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Physical Therapy |
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PT 792 - PT Internship I 6 cr.
An eight-week, full-time internship requiring the application of didactic knowledge into the patient care environment. This experience will begin the process of professional socialization, cultivation of interpersonal skills, clinical decision making, self-assessment, proactive learning, and development of personal values and attitudes related to ethical, legal, and moral practice.Graded S/U.
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PT 793 - PT Clinical Education Seminar II 1 cr.
Second clinical seminar focuses on establishing goals, objectives, expectations and responsibilities of Internship II. Topics include analysis of individual learning and personality styles, assertiveness training, and awareness of the cognitive influences on behavior. Case presentations are used to promote development of clinical problem solving skills. One hour lecture/week.Graded S/U.
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PT 794 - PT Internship II 6 cr.
Second internship in another clinical practice setting, requires the integration of didactic knowledge and problem-solving strategies into patient care. Experience advances the skills introduced in PT Internship I. Students develop skill and efficiency in examination, evaluation, goal setting, program planning and intervention implementation. Graded S/U.
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PT 795 - PT Clinical Education Seminar III 1 cr.
Final seminar focuses on establishing goals, objectives, expectations and responsibilities of final “specialty” internships. Information will be provided preparing students for state licensure and examination. Guidance will be given regarding generating professional resume and cover letter. Interviewing techniques discussed and practiced. Information regarding employment benefits, job selection examined. Graded S/U.
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PT 796 - PT Internship III & IV 12 cr.
Final internships provide advanced opportunities for integration, application, and synthesis of professional competencies. Experiences lead to determination of entry-level competence. Internship III must be successfully completed before participating in Internship IV; both must be completed successfully prior to graduation from the program.Graded S/U.
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Reading Education |
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ERDG 501 - Foundations of Reading/Language Arts 3 cr.
A course designed to provide an introduction to reading/language arts instruction and programs. Consideration will be given to literary instruction relevant to both skills-based programs and whole-language programs.
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ERDG 506 - Advanced Linguistics: Language Foundations for Teachers of Reading and Writing 3 cr.
(Prerequisite ERDG 501 or consent of instructor) This course is designed to assist students in understanding the language processing requirements of proficient reading and writing (Phonological, Orthographic, Semantic, Syntactic, and Discourse). The course provides an in-depth analysis of the domains of language and the language processes underlying reading and writing.
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ERDG 511 - Diagnosis of Reading Disabilities 3 cr.
(Prerequisites ECUI 511 and either ERDG 501 or ERDG 506) A course designed to assist the student in becoming proficient in diagnostic skills. Standardized tests and informal assessment instruments will be examined and administered. The course has a practicum aspect in that the student will be required to diagnose developmental and disabled readers at the elementary and secondary level. Reports detailing the findings and recommendations for overcoming the problems will be written.
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ERDG 516 - Literacy and Learning Across the Disciplines 3 cr.
This course will assist students in becoming proficient at integrating literacy-related strategies and practices into instructional routines in content area classrooms. Students will be introduced to a multitude of evidence-based instructional strategies that address the conceptual and textual demands inherent in disciplinary learning.
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ERDG 517 - Literacy on the Secondary Level 3 cr.
This course explores the literacy strategies of reading, writing, listening, speaking, and using technology across academic disciplines at the secondary level.
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ERDG 521 - Best Practices for Contemporary Literacy Leadership 3 cr.
This course describes the evolving roles of reading specialists and literacy coaches. As future leaders, students will be expected to demonstrate the ability to facilitate professional learning and develop high quality literacy programs. This course will provide students with an opportunity to acquire the skills necessary for providing quality leadership in all school settings.
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ERDG 526 - Reading Practicum 3 cr.
(Prerequisite ERDG 511 or consent of instructor) A practicum designed to provide supervised tutorial experiences. The student will diagnose a disabled elementary school reader and a disabled secondary school reader and provide tutorial instruction designed to ameliorate the disabled reader’s problems. For each disabled reader tutored, the student will write a report containing the results of the diagnosis, remediation, progress, and recommendations. Practicum students are required to have valid and current Act 34 and Act 151 Child Abuse Clearances prior to working with students.
