Art
ART 580. Art Workshop. Intensive workshops of varying lengths with visiting professors or of a specialized nature, including national or international travel study tours, to supplement the regular curriculum. (1-6)
*ART 581, 584, 585, 586, 587, 588. Studio work. Students may register only by permission of the professor under whom they will study. Art 581, Clay. Art 584, Painting. Art 585, Printmaking. ART 586, Drawing. Art 587, Sculpture. Art 588, Photography. Courses may be repeated for a maximum of 12 credit hours. (3 each)
ART 595. Tutorial Readings. (1-3)
*NOTE. Studio work courses are concurrent offerings with 400 level studio work courses.
Bilingual Education
BLED 518. Second Language Teaching: Theory and Methodology. The use of techniques and methods for intensive English language instruction for students who will be teaching limited English speakers; includes second language instructional materials, English as a Second Language (ESL) in the content areas, and assessment of language proficiency. (3)
BLED 520. English Phonology. Phonetics, phonemics, articulatory phonetics, points and manner of articulation and how these relate to the second language learner; for students involved in ESL classroom instruction. Prerequisites: BLED 527. (3)
BLED 524. Methods in Foreign Language. Specialized techniques of teaching foreign language skills in the elementary and secondary schools. (3)
BLED 527. Introduction to Linguistics. Provides ESL language teachers with a basic knowledge of language and language acquisition necessary for instruction and development of appropriate pedagogical curriculum materials; designed primarily for students who have no previous knowledge or background in linguistics. (3)
BLED 548. Bilingual Methodology and Materials. Specialized techniques used for teaching the bilingual and bicultural child; emphasizes instruction in language arts, social studies, and the fine arts; required for the Bilingual-Bicultural Programs. Prerequisites: Spanish Proficiency. (3)
BLED 552. Indo-Hispanic Cultures. An introduction to historical and sociological aspects of Indo-Hispanic cultures; prepares the teacher to present units on history, folklore, contrasting cultural patterns, and fine arts to students in the Southwest. Prerequisite: Spanish Proficiency. (3)
BLED 565. Teaching of Reading in Spanish. This reading course is designed to help students become familiar with research, specialized techniques, and materials for the Teaching of Reading in Spanish at the elementary level. Prerequisite: Spanish Proficiency. (3)
BLED 566. Cross Cultural Patterns. Reading for research purposes and applied methods course in Bilingual Education and English as a Second Language. Students must demonstrate knowledge about other languages and cultures and understand the effects and language learning of social-cultural variables in instructional situations. (3)
BLED 567. Language Arts in Spanish. Survey of the needs, orientation, and approaches teachers should consider in class instruction for appropriate teaching of Hispanic students in grades 1-6. Prerequisite: Spanish Proficiency. (3)
BLED 568. Hispanic Culture. Intermediate level reading covering the major aspects of Hispanic civilization - history, art, and literature - and its influence on western civilization, its role in the development of European culture in Latin America, and its fusion with the various indigenous cultures. Prerequisite: Spanish Proficiency. (3)
BLED 580. Workshop in Bilingual Education. ESL Programs in current educational theory and practice for school personnel. (1-3)
BLED 585. Directed Study. To be used when the student wishes to study a subject not regularly offered. Permission required. Please see ``Independent Study’’ heading in this catalog.
BLED 590. Directed Research. To be used when the student is performing research under the direction of a faculty member. Permission required. Please see “Independent Study’’ heading in this catalog.
BLED 595. Tutorial Reading. Permission required. Please see “Independent Study” heading in this catalog.
*Spanish Proficiency means ability to participate in oral and written forms in a university course.
Business
BSAD 500. Survey of Business I. A survey course in the basic concepts of microeconomics and macroeconomics and accounting taught in two modules. This course will be a team-taught course with separate instructors in economics and accounting. Each module of instruction is tested separately with proportionate weight to each topic for grading. (3)
BSAD 501. Survey of Business II. A survey course in business that includes 45 contact hours in finance, business law basics, marketing, and management. (3)
BSAD 502 Survey of Math and Statistics for MBAs. A survey course of mathematics and statistics for those who do not have a strong mathematical background. This course will be optional at the discretion of the MBA advisor who may excuse engineers, math majors, science majors or others who have had adequate mathematical preparation as evidenced by their academic record.
