Lehigh University - Course Catalog - Courses E

Education, College of

The College of Education has one academic department, the Department of Education and Human Services. The department faculty and program offerings are listed below followed by descriptions of course offerings. More details on specific degree requirements and on university graduate school regulations can be found in the section Advanced Study and Research.

Department of Education and Human Services

Professors. J. Gary Lutz, Ed.D. (Lehigh), interim dean; Ward M. Cates, Ed.D. (Duke), associate dean; Nicholas Ladany, Ph.D. (SUNY-Albany) chairperson; Linda M. Bambara, Ed.D. (Vanderbilt) associate chairperson; George J. DuPaul, Ph.D. (Rhode Island) associate chairperson; Christine L. Cole, Ph.D. (Wisconsin-Madison); Asha K. Jitendra, Ph.D. (Oregon); Lee Kern, Ph.D. (Univ. of South Florida); Edward S. Shapiro, Ph.D. (Univ. of Pittsburgh), Iacocca Professor of Education; Arnold R. Spokane, Ph.D. (Ohio State); George P. White, Ed.D. (Vanderbilt); Sally A. White, Ph.D. (Univ. of New Mexico); Roland K. Yoshida, Ph.D. (Univ. of Southern California); Perry A. Zirkel, J.D., Ph.D. (Connecticut), LL.M. (Yale).

Associate Professors. Mary Jean Bishop, Ed.D. (Lehigh); Alec M. Bodzin, Ph.D. (North Carolina State); H. Lynn Columba, Ed.D. (Louisville); Judith A. Duffield, Ph.D. (Florida State); April E. Metzler, Ph.D. (Florida); Tina Q. Richardson, Ph.D. (Maryland); Alexander W. Wiseman, Ph.D. (Pennsylvania State).

Assistant Professors. Margaret E. Barber, M.A. (Columbia Univ. Teacher's College); Grace I.L. Caskie, Ph.D. (Univ. of North Carolina); Kathryn Ann DiPietro, Ph.D. (Tennessee); Nanette S. Fritschmann, Ph.D. (Univ. of Kansas); Thomas C. Hammond, B.A. (Yale); Robin L. Hojnoski, Ph.D. (Univ. of Massachusetts); Arpana G. Inman, Ph.D. (Temple); Amanda M. Kloo, Ph.D. (Univ. of Pittsburgh); Patricia H. Manz, Ph.D. (Univ. of Pennsylvania); Iveta Silova, Ph.D. (Columbia); Jill Sperandio, Ph.D. (University of Chicago).

Professors of Practice. Brad K. Cressman, Ed.D.(Lehigh); Timothy R. Lucas, M.A. (William Patterson College); George W. Roesser, Ed.D. (Temple); Lanette Waddell, Ed.D. (Univ. of Pennsylvania).

Adjunct Faculty. Michael W. Adams, Ed.D. (Univ. of Minnesota); Tonya Amankwatia, M.A. (Oral Roberts); Lauren A. Arbolino, Ph.D. (Syracuse); James B. Beerer, Jr., M.Ed. (Pennsylvania State); Karen M. Beerer, Ed.D. (Lehigh); Ian T. Birky, Ph.D. (Oklahoma State); Timothy E. Bonner, M.Ed. (Kutztown); Alana G. Caraccio, M.A. (New York); Arthur H. Charles, Jr., Ph.D. (Georgetown); Amita Chudgar, Ph.D. (Stanford); Barbara L. Cohen, Psy.D. (Widener); Carol S. Derham, Ed.D. (Lehigh); Caroline DiPipi-Hoy, Ph.D. (Lehigh); Roger J. Douglas, Ed.D. (Lehigh); Lisa Ann Draper, Ph.D. (Pennsylvania State); Patrick D. Finochio, Ed.D. (Univ. of Minnesota); Diane E. Flisser, Ed.D. (Lehigh); Susan N. Fuller, Ph.D. (Univ. of Nebraska); Scott R. Garrigan, Ed.D. (Lehigh); Michael P. George, Ed.D. (Univ. of Missouri-Columbia); Nancy L. George, Ed.D. (Univ. of Missouri-Columbia); Ronald Goldberg, Ph.D. (Lehigh); Beth R. Golden, Ph.D. (Virginia Commonwealth); Mary R. Goodman, Ed.D. (Lehigh); Robert D. Hassler, Ed.D. (Lehigh); Karen Hendershot, M.Ed. (College of New Jersey); Roberta A. Heydenberk, Ed.D. (Lehigh); Warren R. Heydenberk, Ed.D. (Colorado); Karen M. Hicks, Ph.D. (Univ. of Pennsylvania); Daphne Pappas Hobson, Ed.D. (Columbia University Teacher's College); Erin Howard, B.A. (St. Mary's College); William D. Hunter, Ed.D. (Lehigh); Joel B. Ingersoll, Ph.D. (Fairleigh Dickinson); Kevin Kelly, Ph.D. (Lehigh); Joseph P. Kender, Ed.D. (Pennsylvania); Mark J. Klein, J.D. (Rutgers); Freya Koger, Ph.D. (Lehigh); Mark Magerman, Ph.D. (International University for Graduate Studies); Beverly A. Martin, Ed.D. (Lehigh); Stacy D. Martin, Ph.D. (Lehigh); Michael McAllister, Ph.D. (Oregon); Colleen McDonough, Ph.D. (Lehigh); Gregory J. Moncada, Ed.D. (Univ. of Minnesota); Ann P. Monroe-Baillargeon, Ph.D. (Syracuse); Susan A. Moran, Ph.D. (Univ. of Maryland); Keith Morgen, Ph.D. (Lehigh); Andy Page-Smith, Ed.D. (Univ. of Sarasota); Merris M. Page-Smith, Ed.D. (Univ. of Sarasota); Carlos J. Panahon, M.S. (Syracuse); Jacqueline S. Phillips, Ed.D. (Univ. of Northern Colorado); Rosalyn P. Pitts, Ph.D. (Lehigh); Thomas J. Power, Ph.D. (Univ. of Pennsylvania); Ralph H. Pruitt, M.Ed. (Univ. of Oregon); Carol M. Richman, Ph.D. (Virginia Commonwealth); Tina M. Roemersma, Ph.D. (Lehigh); Jeffrey Rudski, Ph.D. (Univ. of Minnesota); Kristin D. Arndt-Sawka, Ph.D. (Lehigh); Thomas A. Seay, Ph.D. (So. Illinois); Nasrin Shah, Ph.D. (American); Bruce S. Sharkin, Ph.D. (Univ. of Maryland); Timothy J. Silvestri, Ph.D. (Lehigh); Carole S. Smith, M.S. (Temple); David R. Snyder, Ed.D. (Lehigh); Emily J. Solari, Ed.D. (Univ. of California); Kristin M. Starosta, M.Ed. (Lehigh); Karen Evans Stout, Ph.D. (Univ. of Minnesota); Bruce M. Taggart, Ph.D. (Connecticut); C. Lynn Tax, M.Ed. (Pennsylvania State); Nathan H. Taylor, Ph.D. (North Carolina State); Larry Upton, Ph.D. (Univ. of Minnesota); Jeffrey S. VanLone, Ph.D. (West Virginia); Patricia L. Waller, Ed.D. (Lehigh); Edmond A. Watters III, Ed.D. (Lehigh); David R. Weiskotten, Ph.D. (Lehigh); Daniel F. Werner, Psy.D. (Illinois School of Professional Psychology); Peter Zeitoun, Ph.D. (Univ. of Alabama); Kenneth K. Zellner, M.Ed. (Kutztown); Ethel Zilber, Ed.D. (Lehigh).

Affiliated Faculty. Susan Barrett (Psychology); Mark H. Bickhard (Psychology); Diane T. Hyland (Psychology); Vincent G. Munley (Economics); Ageliki Nicolopoulou (Psychology); John Nyby (Biological Sciences); Padraig G. O'Seaghdha (Psychology); Neal G. Simon (BiologicalSciences).

The department offers master's degrees and/or professional certification in counseling and human services, educational leadership, elementary and secondary education, global educational leadership, instructional technology, international counseling, school counseling, and special education as well as the Ed.S. degree in school psychology and professional certification in school psychology and special education. Ed.D. degree program is offered in educational leadership. Ph.D. degrees are offered in counseling psychology, learning sciences and technology, school psychology, and special education. While general courses are listed separately, the courses pertinent to each program are listed below.

Education

EDUC 383. Supervised Research in Applied Psychology (1-3)

Provides undergraduate junior and senior psychology majors a formal supervised research experience in applied psychology. Students are assigned for the semester to a research team led by a participating faculty member in the counseling psychology or school psychology programs in the College of Education. (Repeatable up to 6 credits.)

EDUC 388. Statistical Computing (3)

Use of one or more major statistical software packages. Principles of data coding, editing, integrity checking, and management. Emphasis on link between personal computers, mainframes, and other software. Prerequisite: EDUC 408 or consent of instructor.

EDUC 402. Developmental Psychology (3)

Survey of theories and research concerning perceptual, cognitive, social, and personality development through infancy and childhood. Prerequisite: Graduate standing or consent of instructor.

EDUC 403. Research (3)

Basic principles of research; techniques of gathering and analyzing data; design of studies in education. Emphasis on critical reviews of research reports representing various methodologies. Research report required.

EDUC 405. Qualitative Research Methods (3)

Foundations of qualitative design as research methodology for answering questions in education. Topics include history, philosophy, types, methods, applications, and critical reading of qualitative research reports. Emphasis on developing key researcher skills of gaining entrance, collecting, analyzing and interpreting data, establishing credibility, and writing and publishing results.

EDUC 408. Introduction to Statistics (3)

Organization and description of data. Principles of statistical inference including hypothesis testing, interval estimation, and inferential error control. Emphasis on application.

EDUC 409. Analysis of Experimental Data (3)

Emphasis on analysis of variance designs including one-way, factorial, nested, and repeated measures designs. Introduction to multiple regression and the analysis of covariance. Prerequisite: EDUC 408 or consent of instructor.

EDUC 410. Univariate Statistical Models (3)

The univariate general linear model. Principles of expressing models and hypotheses about those models. Emphasis on similarity among the analysis of variance, multiple regression, and the analysis of covariance. Examples of non-standard models and generalization to complex designs. Prerequisite: EDUC 409 or consent of the instructor.

EDUC 411. Multivariate Statistical Models (3)

The multivariate general linear model. Principles of expressing multivariate models and hypotheses about those models. Emphasis on similarity among the multivariate analysis of variance, multiple regression, and the analysis of covariance. Examples of non-standard models and generalization to complex designs. Prerequisite: EDUC 410 or consent of the instructor.

EDUC 412. Advanced Applications of Psychometric Principles (3)

Conceptual examination of exploratory and confirmatory factor analysis, cluster analysis, latent-trait modeling, and other advanced psychometric topics. Prerequisites: EDUC 409 or equivalent or SCHP/CPSY 427.

EDUC 416. (SR 416) Quasi-Experimentation and Program Evaluation (3)

Social science research methods for non-laboratory settings. Detailed examination of a dozen quasi-experimental research designs, three dozen threats to validity, possible controls, and uses in social program evaluation. Nonmathematical presentation.

EDUC 419. (MLL 419) Second Language Acquisition (SLA) Theory (3)

This course introduces theories of second-language acquisition, including issues of acquisition of English as a second language as well as other languages. Various theories of communication and language acquisition will be covered.

EDUC 421. (MLL 421) Intercultural Communication (3)

Language is ambiguous by nature, and discourse is interpreted in cultural and linguistic contexts. This course covers different cultural and linguistic strategies individuals use to communicate, essential concepts for interacting with individuals from other cultural and linguistic backgrounds, and different strategies of communication as defined by specific cultures. Covering the theory and practice of intercultural interaction, the course examines assumptions about language and culture and includes practical advice to help students develop the cultural sensitivity essential for communication today.