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ERDG 531 - Introduction to the World of Children’s and Adolescent Literature 3 cr.
This course provides an introduction to the exciting and growing field of literature for children and adolescents. Students will study children’s and adolescent literature from its beginnings in eighteenth-century chapter books and fairy tales, through nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The course also includes the study multicultural works of fiction and nonfiction.
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ERDG 536 - Seminar in Reading Research 3 cr.
A course designed to enable students pursuing the supervisory certificate in reading to examine the recent research in reading education. Emphasis will be placed on studies that have a direct impact on reading instruction. Students will be required to complete a scientific research study in reading.
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ERDG 590 - Research Seminar 3-6 cr.
Designed for students who are working on their M.A. theses. Registration is only with permission of the student’s advisor and the department chair.
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Secondary Education |
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EFND 510 - Interdisciplinary Assessment 3 cr.
This course focuses on strategies, methods, and instruments for assessing all students. Theories of assessment and best practices for all student populations will be reviewed and evaluated.
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ESEC 502` - Planning and Instruction, Grades 7-12 3 cr.
Co-requisite: Clearances required. This course introduces students to unit planning, lesson planning, and methods of instruction applied in middle level and secondary education classrooms. It addresses the integration of technology to support learning, as well as theories and practices of classroom management. A field component is part of the course requirements.
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ESEC 536 - Subject Methods: Citizenship 3 cr.
Utilizing knowledge of planning and teaching generally, students will be guided in the analysis of specific content and techniques for teaching citizenship. They will demonstrate their ability to carry out plans in “micro” teaching experiences.
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ESEC 541 - Subject Methods: Foreign Languages 3 cr.
Utilizing knowledge of planning and teaching generally, students will be guided in the analysis of specific content and techniques for teaching foreign language. They will demonstrate their ability to carry out plans in “micro” teaching experiences.
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ESEC 542 - Subject Methods: English 3 cr.
Utilizing knowledge of planning and teaching, students will be guided in the analysis of special content and techniques for teaching that content. They will demonstrate their ability to carry out plans in “micro” teaching experiences.
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ESEC 546 - Subject Methods: Mathematics 3 cr.
Utilizing knowledge of planning and teaching generally, students will be guided in the analysis of specific content and techniques for teaching mathematics. They will demonstrate their ability to carry out plans in “micro” teaching experiences.
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ESEC 551 - Subject Methods: Science 3 cr.
Utilizing knowledge of planning and teaching generally, students will be guided in the analysis of specific content and techniques for teaching science. They will demonstrate their ability to carry out plans in “micro” teaching experiences.
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ESEC 565 - Secondary Classroom Internship 3 cr.
(Prerequisites Completion of Education courses leading to student teaching, PRAXIS scores, Clearances, Application for Field Placement) Competency will be developed in curriculum planning, instruction, and classroom management during teaching practice in a middle level or secondary school. Professional growth will be documented. The internship includes participation in a weekly seminar.
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ESEC 566 - Secondary Classroom Management and Discipline 3 cr.
(Prerequisites ESEC 501, ECUI 531, and appropriate subject methods course; co-requisites ESEC 567, 568, 569 and 570) An in-depth study of the rationale, theories, and techniques for creating a secondary school classroom environment where learning can take place and for handling specific individual and group behavior problems in productive ways.
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ESEC 567 - Secondary Teaching Internship: Planning Variable to 2 cr.
(Prerequisite ESEC 501; co-requisite ESEC 566) Competency will be developed in unit and lesson planning during actual teaching practice in a secondary school. Supervision and evaluation will be by appropriate school mentors and University faculty.
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ESEC 568 - Secondary Teaching Internship: Instruction Variable to 2 cr.
(Co-requisite ESEC 566) Competency will be developed in the delivery of effective instruction utilizing appropriate methodologies at appropriate levels during actual teaching practice in a secondary school. Supervision and evaluation will be by appropriate school mentors and University faculty.