BSAD 510. Social Responsibility and Business Ethics. A study of selected contemporary issues facing American and international business and society via readings, discussions, research, and writing. A required course for the M.B.A.; offered in the summer. (3)
BSAD 520. Business Negotiation. Provides the students with the diagnostic tools needed to choose effective bargaining strategies. Applies theory through case studies of read and simulated negotiations. Prerequisite: BSAD 350. An elective course; offered in the summer. (3) Summer
BSAD 530. Advanced Managerial Accounting. An in-depth study of the information and reporting needs of contemporary management and the uses of accounting information in facilitating the planning, control and special decision-making functions of management. Prerequisites: BSAD 230 and 231. A required course; offered in the fall. (3)
BSAD 540. Analysis for Marketing Planning. Marketing behavior of the firm, with emphasis on models of pricing, product development, and promotional decisions based on consumer demand analysis. Prerequisite: BSAD 340 or equivalent. A required course; offered in the summer. (3)
BSAD 542. Seminar in Marketing Management. An in-depth analysis of all phases of marketing and its role in the firm and in society. Prerequisite: BSAD 540. An elective course; offered on occasion in the summer. (3)
BSAD 550. Management and Organizational Theory. Situational analysis of organizational variables such as goals, tasks, structure, technology/culture conflict communication, and power. Prerequisite: BSAD 350 or equivalent. A required course; offered in the fall. (3)
BSAD 551. Advanced Management. A case problem or project approach to the study of management focusing on the strengths, weaknesses, threats, and opportunities that many of today’s firms face; emphasizes contemporary management issues in multi-national as well as small business organizations. Prerequisite: BSAD 550. An elective course; offered on occasion in the summer. (3)
BSAD 552. Human Resource Management. A study of current theoretical and practical issues in human resource management to include areas of study such as equal employment opportunity, staffing the organization, training and developing employees, compensation and rewards program and unionization. A required course; offered in the summer. (3)
BSAD 556. Production and Operations Analysis. The production function of business is defined. Production management models such as linear programming and TQM are applied to real situations through case analysis. Prerequisites: MATH 121, 221 AND 321 or equivalent. A required course; offered in the fall. (3)
BSAD 560. Advanced Business Statistics. Applications of statistical techniques to business practices, including use of statistical packages with computers. Prerequisites: MATH 121, 221, 321, or equivalent. A required course; offered in the spring. (3)
BSAD 562. Advanced MIS. Introduction to the concepts of MIS from a user’s perspective; a non-computer technical course; requires a research project in MIS. Prerequisite: CMPS 360 or equivalent. An elective course; offered occasionally in the summer. (3)
BSAD 570. Managerial Finance in Theory and Practice. Concepts and techniques employed in determination of optimal capital structures, procurement of resources, financial markets, and allocation of resources to productive investments. Prerequisite: BSAD 370 or equivalent. A required course; offered in the spring. (3)
BSAD 571. Problems in Finance. A case problem approach to financial policy and strategy, emphasizing acquisition, allocation, and management of funds within the business enterprise. Prerequisite: BSAD 570. An elective course; offered on occasion in the summer. (3)
BSAD 585. Directed Study in Business. Independent study of a special topic under the supervision of a member of the department’s graduate faculty. (3)
BSAD 586. Advanced International Business. A study of the international business environments within which business firms operate and the public policies and cultures which influence their activities; includes international finance, legal issues, management, and marketing considerations of the international, transnational, multinational, and global firms. A required course; offered in the spring. (3)
BSAD 589. Economic Development. An intensive one-week course designed to provide training in the basics of economic development in accordance with curriculum requirements prepared by the American Economic Development Council. Subject material is both theoretical and practical with an emphasis on economic development and its place in New Mexico. Summer only. (3)
BSAD 595. Directed Research in Business. Independent guided research on a topic under the supervision of a member of the department’s graduate faculty. (3)
BSAD 597. Managerial Policy and Strategy. The study of how to align the firm in a changing business environment; study of policies designed to coordinate all functions of business enterprise from the viewpoint of the chief operating executive; emphasizes appropriate tools of analysis and simplicity. This course cannot be taken until the student has completed twelve semester hours of the M.B.A. program; a required course; offered in the spring. (3)
BSAD 599. Special Graduate Topics in Business. A seminar course on a specialized topic in business; offered when mutual interest exists for a member of the business faculty or an adjunct faculty member and sufficient number of graduate students; will not duplicate existing course offerings. An elective course; offered on occasion in the summer. (3)
Counseling
COUN/EDUC 500. Methods of Research. Acquaints the beginning graduate student with the nature and significance of research; enables the student to read, evaluate, and apply research results and techniques; gives some understanding of the meaning and spirit of research; gives some experience in studying and preparing research reports; required of all Master of Arts and Master of Arts in Teaching degree candidates. (3)
COUN 501. Introduction to the Profession of Counseling. This is an introductory counseling course covering some of the basic issues which will confront the beginning practitioner. Much time will be spent examining the ethical and legal concerns of the profession. An emphasis will be placed upon effective counselor characteristics, basic communication skills and counseling theories and techniques relevant to diverse population. (3)
COUN 505. Multicultural Counseling. This course is designed to assist students in understanding, valuing, and becoming effective in counseling diverse populations. It is based upon the promotion of cultural awareness and will assist students to identify their cultural assumptions in relation to people different from themselves. It will also enable students to identify and practice cross cultural counseling techniques. (3)
COUN 507. Internship in Counseling. The entry level 150 clock hour field experience course in which the student utilizes a variety of counseling skills and application in an appropriate counseling setting under the direction of a professional counselor. (3)
COUN 531. Theories and Techniques of Counseling. An intensive course in counseling theories, techniques, and methods, stressing the procedures appropriate to different stages of the counseling process, the use of assessments, evaluation, and other materials in counseling, and counseling with a variety of individuals and problems. (3)
COUN 532. Program Development and Management. The course is devoted to the planning, development, organization and administration of counseling and other human service programs. It will include information and exercises in developing needs assessments, grant writing, fund raising, community organization, and other aspects of program development, as well as covering a broad range of program management responsibilities and techniques. The course will require participation and the development of related proposals and/or materials. It will provide for as much experiential based learning as possible. (3)
COUN 533. Advanced Internship in Counseling. The exit level 150 clock hour field experience course in which the student utilizes a variety of counseling skills and applications in an appropriate counseling setting under the direction of a professional counselor. For each three hours of Internship, 150 clock hours of experience is required. Only three hours are required for a Masters degree but up to 12 hours may be completed. Course may be repeated up to a total of 12 credits. (3-12).