EDUC 422. (ESL 422) Theory and Practice for Second Language Learning (3)

This course presents the application of second language acquisition (SLA) theories in relationship to teaching, and reviews methods and materials needed for ESL instruction in a regular classroom and in a pullout program. This course will demonstrate the knowledge of fundamental concepts and practices of English as a second language (ESL) instruction with an emphasis on instructional materials and strategies. Participants will be able to identify appropriate materials and resources to be used with students at each level of English proficiency.

EDUC 423. (ESL 423) Second Language Assessment (3)

This is a broad-spectrum course around the use of assessment tools, and other evaluation measurements for diagnosis, prescription, and evaluation of students in English as a second language (ESL) programs. This course will address part three: English Language Learners (ELLs) Language Support Services Knowledge. Participants will learn the effective assessment practices and support services available to ELL students. Participants will examine, explore and understand the purposes for assessment, multiple assessment models, use of evaluation techniques, scaffolding of assessments, and formal/informal assessment tools. Finally, participants will gain hands-on experience in test administration, interpretation and reporting.

EDUC 451. Applied Principles of Cognitive Psychology (3)

Basic principles and contemporary theories of cognitive psychology will be covered, especially regarding the application of these principles to education. Experimental research relevant to contemporary theories of cognitive psychology and the application of these theories in educational settings will be reviewed.

EDUC 461. Single-Subject Research Design (3)

Experimental designs for use with small N's. Topics include design theory and application, experimental validity (internal, external, statistical conclusions and construct validity) and an overview of data analysis procedures.

EDUC 471. (CPSY 471) Diversity and Multicultural Perspectives (3)

Examination of the influence of culture, gender, and disabilities on behavior and attitudes. Historical and current perspectives on race, culture, gender, and minority group issues in education and psychology. Lecture/small group discussion. Course is restricted to graduate students in the College of Education only.

EDUC 473. (SR 473) Social Basis of Human Behavior (3)

Development of human behavior from a social psychological perspective. Emphasis placed on the impact of society upon school-age children and adolescents.

EDUC 486. Doctoral Qualifying Research Project (1-3)

Design and implement research project under faculty supervision to meet requirements for doctoral programs. May be repeated for credit.

EDUC 491. Advanced Seminars: (with subtitle) (1-6)

Intensive study and discussion of a specialized area. Title will vary. May be repeated for credit as title varies.

EDUC 493. Internship in: (with subtitle) (1-6)

Opportunity for students to apply theory to practice in a variety of educational settings. Students will be supervised in the field and participate in seminars dedicated to addressing specific concerns and issues encountered during their experience. Prerequisite: consent of the program director.

EDUC 494. Field Work in: (with subtitle) (3)

Identification of significant problems in an educational environment, review of the literature, and development of appropriate research plans.

EDUC 495. Independent Study in: (with subtitle) (1-6)

Individual or small group study in the field of specialization. Approved and supervised by the major adviser. May be repeated.

EDUC 496. Doctoral Research Seminar (3)

For doctoral students. Research design and application to various kinds of educational problems; data collection and analysis. Criticism and evaluation of student proposals. May be repeated for a maximum of nine credits.

MLL 420. Second Language Acquisition (SLA) Theory (3)

MLL 421. Intercultural Communication (3)

Counseling Psychology

CPSY 407. (SCHP 407) Crisis Management in the Schools. (3)

This course is designed to provide students with knowledge and skills related to crisis preparedness and intervention in the schools. Relevant theories and research literature will be explored as well as practical elements of crisis response that are applicable to all school systems. In addition, intervention strategies and protocols will be examined and discussed. Permission of instructor is required.

CPSY 427. (SCHP 427) Standardized Tests, Measurement and Appraisal (3)

Principles of psychological measurement (e.g., tests construction, technology, validity, reliability, functional utility). Ethical, legal, and cultural issues in the administration and interpretation of psychological tests. Case conceptualization, reporting and presentation.

CPSY 430. Professional Seminar (3)

Professional, ethical, and legal issues in counseling. Management and delivery of counseling services in a culturally diverse society. Professional development, certification, licensure, and role identification.

CPSY 436. Culture-Centered Career Intervention (3)

Examination of the career development process and interventions for children, adolescents, and adults with a culture-centered perspective. Study of theorists, vocational assessment process, and occupational and psychological information systems.

CPSY 439. Theory and Practice of Group Counseling (3)

Introduction to the process of group counseling and therapy. Selection of group members; group rules; group procedures with children, adolescents and adults; ethical considerations with groups. Study of research on group processes, group therapy, and group leadership. Prerequisites: permission of the program coordinator required.

CPSY 440. Introduction to Family Counseling (3)

Research and current trends in the practice of family counseling. Overview and analysis of major theoretical approaches of family therapy.

CPSY 442. Counseling and Therapeutic Approaches (3)

Theory, research, and technique of counseling within a cultural context. Prerequisites: Admission to CPSY master's program or permission of counseling psychology program coordinator.

CPSY 443. Counseling and Therapeutic Approaches Laboratory (1)

One-credit laboratory will cover counseling skills used in diverse theoretical approaches. Must take along with CPSY 442.

CPSY 445. Elementary & Secondary School Counseling - I (4)

Overview of the history, philosophy and current trends in elementary and secondary school counseling. Emphasis is placed on (a) professional, ethical, and legal issues in counseling; (b) management and delivery of counseling services in a school setting and culturally diverse society; (c) professional development, certification and role identification; (d) collaboration and consultation with teachers, parents, and administrators. Students will be involved in a pre-practicum observation of school counselors in a K-12 setting.

CPSY 448. Elementary and Secondary School Counseling - II (4)

Emphasis on the social and cultural context of elementary and secondary school counseling. Includes ethical, legal, and cultural issues in the administration and interpretation of psychological tests used in K-12 settings. Focus on a special topic such as school violence or substance abuse prevention, school and community interaction, and the social and cultural context of school counseling, etc. The course will also include observations in schools.

CPSY 449. Elementary and Secondary School Counseling - III (4)

Theory and methods of consultation; development and implementation of student assistance programs; intra- and inter- agency collaborations. The course will also include observations in schools.

CPSY 451. Helping Skills (3)

Helping Skills is a course designed to provide counselor trainees with didactic and experiential learning opportunities to facilitate and enhance beginning counseling skills. Counselor trainees will begin to develop an understanding of the counselor's role in assisting or inhibiting client change. This course utilizes such techniques as modeling, role-playing, audiotape feedback, as well as other learning modalities. Particular emphasis is given to theoretical frameworks, cultural competency, and self-understanding.

CPSY 452. Counseling Issues and Skills: Facilitating Healthy Adjustment (3)

Course assists counselors in developing proficiency in helping skills and an understanding of the counselor's role in facilitating or inhibiting client change. Focus is on gaining knowledge related to mental health issues for third culture children and adolescents that include (a) cultural adjustment, (b) eating disorders, (c) depression and suicidality, (d) substance abuse, (e) anxiety, (f) family dysfunction, and (h) career development.

CPSY 453. Counseling Issues and Skills: Building Healthy Communities (3)

The objectives of this course are for students to develop proficiency in counseling skills and gaining knowledge related to constructing prevention programs for children and adolescents that include (a) substance abuse, (b) sexually transmitted disease and teen pregnancy, (c) eating disorders, (d) violence prevention, and (e) resiliency and competency promotion programs. Special focus will be paid to understanding the components of an effective crisis management plan.

CPSY 460. (PSYC 475) Theories of Psychological Counseling (3)

Analysis and synthesis of concepts drawn from counseling theorists. Research and current trends in counseling concerning educational, social and vocational problems. Prerequisites: admission to the Ph.D. program in counseling psychology or permission of the counseling psychology program coordinator.

CPSY 461. Assessment of Adult Intellectual Functioning (3)

Administration and interpretation of individual tests/batteries of adult intelligence and neuropsychological functioning. Consideration of psychological and cross-cultural issues in intellectual assessment. Preparation of psychological reports. Prerequisite: CPSY 427 and permission of the instructor.

CPSY 462. Assessment of Personality (3)

Consideration of issues and methods of personality assessment, including ethical and legal issues, and cross-cultural issues. Practice in the administration of instruments used for personality assessment. Supervised experience and report writing. Prerequisites: CPSY 427 and admission to the Ph.D. program in counseling psychology.

CPSY 466. Current Issues in Counseling and Therapy (1-6)

Examination of an area of counseling or therapy that is of topical interest to students and faculty. Permission of program director required. May be repeated for credit.

CPSY 470. Independent Study and Research (1-6)

Individual or small group study in the field of counseling. Approved and supervised by the major adviser. May be repeated for credit.

CPSY 471. (EDUC 471) Diversity and Multicultural Perspectives (3)

Examination of the influence of culture, gender, and disabilities on behavior and attitudes. Historical and current perspectives on race, culture, gender, and Lehigh minority group issues in education and psychology. Lecture/small group discussion. Course is restricted to graduate students in the College of Education only.

CPSY 472. Human Development Across the Lifespan (3)

An examination of prevailing theories of human growth and development across the lifespan. Examination of the interactive effect of various age groups upon one another. Particular emphasis on the helping relationships.

CPSY 473. (SCHP 473) Advanced Research Methods in Applied Psychology (1-3)

For doctoral students in applied psychology. Issues and methods of research design, data collection and data analysis. Advanced discussion of quantitative, qualitative and single-case research design. Admission to the Ph.D. program in counseling psychology or school psychology or permission of the instructor.

CPSY 476. Supervision of Counseling (1-6)

For candidates for supervisor's certificate or doctorate in counseling. Observation and supervision of counseling practicum students. Prerequisites: CPSY 480 and permission of instructor.

CPSY 480. Practicum (1-4)

Twenty hours of weekly supervised practicum training for advanced graduate students in individual, group, and family counseling and therapy. Prerequisites: CPSY 442 and permission of instructor. May be repeated for credit.

CPSY 481. Advanced Multicultural Counseling (3)

This seminar covers models and theories of multicultural counseling and intervention. Students should be actively engaging in practice with multicultural clients in a practicum or field site, and these cases will form part of the basis of course discussions. Prerequisites: CPSY 471, admission to the doctoral program in counseling psychology, and permission of the counseling psychology program coordinator.

CPSY 483. Field Work in Counseling (3-6)

Twenty hours of weekly supervised professional practice in a school or agency setting as an extension of CPSY 480, Practicum. On-site supervision, audio and/or video recordings and case presentations required. Prerequisites: CPSY 480 and permission of the counseling psychology program coordinator.

CPSY 485. Advanced Psychopathology (3)

This class will cover etiology, assessment, interviewing techniques, establishing a therapeutic alliance, and treatment planning in adult mental disorders. In depth coverage will be given to Axis II disorders. The diagnosis and classification of abnormal behavior using DSM-IV-R medical model will be emphasized. Alternate theories of abnormal psychology will also be discussed. Prerequisite: PSYC 435, Abnormal Psychology.

CPSY 486. Family Counseling Clinic (3-6)

Supervised practicum training for advanced graduate students in family counseling and therapy. Techniques and methods of conducting family counseling and therapy. Prerequisites: CPSY 480 and CPSY 440.

CPSY 487. Advanced Doctoral Practicum I (4)

Supervised clinical experience for entry-level doctoral students with emphasis on the development of intake skills, assessment procedures and intervention skills. Audio and video recording, individual and group supervision. Prerequisite: Admission to the doctoral program in counseling psychology and permission of the counseling psychology practicum coordinator.

CPSY 488. Advanced Doctoral Practicum II (4)

Supervised clinical experience with emphasis on advanced skills in interpretation, case conceptualization from a theoretical perspective, termination and referral, and in the broad array of professional activities normally conducted by a counseling psychologist. Audio and video recording, individual and group supervision. Prerequisites: CPSY 487 and permission of the counseling psychology practicum coordinator.