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ESEC 569 - Secondary Teaching Internship: Classroom Management Variable to 2 cr.
(Co-requisite ESEC 566) Competency will be developed in classroom management including routine paper work, maintaining a positive atmosphere and utilizing appropriate discipline methods during actual teaching practice in a secondary school. Supervision and evaluation will be by appropriate school mentors and University faculty.
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ESEC 570 - Secondary Teaching Internship: Professional Growth Variable to 3 cr.
(Co-requisite ESEC 566) Positive professional development will be documented during actual teaching practice in a secondary school through periodic evaluation and observation by assigned school mentors and University faculty of participation in seminars, appropriate reaction to suggestions and criticism, and fulfilling general responsibilities as outlined in The Student Teaching Handbook.
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Software Engineering |
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SE 500 - Mathematics for Software Engineering 3 cr.
(Prerequisite admission to the program) This course introduces students to the formal mathematical tools and methods necessary for software engineering. Topics include equational logic, propositional calculus and its applications, techniques of proof, formal logic, quantification and predicate calculus, application of predicate calculus to programming, and mathematical induction.
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SE 501 - Introduction to Software Development 3 cr.
(Prerequisite admission to the program) This course serves as an introduction to the discipline of Software Engineering, involving both a study of theory and practice. Significant ideas and developments are emphasized along with an examination of terminologies, classifications, paradigms, and methodologies. The course also provides an opportunity to review essential computer science material (data structures, programming languages and environments, systems, and architectures) as appropriate within this context.
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SE 504 - Formal Methods and Models 3 cr.
(Prerequisite SE 500) This course is concerned with the application of mathematical techniques and models to the problem of software development. Of particular concern are means by which to develop provably correct programs.
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SE 507 - Requirements Analysis and Software Specification 3 cr.
(Prerequisite SE 500) Exploration of two inter-related subjects of software life-cycle-process; requirements and their specifications. Topics: Requirements analysis techniques, interview process, prototypes, types of requirements (functional, nonfunctional, reliability, quality, security, etc.), traceability, languages of specification (axiomatic, algebraic, finite state machine, abstract, operational, concurrency).
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SE 510 - Principles and Applications of Software Design 3 cr.
(Prerequisite SE 507) This course covers the principles, methods, and techniques used in the design of software systems. It includes architectural and detailed design with an emphasis on the object-oriented paradigm. Topics include software design process; design principles; software architectures; frameworks; design patterns; and coding idioms; design notations and support tools.
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SE 515 - Software Generation and Maintenance 3 cr.
(Prerequisite SE 501) Maintenance accounts for about 70% of the software system life cycle. Designing new maintainable software systems is as important as dealing with existing non-maintainable ones. Topics include: writing reusable software components, automatic code and application generators and their limitations, regression analysis, reverse engineering, etc.
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SE 516 - Engineering of Software Systems 3 cr.
There is a parallel between hardware system engineering and software systems engineering. Several issues are relevant to both and in many cases they interact with each other. Topics include: system requirements gathering and specification, system design, interfaces with hardware and software systems, human-computer interfaces, system testing and integration, documentation, quality assurance, and configuration management.
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SE 521 - Database Systems 3 cr.
(Prerequisite SE 507) A study of both theoretical and practical aspects of database systems with an emphasis on relational database systems. Topics include DBMS architectures, entity-relationship and UML data modeling, relational data modeling, database design using entity-relationship data models, relational algebra and Structured Query Language (SQL), functional dependencies and normal forms, system catalogs, transaction processing, concurrency control, and selected advanced topics.
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SE 524 - Software Project Management 3 cr.
(Prerequisite SE 510) Software system development; project development; budget and human factors. Relationship between quality assurance, communication management and project documentation. Ethical and security issues.
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SE 532 - Interactive and Time Critical Systems Design 3 cr.
