether the placement is a continuous 16 weeks or is divided into two eight-week periods. See the Director of Student Teaching for details concerning placements. Student teachers have opportunity to teach their content, implement management strategies and translate theory into professional practice. Prerequisites: CAP 1, 2, 3 approval. Fall and spring semesters.

A student must have a minimum of 72 semester hours of credit, at least eight hours of which were earned in residence at Campbellsville University, including at least five hours of professional education courses. A P-5 student must have had the basic education course at Campbellsville University in the area in which he/she does the special study. A student must have earned a 2.50 overall GPA; must have permission of the professor directing the study, divisional chair, and the Vice President for Academic Affairs; and must submit a prospectus in conjunction with the professor directing the study.

This course is intended to prepare students for ENG 111 and ENG 112 through the acquisition of basic writing and grammar skills, the modicum for self-expression and communication. The students will write compositions paying close attention to the mechanics of and relationships between words, sentences, paragraphs, and ideas. Students whose final grades are lower than a “C” must retake ENG 090. Credit for this course does not count toward graduation, but the course should propel students toward success in their college careers.

A course for students whose placement tests indicate a lack of readiness for ENG 111. The students experience writing as a self-expressive act resulting in self-knowledge and as a social interaction resulting in communication. They write whole compositions with attention to relationships among the components (sections, paragraphs, sentences, and sentence parts) in order to develop writing skills and to practice the conventions of academic writing. Students whose final grades are lower than “C” must retake ENG 110 the next semester.

A course in writing as a recursive process involving the discovery and communication of meaning. The students write, revise, and edit texts with the aim of communicating with various audiences of readers. Students whose final grades are lower than “C” must retake ENG 111 the next semester.

A course in argumentative and persuasive writing and academic discourse. Students practice rhetorical strategies and scholarly methods as they perform assigned research and writing projects. Students whose final grades are lower than “C” must retake ENG 112 the following semester. Prerequisite: ENG 111.

Practice in reading, interpreting, evaluating, and writing about literature. The purpose of the course is to enable students to cultivate a critical appreciation of literature, its aesthetic qualities, and its relevance to the real-life experiences and concerns of individuals and cultures. Prerequisite: ENG 112 or consent of instructor.

A survey of major works of world literature, mostly in translation, from ancient times to the 1600s. Prerequisites: ENG 112.

A survey of major works of world literature, mostly in translation, from the 1600s to the 1950s. Prerequisites: ENG 112.

A writing-intensive workshop approach to the development of skills and business writing that emphasizes clear, concise writing as a necessary tool in business communication. It invites students to consider writing as a meaning-making process and to produce and edit text with the aim of communicating with various audiences of readers and for various types of business purposes. Prerequisites: ACC 223, ACC 224, BA 100, ENG 111, and ENG 112.

A course in comparative mythology. Provides an overview of numerous cultural myths with an emphasis on classical Greek and Roman mythology.

A survey of British literature from the Anglo-Saxon invasion to the end of the Neoclassical Period. Prerequisites: ENG 112 and ENG 170.

A survey of British literature from the Romantic Period to the recent twentieth century. Prerequisites: ENG 112 and ENG 170.

A survey of American literature from the colonial times to the 1860s. Prerequisites: ENG 112 and ENG 170.

A survey of American literature from the 1860s to the 1960s. Prerequisites: ENG 112 and ENG 170.

An overview of seventeenth-century British literature, its criticism, and its contexts; close readings of selected works of major writers, covering all the genres. Prerequisites: ENG 112 and ENG 170.

Intensive reading in selected works of Addison, Boswell, Defoe, Fielding, Finch, Gay, Goldsmith, Johnson, Pope, Montague, Richardson, Sheridan, Smollet, Steel, Stern, and Swift. The course also covers the historical elements that influenced such genres as the travel narrative, novel, essay, satire, and theatrical comedy. Prerequisites: ENG 112 and ENG 170.

An investigation of the elements of the English language and their syntactical relations and functions.

Designed to assist the secondary English teachers-in-training in the organization of programs with emphasis on reading in the content areas. Clinical and field experiences are provided for appraisal of reading abilities, appropriate materials, and evaluation. Prerequisite: Admission to Teacher Education.

Emphasizes the subject matter, materials, and methods of teaching and learning the various forms of literature suitable for middle grade and adolescent readers.

See ED 371 for description of course.

Study and practice are provided in writing poetry, fiction, and non-fiction. Students are encouraged to offer their writings for publication. Prerequisites: ENG 111; ENG 112; and three hours of literature.

Representative American, English, and continental European plays are studied, beginning with Ibsen and continuing to the present. Prerequisites: ENG 112; ENG 170.

This course is designed for special studies of authors, genres, or themes offered for English major or minor credit on demand if qualified instructor is available. Specific topics include Kentucky writers, Victorian poetry and prose, the Romantic period, twentieth-century British literature, English novels, Chaucer, the Age of Realism, and the American Short Story. The course may be repeated for credit provided that topics differ.

Superior students with 24 hours in English may apply for permission to do independent reading or research in literature or in the English language. All independent study must be directed by a member of the English faculty, and credit will be based upon the nature and scope of the study done.

A critical study of recent 20th-century American writers of fiction and poetry. Prerequisites: ENG 112 and six hours of literature.

This course examines the major writers of the Romantic and Victorian ages of British literature. The course will treat poetry, essays, short and long fiction, and literary criticism beginning with Wordsworth and continuing to the 1890s.

This course is designed to help prospective English teachers develop a pedagogy and learn applications of current developments in the field of English education.