CPSY 489. Advanced Doctoral Practicum III (1)

Supervised field experience in counseling and therapeutic settings for doctoral students with specific populations. In consultation with on-site supervisor, the student will develop an area of focus for this practicum that will include therapy experience, training and additional assessment skills as needed. Repeatable for a total of 3 credits. Prerequisites: CPSY 488 and permission of the counseling psychology practicum coordinator.

CPSY 491. Advanced Doctoral Practicum IV (1)

Supervised field experience in counseling and therapeutic settings for doctoral students with specific populations. In consultation with on-site supervisor, the student will develop an area of focus for this practicum that will include therapy experience, training and additional assessment skills as needed. Repeatable for a total of 3 credits. Prerequisites: CPSY 489 and permission of the counseling psychology practicum coordinator.

CPSY 492. Advanced Field Placement (1)

Students perform counseling in university and community agencies under the supervision of the Ph.D. psychologists at the field placement. Open only to students in counseling psychology. This course does not meet the requirements for CPSY 466. Course may be repeated for up to 2 credits. Prerequisites: CPSY 491 and permission of the counseling psychology practicum coordinator.

CPSY 498. Counseling Psychology Doctoral Internship (1)

A one year full-time or two year half-time supervised internship in professional psychology. Student functions as regular staff member. Regular contact with academic advisor required in addition to end-of-semester evaluation by the internship site and the student. Prerequisite: CPSY 491 and permission of the counseling psychology program coordinator. (Repeatable for a total of 3 credits).

Educational Leadership

EDL 400. Introduction to Organizational Leadership: Theory and Practice (3)

Development of theories of administration and applications in educational institutions. Administrative behavior in organizational settings; administrator's leadership role in decision-making, evaluation, and conflict resolution.

EDL 405. The Principalship (3)

Major problems of organization and administration of schools, types of organization, pupil promotion, program of studies, teaching staff, pupil personnel, contract management, time allotment, plant and equipment, and community relations. Prerequisite: EDL 400.

EDL 406. School Principals Clinic (3-6)

Simulated materials workshop on administrative decision-making open to practicing and prospective elementary and secondary school administrators.

EDL 407. Development and Leadership of Middle Level Programs (3)

Exploration of the design of programs to meet the needs of the pre and early adolescent learners with a focus on organizational structure, instructional practices, curriculum design, staffing, student assessment, and community involvement.

EDL 420. Leading and Managing Curriculum and Instruction Programs (3)

Exploration of the theory, research and practice associated with an effective curriculum and instruction program. Topics include program planning, implementation and evaluation, legal issues, contract management, and budgetary considerations. Emphasis on field-based research and data-based decision making in program design and evaluation.

EDL 422. Curriculum Management for the School Executive (3)

A survey of the methods used to facilitate a curriculum development process based on the theories and findings from research and practice. Application of concepts to practical problems in curriculum leadership to acquire skills in the change process for instruction innovation. Emphasis on current theory and research in standards, technology, and curriculum integration.

EDL 428. Practicum in Supervision of Curriculum and Instruction I (2)

Supervised field experience in all aspects of district-wide curriculum and instructional activities. Requires monthly seminar meetings.

EDL 429. Practicum in Supervision of Curriculum and Instruction II (2)

Advanced supervised field experience in all aspects of district-wide curriculum and instructional activities. Requires monthly seminar meetings. Pre-requisite: EDL 428.

EDL 430. Development and Administration of Special Education Programs (3)

Exploration of the research and practice of an effective special education program. Emphasis on curriculum development, field-based research, and data-based decision making program design and evaluation, and the relationship of the special education program to the pupil services program and the regular curriculum.

EDL 432. Special Education Law (3)

An overview of the relevant legislation, regulations, and case law concerning the education of students with disabilities in pre-k through secondary school.

EDL 434. Leadership and Management of Special Education Programs (3)

Introduction to the management practices related to effective leadership of special education programs including budget development and management, staffing, instructional practices, student assessment practices, and parent involvement.

EDL 438. Practicum in Supervision of Special Education and Pupil Services Programs I (2)

Supervised field experience in all aspects of district-wide special education programs. Requires monthly seminar meetings.

EDL 439. Practicum in Supervision of Special Education and Pupil Services Programs II (2)

Supervised field experience in all aspects of district-wide special education programs. Requires monthly seminar meetings. Pre-requisite: EDL 438.

EDL 440. Development and Administration of Pupil Services Programs (3)

Exploration of the research and practice of an effective comprehensive pupil services program. Emphasis on involvement of community agencies, field-based research, and data-based decision-making, program design and evaluation, and the relationship of the pupil services program to the regular and special education curriculum.

EDL 442. Leadership and Management of Pupil Services Programs (3)

Overview of the management practices related to effective leadership of pupil services programs, including budget development and management, staffing, instructional practices, community agency partnerships, student assessment, legal issues, and parent involvement.

EDL 450. Curriculum Design in a Global Society (3)

Exploration of global issues and their effects on what is taught in schools, specifically in international schools. Emphasis on the analysis of curriculum and the influence that culture plays in decision making.

EDL 452. Comparative Education (3)

Survey of education practices abroad. Systems of articulation, social and legal foundations, and structure in government. Emphasis on the nature and purpose schools in various cultural contexts and the major problems and trends occurring throughout the world.

EDL 461. Facilitating Organizational Inquiry (2)

Exploration into the use of reflective practice and inquiry for professional development and school improvement. Development of group facilitation skills for collective inquiry. Reflection and inquiry will serve as the foundation for development of an action research project.

EDL 462. Transforming the Learner (2)

Exploration of the integration of social, personal, cognitive, and knowledge-building dimensions to support learning and literacy. Focusing on the metacognitive conversations with self and others essential for developing learning and leadership.

EDL 463. Designing Systems of Action (3)

Implementation of action research project. Building understanding of how the project impacts and is influenced by school and community systems. Explores the application of learning theory as related to leadership. Continued development of leadership concept and tools.

EDL 464. Sustaining Learning Communities (2)

Completion of action research. Design and facilitation of a symposium of inquiry results. Review the behaviors of leadership that sustain learning in the classroom, school, and community.

EDL 466. Supervision of Instruction (3)

Analysis of the principles underlying the organization and supervision of instruction; application to specific teaching situations K-12.

EDL 467. Supervision and Professional Development (3)

Emphasis on establishing skills in human resource management and supervision, including staff selection, supervision models, assessment and feedback methods, managing a diverse workforce, and adult development related to professional growth options. This course is designed specifically for individuals enrolled in a supervisory certification program.

EDL 468. Applied Learning Theory for School Leadership (3)

Overview of the foundations, principles, and theories of curriculum, teaching, and learning. Emphasis on historical perspectives, teaching and learning for understanding, and schools as professional organizations. The purpose is to provide prospective administrators with the background for developing a balanced and challenging school-wide curriculum, for supervising instruction, and for supporting school improvement.

EDL 469. Advanced Instructional Supervision (3)

A staff development approach to supervision designed to extend the supervisor's knowledge of and skills in applying clinical techniques to instructional supervision.

EDL 470. Special Topics in Educational Leadership: (with subtitle) (1-6)

Intensive study and discussion of a specialized area. Title will vary. May be repeated for credit as title varies.

EDL 473. Human Resources Management (3)

Overview of the effective utilization of the human resources of educational organizations. Trends in human resource planning, recruitment, selection, development, evaluation, compensation and contract administration.

EDL 476. School Financial Management (3)

Theoretical and practical foundation in financial management emphasizing the economics of education, financing and distribution of funds, and the management of funds at the school and district level.

EDL 477. Seminar in School-Community Relations (3)

Analysis and development of the communication and public relations skills needed by educators in dealing with the public.

EDL 479. School Law (3)

Effect of school law on administration of public school systems; analysis and synthesis of judicial interpretations of the constitutions, statutes, rules, regulations, and common law relating to educational issues.

EDL 481. Policy and Politics in Public Education (3)

Analysis of the forces, factors, agencies, formal governmental systems and informal subsystems that influence educational policy in local districts and state and national governments.

EDL 485. The Superintendency (3)

A theoretical and historical examination of superintendents' leadership, school board/superintendent relations, and the array of duties and demands upon the superintendency.

EDL 486. Superintendency Clinic (3)

Practical experiences in meeting the challenges inherent in the position of superintendent and associated central office positions. Emphasis on the five basic functional roles of the superintendent: CEO to school board, human resources manager, instructional leader, financial manager, and director of community relations.

EDL 488. Program Evaluation (3)

The historical background, theory, methodology, and current practices of program evaluation in the human services area. Emphasis on conducting evaluations of educational programs and gathering data to make effective program decisions. Participants are required to design a program evaluation research plan.

EDL 489. Doctoral Seminar in School Administration (3)

Analysis of the theoretical, empirical, and conceptual aspects of contemporary issues in educational administration and their implications for policy formulation and implementation in educational institutions. Prerequisite: Official standing as a doctoral student in educational leadership.

School Psychology

SCHP 402. (SPED 402) Applied Behavior Analysis (3)

Theory and application of behavior modification methods in classroom and clinical settings. Topics include behavior analysis, outcome research, task utilization, and single case research.

SCHP 404. Historical and Contemporary Issues in School Psychology (3)

History of psychology, education, and school psychology. Roles and function of school psychologist; legal and ethical aspects of school psychology.

SCHP 406. Research Methods and Design (3)

This course is designed to provide skills in the use and application of research methodologies and in the conceptualizing and writing of research proposals. Specifically, the course is focused on developing conceptual knowledge of specific research methods, interpreting data using specific methods of analysis, and developing independent research skills focused around one's own research project. The course is primarily designed for doctoral students in School Psychology and Special Education. Permission of instructor is required.

SCHP 407. (CPSY 407) Crisis Management in the Schools (3)

SCHP 412. Consultation Procedures (2)

Observational methodology utilized in consultation; rationale, theory and methods of consultation; individual, group and parent consulting. Study of research on the consultation process. Students must also register for one credit of SCHP 431.

SCHP 422. Assessment of Intelligence (3)

Administration and interpretation of individual tests of intelligence used in school evaluation and preparation of psychological reports. Prerequisite: permission of instructor.

SCHP 423. Behavioral Assessment (3)

Techniques of behavioral assessment including direct observation, interviews, checklists, rating scales, self-monitoring and role-play tests. Prerequisite: permission of instructor.

SCHP 425. Assessment and Intervention in Educational Consultation (3)

Collection and use of data in designing classroom interventions. Curriculum based assessment, direct behavioral assessment, and structured interviews, and the interrelationship with diagnoses are emphasized within the behavioral consultation model. Utilization of data from actual case studies. Prerequisites: SCHP 402, SCHP 423.

SCHP 426. Advanced School and Family Interventions (3)

Overview of school-based and family-based intervention strategies for children and adolescents presenting interpersonal, emotional, developmental or behavioral challenges. Examples of topics covered include crisis intervention, peer-mediated interventions, self-management interventions, behavioral parent training, interventions for child abuse/neglect and computer-assisted instruction. Prerequisite: SCHP 402 or permission of instructor.

SCHP 427. (CPSY 427) Standardized Tests, Measurement and Appraisal (3)

SCHP 429. Special Topics in School Psychology (with subtitle) (1-3)

SCHP 431. Practicum in Consultation Procedures (1-3)

Supervised experience in conducting school-based consultations. Co-requisite, SCHP 412.

SCHP 432. Practicum in Assessment of Intelligence (1-3)

Supervised experience in the administration and interpretation of intelligence tests. Co-requisite, SCHP 422.

SCHP 433. Practicum in Behavioral Assessment (1-3)

Supervised experience in conducting behavioral assessments in school settings. Co-requisite, SCHP 423.