(Prerequisites SE 507 and SE 510) Real-time and embedded software systems development present a whole different set of variables to the software engineer. This course focuses on a number of design, development, and maintenance techniques for this type of system. Topics include data acquisition and generation, system design strategies, testing constraints, verification, etc.
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SE 592 - Directed Study Variable 1-3 cr.
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SE 594F - Computer Science Fundamentals I 3 cr.
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SE 595F - Computer Science Fundamentals II 3 cr.
(Prerequisite admission to the program, ability to program and sufficient mathematics background such as calculus) SE 594 and SE 595 are sequential special topics courses designed for students who have been admitted to the software engineering graduate program but do not possess a formal background in essential computer science topics. These topics include programming fundamentals, advanced data structures and algorithms, software design and construction, and computer systems. Emphasis will be on programming skills and fundamentals of computer systems. At least one high-level programming language will be used extensively in the course. (These two courses do not count toward the 36 credits required for the degree.)
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SE 598 - Project Analysis & Design 3 cr.
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SE 599 - Project Implementation and Evaluation 3 cr.
(Prerequisite having passed all required courses) SE 598 and 599 is a two-semester sequence in which students are expected to undertake a software thesis project which requires the use of tools, techniques and theory learned from previous courses. It will be strongly recommended that thesis projects be developed in teams.
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Special Education |
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ECUI 540 - Differentiation and Specially Designed Instruction for Students with Disabilities 3 cr.
This course is designed to assist the Curriculum and Instruction specialist to guide educators who must differentiate instruction and accommodate students with learning differences. The course guides specialists in using the IEP goals in planning instruction in a general education classroom. Co-teaching models are discussed as part of specially designed instruction.
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ESPC 501 - Inclusionary Classroom Practices 3 cr.
Students will receive guidance in supporting the disabled student in a general education classroom, and in supporting the special education teacher and ancillary staff in providing instruction for the disabled child. We will explore methods for facilitating the acceptance and learning of the disabled student in the context of a general education environment.
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ESPC 506 - Education of the Exceptional Child 3 cr.
A general view of the field; historical background - both philosophical and legislative, with special emphasis upon PL 94-142. Physical, mental and emotional handicaps will be reviewed in some detail. Special concerns of gifted children will also be presented. Preventive and remedial programs and practices will be emphasized.
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ESPC 507 - Foundational Knowledge of Behavioral Analysis for Educators 3 cr.
This course is an introduction to the basic behavior analytic skills. An emphasis is placed on fundamental elements of behavior change, specific behavior-change procedures, and behavior-change systems as they relate to working with students with emotional behavioral disabilities in educational environments. The course has a field component.
Clearances are required.
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ESPC 510 - Introduction to Early Childhood Special Education 3 cr.
This course focuses on the early childhood typical and atypical development (ages birth to 8): cognitive, motor, social-emotional, self-help, and language. Students will be introduced to the field of early childhood special education. Students will have the opportunity to work in a transdisciplinary team. There are field hours connected to this course.
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ESPC 511 - Learning Disabilities 3 cr.
Introduction to learning disabilities. Definitions, current theories, etiological bases, and educational management of students with learning disabilities and/or hyperactivity and attention deficit are emphasized.
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ESPC 516 - Special Education Assessment 3 cr.
Course is focused on strategies, methods, and instruments for assessing students with disabilities cognitive, psychomotor, and affective development. Theory to practice linkages are stressed. An observation component is part of course expectations.
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ESPC 521 - Assessment Practicum 1 cr.
Students will obtain experience with assessment of students’ special needs.
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ESPC 526 - Secondary, Transitional and Vocational Services 3 cr.
The role of the special education teacher in designing and implementing transitional and vocational services for students with disabilities. Emphasis is on the role of the special education professional as an advocate for access to school, state, and federal resources for persons with disabilities.
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ESPC 530 - Introduction to Assistive Technology in the Classroom 3 cr.
This course is designed to provide students with an overview of the field of assistive technology, an understanding of how to implement various technology solutions, and experience using specific technologies to create technology-enhanced lessons. Universal Design for Learning will be introduced to this course.
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ESPC 531 - Evidenced Based Practices for Students with Low Incidence Disabilities 3 cr.
Emphasis on the effective design and use of curriculum and materials to educate students with low incidence disabilities. There are 30 field hours connected to this course.
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ESPC 535 - Evidence-Based Practices for Students with High Incidence Disabilities, Grades 7- 12 3 cr.
This course will introduce the students to methods, materials, and evidence-based strategies for students in grades 7- 12 with high incidence disabilities. The course includes components of explicit instruction and learning strategies from the Strategic Instruction Model (SIM). This course includes 30 field experience hours. Clearances required.
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ESPC 536 - Evidence-Based Practices for Students with High Incidence Disabilities 3 cr.
This course is designed to prepare teachers to work with children with high-incidence disabilities in grades K- 12. It provides an overview of curriculum and instructional methods. Students will be able to be design lessons using Explicit Instruction model. Emphasis is placed on understanding and analysis of learning problems and evidence based academic interventions. This course has a field component.
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ESPC 541 - Principles of Behavior Change for Educators 3 cr.
This course is an introduction to the basic behavior analytic skills. An emphasis is placed on fundamental elements of behavior-change, specific behavior-change procedures, and behavior-change systems as they relate to working with students with emotional behavioral disabilities in educational environments. The course has a field component.
Clearances are required.
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ESPC 545 - Single Subject Design in Educational Settings 3 cr.
This course will focus on single-subject design in educational settings. Students will master basic behavior analytic skills such as measurement and experimental design in various educational settings.
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ESPC 546 - Professional Seminar 3 cr.
Focus on the special educator as a team member in a large group, which may include administrators, ancillary staff, parents, and other professionals. Students will be closely guided in IEP’s, transition plans, and school based grant proposals. Additionally students will construct portfolios and participate in case management.
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ESPC 551 - Special Education Teaching Internship: Planning Variable to 2 cr.
Preparation of actual teaching plans during special education student teaching. Application required.
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ESPC 552 - Special Education Teaching Internship: Instruction Variable to 2 cr.
Involvement in implementing methods and techniques. Special education student teaching on a full-time basis under the supervision of classroom teachers and University supervisors.
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ESPC 553 - Special Education Teaching Internship: Classroom Management Variable to 2 cr.
Involvement in the management of learning situations during special education student teaching.
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ESPC 554 - Special Education Teaching Internship: Professional Growth Variable to 3 cr.
The demonstration of professional growth during student teaching as evidenced by professional behavior and skills, a commitment to improvement, and ability to relate to others. This will include attendance at and participation in a weekly seminar to analyze and discuss professional considerations and student teaching problems. Completed Act 34 and Child Abuse History Clearances are required previous to receiving a field assignment.
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ESPC 560 - Ethical Client-Centered Practices in Applied Behavior Analysis 3 cr.
Students will apply the Behavior Analyst Certification Board’s Ethical Compliance Code when making decisions about case studies and ethical dilemmas in the field of behavior analysis. Students will also utilize client-centered practices to identify the problem, target the intervention, and implement and manage programs.
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ESPC 562 - Assessment in Applied Behavior Analysis 3 cr.
This course will focus on behavior observation and assessment procedures necessary in the development of behavioral programs. An emphasis will be placed on measuring behavioral change, the behavioral functional assessment, data-based decision making and precision teaching.
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ESPC 564 - Advanced Principles of Behavior and Supervision 3 cr.
This course will focus on advanced principles of behavior and client-centered responsibilities as they relate to intervention, implementation, management, and supervision of applied behavior analysis interventions.
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ESPC 566 - Applied Educational Research 3 cr.
This course will focus on single-subject design and scientific research in educational settings. Students will master basic behavior analytic skills such as measurement and experimental design. Hypothesis-testing will be used as a framework for statistical techniques, such as Chi-square, correlation, t-tests, analysis of variance, and simple linear regression analysis.
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Theology |
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T/RS 500 - Old Testament Exegesis 3 cr.