SCHP 434. (SPED 434) Applied Research Practicum (1-3)

Designing and conducting research projects in applied settings.

SCHP 435. Practicum in Assessment & Intervention in Educational Consultation (1-3)

Supervised experience in conducting curriculum-based assessments and designing intervention strategies for educational problems. Co-requisite, SCHP 425.

SCHP 436. Specialized Practicum in School Psychology (with subtitle) (1-3)

Supervised field experience in school psychology with a specific population or setting. May be repeated for credit. Permission of instructor required.

SCHP 437. Advanced Child Psychopathology (3)

Advanced training in the definition, classification, etiology, long-term outcome, and treatment of children and adolescents with various psychopathological disorders. Emphasis is placed upon the assessment and treatment of child and adolescent psychopathology in school settings. Prerequisites: admission to doctoral program or by permission of instructor.

SCHP 438. Health/Pediatric Psychology (3)

Introduction to training in the definition, etiology and behavioral/academic characteristics of children and adolescents with medical disorders. Emphasis is placed on the assessment and treatment of educational and behavioral sequelae of medical disorders in both school and health settings. Prerequisites: admission to doctoral program in school psychology or permission of instructor.

SCHP 439. Comprehensive School Health Programs (3)

Examination of school-wide programs designed to address health care needs of children and adolescents in school settings. Focus is on development of primary prevention and integration of educational, medical, social and community resources. Permission of instructor required.

SCHP 440. Applications of Pediatric School Psychology

Focus on further development of students' knowledge and application of pediatric school psychology. The etiology and developmental course of pediatric medical conditions will be examined, emphasizing the impact on school, family and community environments. Prerequisite: SCHP 438 or SCHP 439 or permission of instructor.

SCHP 442. Doctoral Practicum in School Psychology (1-6)

Field-based experience in providing psychological services in school and/or clinical settings. Prerequisite: admission to doctoral program. May be repeated for credit.

SCHP 443. Certification Internship (1-6)

Full-time experience in clinical/educational settings. Student must complete a minimum of 1,200 clock hours under joint supervision of faculty and field supervisor. May be repeated for credit.

SCHP 444. Doctoral Internship (1-6)

Full-time experience in clinical/educational settings. Student must complete a minimum of 1,500 clock hours under joint supervision of faculty and field supervisor. May be repeated for credit.

SCHP 473. (CPSY 473) Advanced Research Methods in Applied Psychology (1-3)

SCHP 496. Doctoral Seminar in School Psychology (with subtitle) (3)

Selected topics in school psychology (titles will vary) including professional issues, assessment and intervention in school settings, and supervision of school psychology services. May be repeated for credit. Prerequisite: admission to doctoral program.

Special Education

SPED 330. Special Topics in Special Education: (with subtitle)(1-3)

Current issues in the education of individuals with special needs. Titles vary. May be repeated for credit as title varies.

SPED 332. Education and Inclusion for Individuals with Special Needs (3)

Legal, educational and social issues related to the special education of individuals with mental retardation, physical disabilities, emotional/behavioral disorders, learning disabilities, visual and hearing impairments, health impairments and those who are intellectually gifted. Emphasis will be on meeting the diverse needs of students in general education classrooms and settings.

SPED 338. (PSYCH 338) Emotional and Behavioral Disorders of Children (3)

Definition, classification, etiology, treatment, and historical perspective of children and adolescent disorders.

SPED 402. (SCHP 402) Applied Behavior Analysis (3)

Theory and application of behavior modification methods in classroom and clinical settings. Topics include behavior analysis, outcome research, task utilization, and single case research.

SPED 418. Life Skills and Transition Strategies (3)

Curriculum and methods for teaching skills of daily living and preparing students with disabilities for transition to adult living. Includes vocational training, community skills, home and daily living, self-care, leisure, communication and functional academics. Emphasis on transition planning for students with physical disabilities, emotional disturbance, learning disabilities, developmental disabilities, traumatic brain injury, autism, severe disabilities and related challenges.

SPED 419. Academic and Curricular Strategies for Individuals with Disabilities (3)

Methods course designed to increase knowledge of instruction of reading, language arts, mathematics and content area skills. Emphasis on instructional design and strategies, evaluation of commercial textbooks and possible modifications needed for use with individuals with disabilities.

SPED 420. Intern Teaching: Certification (2-3)

Competency-based practice in application of procedures for teaching a broad spectrum of individuals with special needs in preparation for Level I Certification as a Teacher of the Mentally or Physically Handicapped. Prerequisite: consent of program coordinator one semester before registering for this course.

SPED 428. Positive Behavior Support (3)

The design of comprehensive, multicomponent behavior support plans for individuals with disabilities who engage in challenging behaviors. Topics include functional assessment strategies, antecedent and setting event interventions, alternative skill training, consequence strategies, lifestyle interventions and teaming strategies. Taught from a noncategorical perspective. Prerequisite: SPED 402 or permission of the instructor.

SPED 429. Professional Seminar (3)

Master's seminar on current issues in the area of special education and research design. Prerequisite is 18 graduate credits in special education.

SPED 430. Advanced Seminar in Special Education (3)

Advanced issues relating to the field of special education. Titles will vary.

SPED 434. (SCHP 434) Applied Research Practicum (1-3)

Designing and conducting research projects in applied settings.

SPED 440. Early Academic Intervention (3)

Explores the potential effectiveness of interventions to prevent academic failure of children at risk for learning difficulties. Emphasis on research-based interventions in the areas of beginning reading, language and vocabulary, writing and spelling, awareness of print and exposure to print, and mathematics (number sense).

SPED 442. Learning Disabilities: Inclusion and Issues (3)

Explores major topics, issues, and trends in the area of learning disabilities. An overview of historical foundations of learning disabilities, theoretical perspectives and medical aspects, definition, etiology, characteristics, assessment, service delivery models, educational approaches, and instructional design. Emphasis on inclusion strategies for adjusting and adapting to the mainstream settings in preschool, school, and post school environments.

SPED 444. Classroom Management (3)

Introduction to positive behavior support strategies to improve student behavior. Topics include school-wide and class-wide interventions and functional assessment to develop individualized behavior support plans. Prerequisite: Enrollment in special education program.

SPED 446. Practicum/Seminar in Academic Interventions (3)

Supervised field work with emphasis on designing and implementing academic interventions. Emphasis on collaboration with general education teachers and parents. Requires one-hour monthly seminar meetings. This course is restricted to students enrolled in the Academic Intervention Specialist program.

SPED 448. Practicum/Seminar in Positive Behavior Specialist 1 (3)

Introductory supervised field work with emphasis on conducting functional assessments, designing positive behavior support plans, and teaming with families and professionals. Requires one-hour weekly meetings with faculty and other practicum students. This course is restricted to students enrolled in the Positive Behavior Specialist program.

SPED 450. Practicum/Seminar in Positive Behavior Specialist 2 (3)

Advanced field work with emphasis on resolving difficult case problems in positive behavior support. Requires one-hour weekly meetings with faculty and other practicum students. This course is restricted to students enrolled in the Positive Behavior Specialist program.

SPED 452. Assessment and Planning for Individuals with Disabilities (3)

Educational assessment procedures for individuals with special needs. Understanding and applying formal and informal assessments. Emphasis on curriculum-based assessment for placement and monitoring student progress in instructional materials. Translating assessment information to develop an individualized instructional plan for a student with a disability.

SPED 465. Advanced Methods for Inclusion (3)

Advanced techniques for educating students with disabilities in general education based on current research and practice. Accommodations and planning for physical inclusion. Instructional inclusion through embedded instruction, adaptations, and curriculum overlapping. Decision hierarchies for level of instructional adaptation. Social inclusion methods through methods of social facilitation. Taught from a non-categorical perspective and addresses students with all levels of disability (e.g., mild and severe). Prerequisite: SPED 332, admission to the special education program, or permission of instructor.

SPED 490. Doctoral Seminar in Special Education (3)

Advanced knowledge of issues and research in the education of individuals with special needs. Topics will vary. May be repeated for credit. Prerequisite: admitted for doctoral studies.

Educational Technology

EDT 401. Foundations of Educational Technology (3)

History and overview of the field with consideration of key learning theories and principles that guide designers and developers. Identification of prominent figures and organizations, key issues and terms, and useful resources in the field. Consideration of forces affecting adoption of innovation with a focus on future directions in teaching and learning with technology.

EDT 404. Interactive Multimedia Programming (3)

Introduction to programming interactive multimedia applications in education and training. Emphasis on creating applications utilizing sound, video, graphics and other digital resources.

EDT 408. Advanced Learning Theories Applied to Educational Technology: (with subtitle) (3)

Advanced seminar examining theories of socio-historical psychology and their application to educational technology. Topics will vary (for example, Vygotsky's Theories Applied to Educational Technology, Communication Theories Applied to Educational Technologies, Group Dynamics Theories Applied to Educational Technologies). May be repeated for credit under different topic. Prerequisite: EDT 401.

EDT 415. Topics in Educational Technology: (with subtitle) (3)

Current issues and practices related to the use or adoption of educational technology. Topics will vary (for example, The Role of Educational Technology in Teaching Persons with Special Needs; Educational Technology in the Workplace; Managing Educational Technology Product Development). May be repeated for credit as topic varies.

EDT 422. Design 1: The Systematic Design of Instruction (3)

Introductory exploration of instructional design models and philosophies and their implications for teaching and learning using technology. Heavy focus on instructional message design. Applies perception theory, communication theory, and learning theory to the design of instructional media. Students in this course design instructional materials employing the theories and guidelines explored. Pre/co-requisite: EDT 401.

EDT 425. Design 2: Applied Instructional and Interface Design Principles (3)

Exploration and application of design models for learning. Special emphasis on graphical user interfaces in education and training. Prerequisite: EDT 422.

EDT 428. Design 3: Advanced Instructional Design (3)

Advanced instructional design and interface issues. Design of instructional environments, selection of instructional metaphors, impact of the interface on the user, and demands of designing for newer learning technologies. Prerequisite: EDT 425.

EDT 432. Development 1: Website and Resource Development for Learning (3)

Introduction to resource development and HTML editing tools used in the creation of eLearning Websites. Covers fundamentals of: HTML and commercial Web-creation software packages; scanners and digital video cameras; and use of digital resource creation-and-manipulation programs.

EDT 435. Development 2: Interactive Multimedia Programming for Learning (3)

Introduction to creating educational applications utilizing sound, video, graphics and other digital resources. Prerequisite: EDT 432.

EDT 438. Development 3: Advanced Development of Instructional Resources and Technologies (3)

Focus on using more sophisticated Website and digital resource development-and-manipulation tools to create multimedia learning materials. Topics will vary (for example, Database-Driven Web Development; Assistive Devices for Special Populations; Programming Hand-held Devices; Audio Resource Development; Media Production for Instructional Programming). May be repeated for credit under different topic. Prerequisite: EDT 435.

EDT 470. Technology Across the Curriculum (3)

Curricular issues related to using technology in various school settings. Technology's varying roles in schools. Emphasis on instructional and curricular concerns and how technology affects educational decisions.

EDT 471. Planning for Implementing Technology in School Settings (3)

Logistics of implementing technology in educational settings. Covers staffing, budgeting, and facilities development and management, staff development, and proposal preparation.

EDT 472. Integrating Technology into Classroom Teaching: (Topic varies) (3)

Fostering teacher awareness of the potential of a particular technology or set of technologies for use with students. Teachers in the course will experience hands-on work with promising technologies and enhance their skills at incorporating such technologies into teaching and learning. Sample technologies (course topics) include the World Wide Web, handheld devices, GIS applications, online databases, and the like.