An introduction to the primary methods and problems of Old Testament interpretation focusing on the contents, historical background, and theological import of major passages. Among the specific topics studied will be source, form and redaction criticism as well as more recent approaches to the text.
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T/RS 501 - New Testament Exegesis 3 cr.
An introduction to the primary methods and problems of New Testament interpretation focusing on the contents, historical background, and theological import of major passages. Among the specific topics studied will be form and redaction criticism along with recent critical approaches to the text.
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T/RS 510 - Salvation Outside the Church? 3 cr.
(Prerequisite Enrollment in T/RS M.A. program) A historical and Catholic-theological engagement with key questions in relation to religious pluralism such as: Can non-Christians be saved? Does God intend the existence of many religions? What status do non-Christian religions have vis-a-vis the Church? What may Christians learn from non-Christian religious traditions?
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T/RS 510 and 410 - Salvation Outside the Church? 3 cr.
(Prerequisite Enrollment in T/RS M.A. program or T/RS 121 and T/RS 122) An historical and Catholic-theological engagement with key questions in relation to religious pluralism such as: Can non-Christians be saved? Does God intend the existence of many religions? What status do non-Christian religions have vis-á-vis the Church? What may Christians learn from non-Christian religious traditions?Alternate years
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T/RS 516 - Theology of John 3 cr.
This course is designed to introduce the student to the Johannine corpus, especially the Gospel of John. Theological, literary, and historical characteristics will be emphasized in the examination of key narratives. Knowledge of New Testament Greek is encouraged, but not necessary.
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T/RS 520 - Theology of the Church Fathers 3 cr.
This course will provide an overview of the crucial theological issues of the first centuries of Christianity, such as the Trinitarian and Christological debates. Emphasis will be on the reading of primary texts by such authors as Irenaeus, Tertullian, Augustine, and others.
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T/RS 521 - The Church from Medieval to Modern Times 3 cr.
A survey of the development of Christian life and thought from the Middle Ages through the Renaissance, Reformation, development of the New World, and the 20th century.
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T/RS 522 - Theology in the 19th Century 3 cr.
A survey of the fertile religious and theological debates of the 19th century, covering such topics as hermeneutics, historicism, and the status of religious authority. Emphasis will be on the reading of primary texts from Protestant and Catholic authors such as Kierkegaard, Feuerbach, Newman and Leo XIII.
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T/RS 524 - Jews and Christians 3 cr.
Through close attention to ancient and contemporary texts, this course examines the basis of Christian anti-Judaism and explores post-Vatican II efforts to move beyond polemic to dialogue. Drawing on both Jewish and Christian sources, students will investigate the common theological roots and shared understandings of both traditions.
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T/RS 525 - Roman Catholicism Today 3 cr.
An overview of four significant areas of contemporary Roman Catholicism: its historical side, world view, ritual and ethics, and contemporary trends.
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T/RS 526 - History of Christian Spirituality 3 cr.
The course will explore the nature and evolution of spirituality in Christian history primarily through close reading of selected texts.
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T/RS 527 - Doctrine of Grace 3 cr.
An introduction to the Christian understanding of grace, according to the Catholic Tradition, and particularly in light of the writing and thought of Flannery O’Connor.
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T/RS 530 - Central Issues in the Philosophy of Religion 3 cr.
A study of such central problems in the philosophy of religion as the problem of evil, the meaning of religious language, and the question of the self.
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T/RS 531 - Narrative Theology 3 cr.
A study of the contemporary development of narrative as an essential element of interpretation of biblical sources and of moral and systematic theology.
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T/RS 535 - The Sacraments of Initiation 3 cr.
After an overview of recent developments in sacramental and liturgical theology, the course will focus upon the rites of the sacraments of initiation. The scriptural, liturgical, and patristic sources will be read as the basis of new sacramental models.
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T/RS 536 - Councils of the Church 3 cr.
An examination of the background, history, ideas, and influence of the modern councils of the Roman Catholic Church using texts from the councils of Vatican II, Vatican I, and/or Trent.