EDT 482. Critical Reading and Writing in Educational Technology (3)

Using literature to build persuasive written arguments. Searching and identifying promising sources, distilling research findings, synthesizing literature to support an argument, and organizing written materials to enhance persuasiveness. Suited to those writing qualifying projects, dissertation proposals, dissertations, funding proposals, conference proposals, and journal articles. Prerequisite EDUC 403.

EDT 485. Applied Research in Educational Technology (3)

Approaches and techniques applicable to empirical research studies in educational technology, both quantitative and qualitative. Students design and carry out small-scale investigations of research questions and hypotheses related to educational technology and write up research reports of their findings and conclusions. Prerequisites: EDT 425 and EDUC 403.

EDT 490. Integrating Experience in Instructional Design and Development (3)

Project-based design and development. Students work in teams to design and develop internal or external instructional technology projects under the direction of a faculty member. Prerequisites: EDT 425 and EDT 435.

LST 401. Overview of Learning Sciences and Technology (3)

Foundations and key concepts in Learning Sciences and Technology. Cognition and brain-based research with a focus on technology's role in learning.

LST 403. Learning Environments (3)

Social, cognitive, and physical factors in teaching and learning. Systems theory applied to learning settings. Special emphasis on motivational theories.

PMGT 401. Project Management: Course Framework & Project Leader Assessment (1)

Introduction to the Project Management Certification Course; syllabus, requirements and deliverables. Students will become acquainted with: the terminology, nine knowledge areas, relationships to other disciplines, project management context and processes. Introduction to the logistical vehicles for course delivery and the tools to be used. Students will also assess themselves as project leaders and explore project leader competencies, roles, responsibilities and stakeholder relationships.

PMGT 402. Project Management: Skills and Abilities for Effective Leadership of Teams (1)

Students will enhance project team leadership skills, define the work environment of project teams, team selection, develop a team charter, clearly define the roles and responsibilities of all project team members, set team guidelines, learn methods to promote teamwork, understand the stages of development, manage team dynamics. Additional skills covered: delegation, managing accountability without direct authority over project team members, managing dysfunctional teams, performance improvement, input to performance appraisals, rewards, recognitions, celebrations. Prerequisite: PMGT 401.

PMGT 403. Project Management: Initiating the Project and Planning Scope and Schedule (2)

Students will learn techniques for deciding whether to undertake a project and for planning project outcomes and schedules. The relationship of projects to organizational planning and budgeting, information and performance appraisals systems will be discussed. Approaches will be shared for identifying and classifying project stakeholders and designing and conducting a cost benefit analysis. How to define desired project outcomes clearly and completely and how to determine project work to be performed using decomposition and templates will be addressed. Students will learn how to develop a project charter, a scope statement, a Work Breakdown Structure, a WBS dictionary and a Linear Responsibility Chart. How to create a network diagram and analyze schedule possibilities using the Critical Path Method (CPM) and the Program Evaluation and Review Technique (PERT) will be explained. Fast tracking and crashing a schedule will also be explored. Displaying a schedule with a Gantt Chart, key events list and activities will be illustrated. How to support these activities using MS Project will be demonstrated. Prerequisites: PMGT 401, PMGT 402

PMGT 404. Project Management: Planning Resources, Communication, Quality and Risk Management (2)

In this course, students will learn how to estimate the needs for personnel and other types of projects resources, to develop a project budget and to plan for additional project support activities. Determining the type, amount and timing of resource needs will be emphasized. Approaches to resource leveling will be discussed. The different types of project costs will be explained. The use of analogous estimating, parametric modeling, bottom- up estimating and computerized tools to estimate costs will be explored. Planning to ensure project quality and coordinate project communications will be will be addressed. Identifying, assessing, and preparing a plan to manage project risks will also be discussed. Planning for project procurement and associated solicitations will be explained. Students will learn how to develop resource matrices, loading charts and grafts and a project budget. How to support these activities using MS Project will be demonstrated. Prerequisites: PMGT 401, PMGT 402, PMGT 403

PMGT 405. Project Management: Project Leader Communications Expertise and Evaluating Team Performance (1)

The purpose of this weekend seminar is to strengthen the project leader's communication skills, change-management skills, conflict resolutions skills, and team evaluation skills. Focus areas will also include the following: understanding the art and science of effective listening, managing multiple expectations, communicating “bad news,” and learning tools and techniques for project team evaluation. Prerequisites: PMGT 401, PMGT 402, PMGT 403, PMGT 404

PMGT 406. Project Management: Implementing and Managing Projects (2)

Students will learn techniques and processes to start and perform the actual project work. Suggestions for working successfully in a matrix management environment will be discussed. Information systems to track schedule performance, labor charges and project expenditures will be expressed. Developing escalation procedures to address project conflicts issues will be emphasized. Procedures for controlling labor and fund charges to a project will be introduced. Key project review and decision meetings will be identified. Planning and implementing quality assurance activities will be addressed. Planning for, awarding and administering contracts will be discussed. How to support these activities using MS Project will be demonstrated. Prerequisites: PMGT 401, PMGT 402, PMGT 403, PMGT 404, PMGT 405

PMGT 407. Project Management: Controlling Performance and Assessing Outcomes (2)

Students will learn how to monitor and control project activities in progress and how to bring a project to closure. Approaches for assessing project products and services produced will be explored. Techniques for evaluating schedule and cost performance will be introduced. Variance analysis and earned value analysis will be explained. Quality control and risk monitoring and control will be discussed. Change control systems and procedures will be explained. How to prepare focused progress reports and conduct effective project meetings will be discussed. Requirements for closing out contracts and procurements will be detailed. Obtaining user acceptance, closing labor and fund charge accounts and other administrative activities will be discussed. Designing and conducting a post-project review will be explored. How to support these activities using MS Project will be demonstrated. Prerequisites: PMGT 401, PMGT 402, PMGT 403, PMGT 404, PMGT 405, PMGT 406

PMGT 408. Project Management: Problem Solving, Decision Making and Ethics (1)

This 2-day seminar focuses on developing problem solving and ethical decision-making skills. Students will learn to recognize project problems, frame the problem, assess risk, manage risk, plan contingencies, recognize the escalation points, and apply alternate methods. Students will also participate in ethical exercises to strengthen their ability to recognize ethical dilemmas and evaluate decisions. Prerequisites: PMGT 401, PMGT 402, PMGT 403, PMGT 404, PMGT 405, PMGT 406, PMGT 407

Technology-Based Teacher Education

TBTE 312. Classroom Practice (1-3)

Experience in elementary and secondary classrooms as related to theories of child and adolescent development, classroom didactics, and philosophies of education. Problem-centered discussion and observations. May be repeated for credit. Prerequisite: consent of the program director.

TBTE 314. Seminar in Elementary and Secondary Education (3)

Critical analysis and discussion of classroom instructional practices based on experiences of participants as they engage in teaching experiences. Prerequisite: consent of the program director.

TBTE 391. Workshops (1-3)

Cooperative study of current educational problems. Provides elementary, secondary, and special education teachers an opportunity to work at their own teaching levels and in their own fields. Limited to six credits during a summer session but the student may register for more than one workshop provided there is no duplication in subject matter.

TBTE 394. Special Topics in Education: (with subtitle) (1-3)

Examination of a topic of research or professional interest in education. Subtitle will vary. May be repeated for credit as subtitle varies.

TBTE 403. Child Development (3)

A study of physical, intellectual, emotional and social aspects of child development as they relate to the elementary schools.

TBTE 404. Youth in Society (3)

Social development, characteristics, and problems of adolescents and young adults. Impact of relationships with sibling, peers, adults, subcultures, in the context of changing institutions and values.

TBTE 405. Introduction to Testing and Evaluation (3)

Construction and evaluation of the teacher-made test. Selection of published tests and interpretation of individual and group results. Use and misuse of tests in assessing achievement.

TBTE 406. Tools for K-12 Teaching and Learning (3)

Application of technology in school-based instructional settings. This course addresses the use of technology tools and resources to enhance and manage learning. Students will demonstrate skills in design and development of Web sites, evaluation and use of educational software, production and integration of digital media, and other key competencies.

TBTE 407. Designing for K-12 Teaching and Learning (3)

Theoretical, philosophical and curricular foundations of instruction. This course explores theories of learning and their application, implications for the use of technology and standards-based education. Special emphasis on planning, developing and assessing instruction. Prerequisite: Successful prior completion of TBTE 406.

TBTE 410. The Writing Process (3)

Developmental characteristics of children's writing and relationships among writing, spelling and reading. Predictors of writing achievement, teaching strategies and activities, and evaluation schemes will be emphasized, K-12.

TBTE 412. Curriculum and Instruction in Social Studies (3)

Curriculum, content, teaching strategies, and instructional materials of the social studies field. Emphasis will be placed on organizing content, using appropriate methods, testing and evaluation, and innovations for social studies at the elementary, middle, and high school levels. Attention will be given to examining textbooks, courses of study, and teacher-made materials.

TBTE 415. Technology in School Settings: (with subtitle) (1-3)

Focused examination of problems, key issues, and approaches to the use of technology in school settings. Topics will vary (for example, Technology's Role in Facilitating School Restructuring; Teaching for Brain-based Learning; Enhancing Gifted Education Through Technology). May be repeated for credit as topic varies.

TBTE 420. Reading in Elementary Education (3)

Principles of teaching reading in elementary schools. Selection of appropriate materials, methods, and techniques. Beginning reading instruction and the development of strategies for teaching vocabulary and comprehension in narrative and expository texts.

TBTE 422. Language Arts in Elementary Education (3)

Principles of language learning and the development of communication skills in elementary schools. Methods of teaching listening, speaking, handwriting, spelling, punctuation, and grammar. Selection of appropriate materials and textbooks.

TBTE 424. Children's Literature in Elementary Education (3)

Role of literature in the instructional program of the elementary schools. Use of trade books for individualized instruction in reading, language arts, mathematics, science, and social studies.

TBTE 426. Science in Elementary Education (3)

Principles of the elementary science program. Demonstrations and discussions of appropriate materials and techniques for teaching science concepts to elementary school students. Enrollment limited to available lab space.

TBTE 428. Mathematics in Elementary Education (3)

Mathematical skills and concepts for the elementary school program. Sets, systems of numeration, experience with numbers, operations with numbers, number concepts and numerals, and elements of geometry.

TBTE 440. Reading and Critical Thinking in Middle Level and High School Education (3)

Focuses on expository reading development in content areas such as language arts, mathematics, science and social studies. Practical teaching strategies in critical areas, such as comprehension and study skills. Review of research and methods for improving the reading development of students.

TBTE 442. English in Middle Level and High School Education (3)

Curricula, philosophy, methods, strategies, and materials in the teaching of English. Literature, genres, and the nature of text and text differences. Critical analysis and drawing inferences from narrative text and poetry. Applications of technology and assessment principles.

TBTE 446. Science in Middle Level and High School Education (3)

Curricula, philosophy, methodology, strategies and safety in the teaching of middle and high school science. Emphasis on laboratory and instructional technology, at-risk and underrepresented students and current models of science education. Permission of the instructor. Enrollment limited to available lab space.

TBTE 448. Mathematics in Middle Level and High School Education (3)

Curricula, instructional activities, and manipulative aids applicable to mathematics courses in middle level and high schools. Teaching strategies and materials appropriate for teaching mathematics will be emphasized.

TBTE 461. Participation in Teaching (3)

Study, directed observation of, and initial practice in the various phases of teaching in a laboratory-demonstration school or in area elementary and secondary schools. Prerequisite: consent of the program director.

TBTE 463. Intern Teaching (2-3)

Intensive practice in the application of principles of teaching. Supervision is provided by the cooperating school and by the university. Prerequisite: consent of the program director.

TBTE 464. Intern Teaching Seminar (3)

Critical analysis and discussion of classroom instructional practices. Discussion and illustration based on experience of participants as they engage in intern teaching. Prerequisite: consent of the program director.

TBTE 466. Programs for Gifted and Talented (3)

Characteristics of gifted children; teaching gifted children; programs for the gifted in elementary and secondary schools.

TBTE 471. School Curriculum (3)

Curricular innovations. Applications of curricular designs K-12. Subject matter and course design. Integration and importance of the fine arts and physical education in the curriculum.

TBTE 473. Curriculum Construction (3)

Theoretical models of curriculum design and evaluation. Scope, sequence, articulation, continuity, and balance in designs. Organizing for curriculum planning, development, implementation and change. K-12.

TBTE 480. Curricular Design and Innovation (3)

Curricular models and their features, with a focus on how curricular design promotes learning in K-12 settings. Special emphasis on technology-enabled curricula, designing for brain-based learning, and curriculum's role in innovation.

Electrical and Computer Engineering

Professors. Filbert J. Bartoli, Ph.D. (Catholic University of America), chair, and Chandler Weaver chair; Rick S. Blum, Ph.D. (Pennsylvania), R. W. Wieseman chair of electrical engineering; D. Richard Decker, Ph.D. (Lehigh); Yujie Ding, Ph.D. (Johns Hopkins), Class of '61 professor; Douglas R. Frey, Ph.D. (Lehigh); Bruce D. Fritchman, Ph.D. (Lehigh); Miltiadis Hatalis, Ph.D. (Carnegie Mellon); Carl S. Holzinger, Ph.D. (Lehigh); James C. M. Hwang, Ph.D. (Cornell); Thomas L. Koch, Ph.D. (Cal Tech), Daniel E. and Patricia M. Smith professor, Director of the Center for Optical Technologies; Alastair D. McAulay, Ph.D. (Carnegie Mellon); Marvin H. White, Ph.D. (Ohio State), Sherman Fairchild professor of electrical engineering, Director of the Sherman-Fairchild Center for Solid State Studies.

Associate Professors. Karl H. Norian, Ph.D. (Imperial College, London); Boon Ooi, Ph.D. (Glasgow, UK); Meghanad D. Wagh, Ph.D. (I.I.T., Bombay).

Assistant Professors. Tiffany Jing Li, Ph.D. (Texas A&M); Shalinee Kishore, Ph.D. (Princeton), P. C. Rossin Assistant Professor; Nelson Tansu, Ph.D. (Wisconsin-Madison); Zhiyuan Yan, Ph.D. (Illinois Urbana-Champaign); Svetlana Tatic-Lucic, Ph.D. (Cal Tech.)

Professor of Practice. William Haller, M.S. (Lehigh), associate chair and director of the engineering minor program.

The department of electrical and computer engineering (ECE) offers undergraduate and graduate programs of study along with supporting research for students interested in the field of electrical engineering. It also jointly supports undergraduate and graduate programs in computer engineering, and computer science with the computer science and engineering (CSE) department. Graduate study leads to the degrees master of science, master of engineering, and doctor of philosophy in electrical engineering, and the master of science and doctor of philosophy in computer engineering.

The undergraduate programs emphasize the fundamental aspects of their respective areas. Engineering design concepts are introduced early in the curriculum, and required instructional laboratories introduce design as a hands-on activity. Electives permit students to tailor their programs according to their interests and goals, whether they be in preparation for graduate study or entry into industry. Students are free to select courses offered by other departments and are encouraged to do so when appropriate. In this way they can prepare themselves for activities which straddle departmental boundaries or for entry into professional schools such as medicine or management. Students have the opportunity to synthesize and apply their knowledge in a senior design project. Students may use the senior design project as a way to participate in the various research projects in the department.

The department maintains a number of laboratories in support of its curricular programs. These laboratories include the sophomore laboratory, junior electronic circuits laboratory, microcomputer laboratory, electromechanics laboratory, digital signal processing laboratory, and the digital systems laboratory. The department has research laboratories in computer architectures, wireless communications, optoelectronics, compound semiconductors, electron device physics, microelectronics fabrication, signal processing, and communications. These laboratories are described more completely in the departmental graduate brochure. These laboratories, among others, are available for undergraduate projects.

The graduate programs allow students to deepen their professional knowledge, understanding, and capability within their subspecialties. Each graduate student develops a program of study in consultation with his or her graduate advisor. Key research thrust areas in the department include:

Microelectronics and Nanotechnology.
Wireless Communications and Networking.
Optoelectronics.
Bio-Engineering.

Graduate research is encouraged in these and other areas.

Computers and computer usage are an essential part of the student's environment. The university provides a distributed network of about 75 high-performance workstations and over 300 PC-compatible microcomputers in public sites throughout the campus. The ECE department, in conjunction with the CSE department, has state-of-the-art systems to augment and extend the generally available university systems. A primary resource is a network of more than 60 Sun workstations, file servers, and compute servers, running the Unix operating system. With over 60 gigabytes of storage, CD-ROM drives, tape drives, and accelerated graphics, these systems provide an array of software tools for students and researchers including programming languages (C, C++, Pascal, FORTRAN, etc.), software development tools, software and hardware simulators, and electronic computer-aided design packages. In addition to the workstations, the department maintains a collection of PC-compatible microcomputers for ECE students, including a set of machines which can be dedicated to hardware/software projects. The workstations and microcomputers are connected via multiple high-speed ethernet, fiber optic, and ATM networks, which are in turn connected to the university's backbone network, and to the external world through Internet 2. Students are not required by the department nor the university to own a personal computer, but many find such a tool a valuable asset.

A detailed description of the curricular programs follows with a listing of the required courses and with a listing of the departmental course offerings. The departmental courses carry the prefix ECE for electrical and computer engineering. Courses given by the Computer Science and Engineering department have the prefix CSE. Students are urged to search both listings for courses appropriate to their career goals.

Undergraduate Programs

Mission Statement for the Electrical Engineering and Computer Engineering Programs

The mission of the electrical engineering and computer engineering programs is to prepare engineers to meet the challenges of the future, to promote a sense of scholarship, leadership, and service among our graduates, to instill in the students the desire to create, develop, and disseminate new knowledge, and to provide international leadership to the electrical engineering and computer engineering professions.

Program Educational Objectives in Electrical Engineering and Computer Engineering

To provide students with the fundamental knowledge for the practice of electrical and computer engineering, and to develop their ability to formulate, analyze and solve electrical and computer engineering problems in practice by applying the fundamental knowledge of mathematics, science, and engineering.
To provide the broad education necessary to understand the impact of electrical and computer engineering solutions in a global, societal, and environmental context.
To provide students with the foundation and desire for advanced education or graduate study, to instill an awareness of continual changes in their profession in a global context, and to instill the desire for continued life-long learning.
To instill responsible professional attitudes and ethics and to develop skills in communicating effectively in working productively in a multidisciplinary team environment.
To provide an environment which enables students to pursue their individual goals in a program which is flexible, challenging and supportive.

Bachelor of Science in Electrical Engineering

The required courses for this degree contain the fundamentals of linear circuits, systems and control theory, electronic circuits, signal theory, physical electronics, electromagnetic theory, energy conversion, digital systems, and computing techniques. A strong foundation in the physical sciences and in mathematics is required. Approved electives, chosen with the advisor's consent, are selected in preparation for graduate study or entry into industry according to individual interests. The program totals 135 credit hours. The recommended sequence of courses follows:

See freshman year requirements, section III.

sophomore year, first semester (17 credit hours)

ECE 33	Introduction to Computer Engineering (4)
ECE 81	Principles of Electrical Engineering (4)
PHY 21, 22	Introductory Physics II and Laboratory II (5)
MATH 23	Analytic Geometry and Calculus III (4)

sophomore year, second semester (18 credit hours)

ECE 82	Sophomore Laboratory (1)
ECE 108	Signals and Systems (4)
ECE 126	Fundamentals of Semiconductor Devices (3)
MATH 205	Linear Methods (3)
ECO 1	Principles of Economics (4)
	HSS elective (3)

junior year, first semester (17-18 credit hours)

ECE 121	Electronic Circuits Laboratory (2)
ECE 123	Electronic Circuits (3)
ECE 202	Introduction to Electromagnetics (3)
MATH 208	Complex Variables (3)
	HSS elective (3-4)
	free elective (3)

junior year, second semester (17 credit hours)

ECE 125	Circuits and Systems (3)
ECE 138	Digital Systems Laboratory (2)
ECE 203	Introduction to Electromagnetic Waves (3)
MATH 231	Probability and Statistics (3)
	approved technical elective* (3)
	free elective (3)

senior year, first semester (18-19 credit hours)

ECE 136	Electromechanics (3)
ECE 257	Senior Lab I (3)
	HSS elective (3-4)
	approved technical electives* (6)
	free elective (3)

senior year, second semester (17-18 credit hours)

ECE 258	Senior Lab II (2)
	approved technical electives* (9)
	HSS elective (3-4)
	free elective (3)

*Approved technical electives are subjects in the area of science and technology. Students must select a minimum of four courses from the ECE or CSE course listings, with a minimum of two courses in one of the technical areas described in the following list. Students must also choose at least one engineering elective in either materials, mechanics, thermodynamics, fluid mechanics or physical chemistry, and at least one science elective in physics, chemistry or biology. For students interested in solid-state electronics, quantum mechanics is recommended for the science elective.

Approved Technical Electives for Electrical Engineering

Breadth Requirement: Minimum of 4 ECE or CSE elective courses.

Depth Requirement: Minimum of 2 courses in one of the technical areas described below.

A. Solid-State Circuits

ECE 308	Physics and Models of Electronic Devices (3)
ECE 332	Design of Linear Electronic Circuits (3)
ECE 333	Medical Electronics (3)
ECE 337	Intro to Micro- and Nano-fabrication (3)
ECE 351	Microelectronics Technology (3)
ECE 355	Applied Integrated Circuits (3)
ECE 361	Introduction to VLSI Circuits (3)
ECE 362	Introduction to VLSI System Design (3)

B. Signal Processing and Communications

ECE 337	Intro to Micro-and Nanofabrication (3)
ECE 212	Control Theory (3)
ECE 339	Graphical Signal Processing (3)
ECE 341	Fundamentals of Wireless Communications (3)
ECE 342	Communication Theory (3)
ECE 343	Digital Signal Processing (3)
ECE 344	Statistical Signal Processing (3)
ECE 345	Speech Synthesis and Recognition (3)
ECE 364	Introduction to Cryptography and Network Security (3)
ECE 387	Digital Control (3)
ECE 389	Control Systems Laboratory (2)
ME 342	Control Systems (3)

C. Microwaves and Lightwaves

ECE 325	Semiconductor Lasers I (3)
ECE 326	Semiconductor Lasers II (3)
ECE 338	Quantum Electronics (3)
ECE 347	Introduction to Integrated Optics (3)
ECE 348	Lightwave Technology (3)
ECE 371	Optical Information Processing (3)
ECE 372	Optical Networks (3)

D. Computers

CSE ***	Any CSE course except CSE 12, CSE 15, or CSE 252
ECE 201	Computer Architecture (3)
ECE 316	Microcomputer System Design (3)
ECE 319	Digital System Design (3)
ECE 320	Logic Design (3)
ECE/CSE 336	Embedded Systems (3)

Note: ECE 350 Special Topics (3) (The area of each course must be evaluated individually)

Bachelor of Science in Computer Engineering

See catalog entry for Computer Engineering.

Graduate Programs

Graduate programs of study provide a balance between formal classroom instruction and research and are tailored to the individual student's professional goals. The programs appeal to individuals with backgrounds in electrical or computer engineering, mathematics, or the physical sciences. Research is an essential part of the graduate program. Major research areas include:

Wireless Communications and Networking

Signal design (CDMA, OFDM, etc), near-far communication strategies, space-time diversity coding, channel and interference modeling, digital audio and video compression, digital signal processing, novel devices, communication networks, image processing, data fusion, and compound semiconductor devices.