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T/RS 537 - Great American Catholic Thinkers 3 cr.
A study of the life and ideas developed from selections from Bishop England, Orestes Brownson, Bishop Spalding, Isaac Hecker, Bishop Hughes, Msgr. John Ryan, Archbishop Ireland, Dorothy Day, Dom Virgil Michel and John Courtney Murray, S.J.
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T/RS 540 - Sources of Christian Moral Thought 3 cr.
An examination of the intellectual foundations of moral thought in Western Christianity and their continued effects and representations in contemporary ethics and theology. Among sources examined will be Aristotle, Augustine, Aquinas, Kant, Mill, Nietzsche, H.R. Niebuhr and other contemporary theologians.
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T/RS 541 - The Development of Catholic Moral Theology 3 cr.
A study of the history and development of Catholic moral theology beginning with Aquinas through manualism to the contemporary scene. It will include American moral thinking such as proportionalism in relation to Papal teaching and Protestant ethics. Readings will be drawn from Aquinas, J.C. Murray, Leo XIII, John Paul II, C. Curran, and others.
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T/RS 542 - Readings in Moral Theology 3 cr.
An exploration, based on a wide variety of reading from patristic, medieval, and contemporary sources, of some typical themes of fundamental moral theology as well as analysis of the actual place of virtue in Catholic moral theology.
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T/RS 543 - Catholic Social Thought 3 cr.
A study of the origins and principles of Catholic teachings on the political and social order. Reading will be drawn from Augustine, Thomas Aquinas, Thomas More, papal encyclicals from Rerum Novarum through Centesimus Annus, Vatican Council II, and selected contemporary scholars writing on liberalism, public morality, law, and religion.
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T/RS 544 - Liturgical and Sacramental Development 3 cr.
An overview of the liturgical, sacramental, and theological development in the Church through various eras of her history.
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T/RS 548 - Pastoral Theology 3 cr.
This course is based on the assumption that when done properly, all theology is pastoral. Throughout the course, students will “read” both the liturgy and classical theological texts in a pastoral way, as well as reflect theologically on their own pastoral experience. It will be conducted in seminar format.
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T/RS 550 - Christology 3 cr.
This course will examine major theological issues surrounding the person and work of Jesus Christ and their implications for Christian living. The course will analyze the biblical witness, the classical Christological controversies, the quest for the historical Jesus, and selected contemporary approaches to Christology.
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T/RS 552 - Eastern Christian Spirituality 3 cr.
A study of the meaning of the spiritual life for Eastern Christian writers with particular emphasis on Athanasius, Gregory of Nyssa, and Gregory Palamas. Themes such as prayer, image and likeness with God, discernment of spirits, hesychasm, and iconography will be discussed.
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T/RS 553 - Theology of the Byzantine Churches 3 cr.
Beginning with a survey of the main developments of Byzantine theology, this course examines the important contributions of Eastern Christian thinkers in shaping the patristic heritage of the Church. It then examines characteristics of Byzantine theology in contemporary attempts to articulate our life in Christ.
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T/RS 554 - The Trinity in Early Christian History 3 cr.
An in-depth analysis of the hellenization process of Christian theology through a study of the influences of Platonic, Gnostic, and Plotinian thought structures on the development of such key Christian concepts as person, substance, nature, relation in the Holy Trinity, creation theology, and christology. There will be a particular emphasis on the thought of Athanasius, Basil the Great, Gregory of Nyssa, Augustine, Maximos, and Gregory of Palamas.
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T/RS 584 - Special Topics 3 cr.
Selected topics of current interest offered on a variable schedule.
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T/RS 599 - Theology: Thesis 3-6 cr.
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World Languages and Cultures |
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LANG 584 - Special Topics 3 cr.
Designed for in-service teachers, this course examines issues in language teaching. Topics may include Spanish for Teachers, Spanish for Specific Purposes (Business, Medical), the Immersion Method and Practicum, cultural practices of target language groups, incorporating literary texts in the advanced language class, and/or issues in current pedagogy and methodology.
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