Microelectronics Devices, Integrated Circuits, VLSI Design

Mixed Signal design, Silicon integrated circuit technology, processing, fabrication and testing. Semiconductor device physics, nano scale devices, CMOS VLSI logic design and verification, computer-aided design (CAD), VLSI chip architectures, computer architecture including embedded systems and systems-on-a-chip. New sensors, actuators and novel microsystems, ranging from micro-electromechanical-systems (MEMS) to chemical microreactors and Biochips.

Optoelectronics and Photonics

Fiber optic communications and networks, nonlinear optics and solitons, optical switching, novel devices, and optical computing. Free-space optical communication systems.

The Master of Science degree requires the completion of 30 credit hours of work that may include a six credit hours thesis for the EE and CompE degrees. A program of study must be submitted in compliance with the graduate school regulations. An oral presentation of the thesis is required.

The Master of Engineering degree requires the completion of 30 credit hours of work, which includes design-oriented courses and an engineering project. A program of study must be submitted in compliance with the college rules. An oral presentation of the project is required.

The Ph.D. degree in electrical engineering requires the completion of 42 credit hours of work (including the dissertation) beyond the master's degree (48 hours if the master's degree is non-Lehigh), the passing of a departmental qualifying examination appropriate to each degree within one year after entrance into the degree program, the passing of a general examination in the candidate's area of specialization, the admission into candidacy, and the writing and defense of a dissertation. Competence in a foreign language is not required.

The ECE Department has a core curriculum requirement for graduate students in each of the degree programs. The purpose of this requirement is to guarantee that all students pursuing graduate studies in the department acquire an appropriate breadth of knowledge of their discipline.

Electrical Engineering: To satisfy the core curriculum requirements in Electrical Engineering, students must select three (3) courses from the following five (5) different areas: ECE 343 Digital Signal Processing; ECE 401 Advanced Computer Architecture; ECE 402 Advanced Electromagnetic Theory; ECE 420 Advanced Circuits and Systems; ECE 451 Physics of Semiconductor Devices.

Computer Engineering: see catalog entry for Computer Engineering.

M.S. in Photonics

The Masters of Science degree in Photonics is an interdisciplinary degree that is designed to provide students with a broad training experience in the various aspects of photonics, including topics in Physics, Electrical Engineering and Materials Science and Engineering. It covers both theoretical and practical topics in areas such as fiber optics, integrated optics, lasers, nonlinear optics and optical materials to prepare the students to work in industry directly after graduation. The program is also designed so as to make it possible for students who wish to continue on for a Ph.D. to still satisfy the requirements of their individual departments for the more advanced degree. For details on this program, see the separate catalog section under Interdisciplinary Graduate Study and Research.

M. S. in Wireless Communications and Network Engineering

The Master of Science degree in Wireless Communications and Network Engineering at Lehigh University is designed to prepare the next generation of engineers for the communications and networking industries. The curriculum aims to produce graduates that can contribute to the design and analysis of communication systems in the broadest context. To accommodate the student's study of various aspects of wireless communications and networking, we have limited the number of required core courses to allow maximum flexibility in pursuing specific interests. The required core courses are: Communication Theory (ECE 342), Fundamentals of Wireless Communications (ECE 441), and Computer Networks (ECE 404). In addition to the core courses, the students will take advanced courses that are aimed to furnish the student with a deeper knowledge of more specific types and aspects of information networks. ECE 342 must be the first course taken and the core courses should precede advanced courses.

Departmental Courses

Courses are listed under the prefixes ECE and CSE. Generally, electrical engineering courses carry the ECE prefix and appear in the following listing. Computer science courses carry the CSE prefix. Computer engineering courses are found under either prefix. The CSE courses are listed in the Computer Science and Engineering department section in this catalog. The reader should consult both listings.

Electrical and Computer Engineering (ECE)

For Undergraduate Students

ECE 33. (CSE 33) Introduction to Computer Engineering (4) fall

Analysis, design and implementation of small digital circuits. Boolean algebra. Minimization techniques, synchronous sequential circuit design, number systems and arithmetic. Microcomputer architecture and assembly level programming. Prerequisite: ENGR 1 or CSE 17.

ECE 81. Principles of Electrical Engineering (4) fall

Circuit elements and laws. Behavior of simple linear networks, including equivalent circuits and solution techniques. Solution of DC circuits and AC circuits using phasor techniques. Introduction to operational amplifiers. Steady state and transient response of simple circuits. Includes a weekly session for review and discussion. Prerequisite: MATH 22. Co-requisite: Phys 21.

ECE 82. Sophomore Lab (1) spring

An introduction to the fundamental laboratory instrumentation and measurement techniques of electrical and computer engineering. Five or six experiments based on the fundamental concepts discussed in the prerequisite courses. Introduction to PSPICE and application of various computer aids to design and documentation. Discussions of electrical components and laboratory safety. Use of an engineering notebook and report writing. One three-hour laboratory per week. Prerequisites: ECE 33 and ECE 81, previously.

ECE 83. Introduction to Electrical Engineering (3) spring

Circuit elements and laws. Behavior of simple linear networks. Characteristics of electronic circuits and modeling. Introduction to functional circuits, such as operational amplifiers, instrumentation amplifiers, and power systems. Introduction to basic filters and data converters. May not be taken with ECE 81 for credit. Prerequisites: Math 22, Phys 21.

ECE 108. Signals and Systems (4) spring

Continuous and discrete signal and system descriptions using signal space and transform representations. Includes Fourier series, continuous and discrete Fourier transforms, Laplace transforms, and z-transforms. Introduction to sampling. Prerequisite: ECE 81.

ECE 121. Electronic Circuits Laboratory (2) fall

One lecture and one laboratory per week. Experiments illustrating the principles of operation of electronic devices and their circuit applications. Basic electronic instrumentation and measurement techniques. Co-requisite: ECE 82.

ECE 123. Electronic Circuits (3) fall

Methods for analyzing and designing circuits containing electronic devices. Topics include device models, basic amplifier configurations, operating point stabilization, frequency response analysis, and computer-aided analysis of active circuits. Prerequisite: ECE 108.

ECE 125. Circuits and Systems (3) spring

Formulation of linear circuit equations in the time and frequency domain. Complete solutions of difference and differential equations. Network theorems. Basic stability and feedback concepts. Modulation theory, sampling theory and basic digital signal processing ideas. Prerequisite: ECE 108.

ECE 126. Fundamentals of Semiconductor Devices (3) spring

Introduction to the physics of semiconductors in terms of atomic bonding and electron energy bands in solids. Charge carriers in semiconductors and carrier concentration at thermal equilibrium. Principles of electron and hole transport, drift and diffusion currents, generation and recombination processes, continuity. Treatment of semiconductor devices including p-n junctions, bipolar junction transistors and field effect transistors. Prerequisite: ECE 81.

ECE 136. Electromechanics (3) fall

Two lectures and one laboratory per week. An experimental introduction to electromechanical energy conversion. Basic concepts of magnetic fields and forces and their application to electrical apparatus including electromechanical transducers, transformers, AC and DC machines. Prerequisite: ECE 81.

ECE 138. Digital Systems Laboratory (2) spring

Implementation issues and techniques for digital logic design. Combinational and sequential logic design using standard integrated circuits. I/O and interrupt processing. Design and implementation of real-time complex digital logic using microprocessor systems. Prerequisite: ECE 33.

ECE 162. Electrical Laboratory (1) spring

Experiments on circuits, machines, and electronic devices. Elementary network theory. Survey laboratory for students not majoring in electrical or computer engineering. Prerequisite: ECE 81, or ECE 83.

ECE 201. (CSE 201) Computer Architecture (3) spring

Structure and function of digital computers. Computer components and their operations. Computer interconnection structures. Memory system and cache memory. Interrupt driven input/output and direct memory access. Instruction sets and addressing modes. Instruction pipelining. Floating-point representation and arithmetic. Alternative architectures: RISC vs. CISC and introduction to parallel architectures. Prerequisite: ECE 33.

ECE 202. Introduction to Electromagnetics (3) fall

Elements of vector analysis, Coulomb's law, Biot-Savart's and Ampere's laws, Lorentz Forces, Laplace's, and Maxwell's equations, boundary conditions, methods of solution in static electric and magnetic fields, including finite element numerical approach. Quasistationary fields, inductance. Prerequisites: MATH 205, Phys. 21.

ECE 203. Introduction to Electromagnetic Waves (3) spring

Uniform plane waves in free space and in materials, skin effect. Waves in transmission lines and waveguides, including optical fibers. Energy and power flow, Poynting's theorem. Reflection and refraction. Resonators. Radiation and diffraction. Prerequisite: ECE 202.

ECE 212. Control Theory (3)

Introduction to feedback control. Dynamic analysis of linear feedback systems in the time and frequency domain, with emphasis on stability and steady-state accuracy. Major analytical tools: signal-flow graphs, root-locus methods. Nyquist plot, Bode analysis. Cascade compensation techniques. Prerequisite: ECE 125.

ECE 256. Honors Project (1) spring

Open by invitation only to students who have completed ECE 257, Senior Project. Selection is based upon the quality of the senior project with regard to ingenuity, design approach and completeness. The objective of this course is to carry the successful senior projects forward to completion of a technical paper suitable for publication or submission to a technical conference. A written paper and oral presentation are required by mid-semester. Oral presentations will be made before an appropriate public forum. Enrollment limited.

ECE 257. Senior Lab I (3)

With ECE 258, provides a complete design experience for Electrical and Computer Engineers. Research, planning, and completion of the initial design for a project involving hardware and/or software, integrating the many facets of their undergraduate program. Instruction in technical writing, product development, ethics and professional engineering, and presentation of design and research. Two three hour sessions and one additional two hour session per week.

ECE 258. Senior Lab II (2)

Continuation of ECE 257. Complete design, construction, and testing of projects selected and developed in ECE 257. Present final design reviews and project presentations. Submit a final written report. Discuss development issues, including manufacturability, patents, and ethics. Two three-hour sessions per week. Prerequisite: ECE 257 or departmental approval.

ECE 308. Physics and Models of Electronic Devices (3)

Physics of metal-semiconductor junction, p-n junctions, and MOS capacitors. Models of Schottky barrier and p-n junction diodes, JFET, MOSFET, and bipolar transistors. Prerequisite: ECE 126. Hatalis or White.

ECE 316. Microcomputer System Design (3) spring

Content is primarily hardware oriented, but software issues are covered where required. Includes performance characteristics of the more popular devices on the market today. Specific topics include: basic microcomputer structure, bus interconnections, memory systems, serial and parallel interfacing, CRT controllers, interrupt structures, DMA. Prerequisite: ECE 33. Holzinger.

ECE 319. Digital System Design (3) fall

Design techniques at the register transfer level. Control strategies for hardware architectures. Implementation of microprogramming, intersystem communication and peripheral interfacing. Hardware design languages and their use in design specification, verification and simulation. Prerequisite: ECE 138.

ECE 320. Logic Design (3)

Review of basic switching theory, vector boolean algebra, canonical implementations of medium size circuits, threshold logic, fault detection in combinational and sequential logic, Multivalued and Fuzzy logic, regular expressions, nondeterministic sequential machines. Prerequisite: ECE 33.

ECE 325. Semiconductor Lasers I (3)

Review of elementary solid-state physics. Relationships between Fermi energy and carrier density and leakage. Introduction to optical waveguiding in simple double-heterostructures. Density of optical modes, Blackbody radiation and the spontaneous emission factor. Modal gain, modal loss, and confinement factors. Einstein's approach to gain and spontaneous emission. Periodic structures and the transmission matrix. Ingredients. A phenomenological approach to diode lasers. Mirrors and resonators for diode lasers. Gain and current relations. Credit will not be given for both ECE 325 and ECE 425. Prerequisite: ECE 203.

ECE 326. Semiconductor Lasers II (3)

Continuation of Semiconductor Lasers I. Topics covered include: Gain and current relations; dynamic effects; perturbation and coupled-mode theory; dielectric waveguides; and photonic integrated circuits. Credit will not be given for both ECE 326 and ECE 426.

ECE 332. Design of Linear Electronic Circuits (3)

Introduction to a variety of linear design concepts and topologies, with contemporary audio networks providing many of the concrete examples. Topics include low- and high-level preamps; equalizers and filters; mixers; voltage-controlled amplifiers; input and output stage modifications; power amplifiers; analog switching and digital interface circuitry. Prerequisites: ECE 123 and ECE 125. Frey.

ECE 333. Medical Electronics (3)

Bioelectric events and electrical methods used to study and influence them in medicine, electrically excitable membranes, action potentials, electrical activity of muscle, the heart and brain, bioamplifiers, pulse circuits and their applications. Prerequisite: ECE 123 or equivalent. Norian.

ECE 336. (CSE 336) Embedded Systems (3)

Use of small computers embedded as part of other machines. Limited-resource microcontrollers and state machines from high level description language. Embedded hardware: RAM, ROM, flash, timers, UARTs, PWM, A/D, multiplexing, debouncing. Development and debugging tools running on host computers. Real-Time Operating System (RTOS) semaphores, mailboxes, queues. Task priorities and rate monotonic scheduling. Software architectures for embedded systems. Prerequisite: CSE 17.

ECE 337. Introduction to Micro- and Nanofabrication (3)

Survey of the standard IC fabrication processes, such as photolithography, dry and wet etching, oxidation, thin-film deposition and chemical mechanical polishing. In-depth analysis of MEMS-specific processes such as wafer bonding, wet anisotropic etching, photolithography using thick photoresist, and deep reactive ion etching of silicon. The basics of nanofabrication techniques. The fundamentals of MEMS design will be outlined. A wide variety of MEMS and NEMS devices will be discussed. Prerequisite: Mat33 or ECE351 or consent of the instructor.

ECE 338. Quantum Electronics (3)

Electromagnetic fields and their quantization. propagation of optical beams in homogeneous and lens-like media. Modulation of optical radiation. Coherent interactions of radiation fields and atomic systems. Introduction to nonlinear optics-second-harmonic generation. Parametric amplification, oscillation, and fluorescence. Third-order optical nonlinearities. Credit will not be given for both ECE 338 and ECE 438. Prerequisite: ECE 203.

ECE 339. Graphical Signal Processing (3)

Application of graphical programming to mathematical principles in data analysis and signal processing. Review of digital signal processing, use of structures, arrays, charts, building virtual instruments, graphical programming for linear algebra, curve fitting, solving differential and difference equations, signal generation, DFT and FFT analysis, windowing and filtering. Prerequisite: ECE 108.

ECE 341. Fundamentals of Wireless Communications (3)

Overview of wireless communication systems basics. Cellular concept and other wireless systems. System design fundamentals. Mobile Radio Propagation Modeling: Flat, Frequency Selective, Fast, Slow fading channels, Path Loss Models. Multiple access. Modulation Techniques for wireless. Introduction to wireless networking. Wireless systems and standards. Future wireless systems. Prerequisite: ECE 108 or permission of instructor.

ECE 342. Communication Theory (3)

Theory and application of analog and digital modulation. Sampling theory with application to analog-to-digital and digital-to-analog conversion techniques. Time and frequency division multiplexing. Introduction to random processes including filtering and noise problems. Introduction to statistical communication theory with primary emphasis on optimum receiver principles. Prerequisites: ECE 125 and MATH 309 or MATH 231.

ECE 343. Digital Signal Processing (3)

Study of orthogonal signal expansions and their discrete representations, including the Discrete Fourier Transform and Walsh-Hadamard Transform. Development of fast algorithms to compute these, with applications to speech processing and communication. Introduction to the z-transform representation of numerical sequences with applications to input/output analysis of discrete systems and the design of digital filters. Analysis of the internal behavior of discrete systems using state variables for the study of stability, observability and controllability. Prerequisite: ECE 108.

ECE 344. Statistical Signal Processing (3)

Introduction to random processes, covariance and spectral density, time average, stationarity, and ergodicity. Response of systems to random inputs. Sampling and quantization of random signals. Optimum filtering, estimation, and hypothesis testing. Prerequisites: MATH 231 or MATH 309, and ECE 108. Blum.

ECE 345. Speech Synthesis and Recognition (3)

Application of digital technology to generation and recognition of speech by machines. The analytical tools required for digitizing and encoding speech signals; the methods currently used for synthesizing and recognizing speech; various hardware products available to perform these tasks. Prerequisite: ECE 108. Holzinger.

ECE 347. Introduction to Integrated Optics (3)

Theory of dielectric waveguides (ray and wave approach). Modes in planar slab optical guides and in waveguides with graded index profiles. Coupled-mode formalism and periodic structures. Coupling of optical beams to planar structures. Switching and modulation of light in dielectric guides: phase, frequency and polarization modulators; electro-optic, acousto-optic and magneto-optic modulators. Semiconductor lasers. Fabrication of semiconductor components. Recent advances. Prerequisites: ECE 202 and ECE 203.

ECE 348. Lightwave Technology (3)

Overview of optical fiber communications. Optical fibers, structures and waveguiding fundamentals. Signal degradation in fibers arising from attenuation, intramodal and intermodal dispersion. Optical sources, semiconductor lasers and LEDs. Rate equations and frequency characteristics of a semiconductor laser. Coupling efficiency of laser diodes and LEDs to single-mode and multimode fibers. PIN and avalanche photodetectors. Optical receiver design. Transmission link analysis. Prerequisite: ECE 203.

ECE 350. Special Topics (3)

Selected topics in the field of electrical and computer engineering not included in other courses. May be repeated for credit.

ECE 351. Microelectronics Technology (3)

Technology of semiconductor devices and of integrated circuits, including crystal growth and doping, phase diagrams, diffusion, epitaxy, thermal oxidation and oxide masking, lithography. The major emphasis will be on silicon technology, with additional lectures on GaAs technology. Prerequisite: ECE 126.

ECE 355. Applied Integrated Circuits (3)

Emphasis on understanding of terminal characteristics of integrated circuits with excursion into internal structure only as necessary to assure proper utilization in system design. Classes of devices studied include operational amplifiers, digital-to-analog and analog-to-digital converters, linear multipliers, modulators, and phase-locked loops. Prerequisites: ECE 108 and 123. Holzinger.

ECE 361. Introduction to VLSI Circuits (3)

The design of Very Large Scale Integrated (VLSI) Circuits, with emphasis on CMOS Standard Cell design. Topics include MOS transistor physics, device behavior and device modeling, MOS technology and physical layout, design of combinational and sequential circuits, static and dynamic memories, and VLSI chip organization. The course includes a design project using CAE tools for layout, design rule checking, parameter extraction, and SPICE simulations for performance prediction. Two one-hour lectures and three hours of laboratory per week. Prerequisite: ECE 123.

ECE 362. Introduction to VLSI System Design (3)

Structured hierarchical approach to the design of digital VLSI circuits and systems. Use of CAE tools for design and verification. Topics include: systems aspects of VLSI design, design methodologies, schematic capture, functional verification, timing simulation, use of a CMOS standard cell library and of a silicon compiler. The course includes a semester-long design project, with the design to be fabricated by a foundry. Two one-hour lectures and three hours of design laboratory per week. Prerequisite: ECE 138.

ECE 364. Introduction to Cryptography and Network Security

Introduction to cryptography, classical cipher systems, cryptanalysis, perfect secrecy and the one time pad, DES and AES, public key cryptography covering systems based on discrete logarithms, the RSA and the knapsack systems, and various applications of cryptography. May not be taken with ECE 464 for credit. Prerequisite: Junior or Senior standing.

ECE 371. Optical Information Processing (3)

Introduction to optical information processing and applications. Interference and diffraction of optical waves. 2D optical matched filters that use lenses for Fourier transforms. Methods and devices for modulating light beams for information processing, communications, and optical computing. Construction and application of holograms for optical memory and interconnections. Prerequisite: ECE 108. McAulay.

ECE 372. Optical Networks (3)

Study the design of optical fiber local, metropolitan, and wide area networks. Topics include: passive and active photonic components for optical switching, tuning, modulation and amplification; optical interconnection switches and buffering; hardware and software architectures for packet switching and wavelength division multiaccess systems. The class is supported with a laboratory. Prerequisite: ECE 81. McAulay.

ECE 387. (CHE 387, ME 387) Digital Control (3)

Sampled-data systems; z-transforms; pulse transfer functions; stability in the z-plane; root locus and frequency response design methods; minimal prototype design; digital control hardware; discrete state variables; state transition matrix; Liapunov stability; state feedback control. Prerequisite: CHE 386 or ECE 212 or ME 342 or consent of instructor.

ECE 389. (CHE 389, ME 389) Control Systems Laboratory (2)

Experiments on a variety of mechanical, electrical and chemical dynamic control systems. Exposure to state-of-the art control instrumentation: sensors, transmitters, control valves, analog and digital controllers. Emphasis on comparison of theoretical computer simulation predictions with actual experimental data. Lab teams will be interdisciplinary. Prerequisites: CHE 386, ME 343, ECE 212.

ECE 392. Independent Study (1-3)

An intensive study, with report of a topic in electrical and computer engineering which is not treated in other courses. May be repeated for credit. Prerequisite: Consent of instructor.

For Graduate Students

ECE 401. Advanced Computer Architecture (3)

Design, analysis and performance of computer architectures; high-speed memory systems; cache design and analysis; modeling cache performance; principle of pipeline processing, performance of pipelined computers; scheduling and control of a pipeline; classification of parallel architectures; systolic and data flow architectures; multiprocessor performance; multiprocessor interconnections and cache coherence. Prerequisite: ECE 201 or equivalent.

ECE 402. Advanced Electromagnetics (3)

Maxwell's equations for various media and boundary geometries. Electromagnetic wave propagation through anisotropic and nonlinear media. Guided waves, layered media and resonators. Radiation, antennas, strong and weak scattering. Scalar and vector diffraction, and periodic structures. Numerical solutions for boundary value problems. Prerequisites: ECE 202 and ECE 203.

ECE 404. (CSE 404) Computer Networks (3)

Study of architecture and protocols of computer networks. The ISO model; network topology; data-communication principles, including circuit switching, packet switching and error control techniques; sliding window protocols, protocol analysis and verification; routing and flow control; local area networks; network interconnection; topics in security and privacy.

ECE 407. Linear and Nonlinear Optics (3)

Diffraction theory, Gaussian beams. Optical resonators and waveguides. Crystal optics, second harmonic generation, parametric amplification. Third order nonlinearities and associated phenomena such as phase conjugation, optical bistability, self-focusing, optical switching, solutions, etc. Photorefractive effect. Brillouin and Raman scattering.

ECE 410. Digital Communication Systems (3)

Unified description of digital communication systems based on signal space concepts. Analysis of system performance in the presence of channel noise and bandwidth limitations. Comparison of many different types of digital-modulation techniques, combined with error correction, against theoretical limits. Both bandpass and baseband systems are considered. Optimum methods of detection are considered for all systems. Suboptimum techniques such as adaptive equalization are considered for baseband systems. Basic spread-spectrum concepts are introduced. Prerequisites: ECE 108 and either MATH 231 or MATH 309 or equivalent.

ECE 411. Information Theory (3)

Introduction to information theory. Topics covered include: development of information measures for discrete and continuous spaces study of discrete-stochastic information courses, derivation of noiseless coding theorems, investigation of discrete and continuous memoryless channels, development of noisy cha