COUN 534. Life Themes and Stages. The student will be introduced to the developmental approach to counseling in both the school and community setting. Community resources will be explored in the context of a developmental counseling program. Developmental theory will be related to preventive strategies assigned to keep the child mentally healthy. It will also present appropriate interventions for those individuals whose normal developmental processes have been affected by adverse internal or external forces. (3)
COUN 535. Topics in Counseling. This is a seminar type class in which a variety of currently relevant issues and topics will be explored. Research into areas of concern and interest will be shared and discussed. In addition to certain competency areas, other current topics may be examined. Course may be repeated for credit when topic is different. (3)
COUN 536. Working with Drug Abusers. This course is concerned with the special knowledge and techniques for successfully working with drug abusers. (1)
COUN 546. Working with the Elderly. The course is concerned with the special knowledge and techniques for successfully working with elderly persons. (1)
COUN 548. Working with Abused Persons. The course is concerned with the special knowledge and techniques for successfully working with abused persons. (1)
COUN/EDUC 550. Basic Training in Choice Theory and Reality Therapy. This course is designed to introduce students to basic concepts and practices in Choice Theory and Reality therapy. It represents the first in a sequence of four courses that will prepare students for certification by The William Glasser Institute. It will enable students to begin to practice effective CT/RT techniques in classroom, counseling and management settings. (3)
COUN/EDUC 551. Basic Practicum in Choice Theory and Reality Therapy. This course is designed to engage students in concentrated practice of the basic concepts of Choice Theory and Reality Therapy. It requires face to face practice with the instructor and students in small groups. It represents the second in a sequence of four courses that will prepare students for certification by The William Glasser Institute. (3)
COUN/EDUC 552. Advanced Training in Choice Theory and Reality Therapy. This course is designed to introduce students to advanced concepts and practices in Choice Theory and Reality Therapy. It represents the third in a sequence of four courses that will prepare students for certification by The William Glasser Institute. It will enable students to practice advanced CT/RT techniques in classroom counseling, and management settings. (3)
COUN/EDUC 553. Advanced Practicum in Choice Theory and Reality Therapy. This course is designed to engage students in concentrated practice of the advanced concepts of Choice Theory and Reality Therapy. It requires face to face practice with the instructor and students in small groups. It represents the fourth in a sequence of four courses that will prepare students for certification by The William Glasser Institute. (3)
COUN 586. Vocational Guidance/Career Development. A systematic study of occupational information and the methods employed in using such information in guiding students. (3)
COUN 587. Seminar in Group Processes. Major goals addressed in group processes are as follows: (1) to familiarize the student with current research and authorities who focus on the group counseling model in a variety of settings, and with various populations, (2) to provide the opportunity for the student to develop group leader skills by participating in a counseling group in which roles of both group leader and group member will be experienced. (3)
COUN 596. Marriage and Family Counseling. A course designed to introduce students to a knowledge base which will include current theories assessments and research related to marriage and family counseling. (3)
Economics
ECON 512. Comparative Analysis Using Managerial Economics. Application of micro economics theory to problems confronting managers and the business firm; estimation and forecasting for demand, cost, production; output and price determination and capital budgeting. Prerequisite: ECON 201 and 202. A required course offered in the fall. (3)
ECON 580. Workshop in Economics. Theory and practical application of a relevant economics topic. (1-3)
ECON 595. Tutorial Reading in Economics. (1-6)
Education
EDUC/COUN 500. Methods of Research. This course will acquaint the beginning graduate student with the nature and significance of research; enables the student to read, evaluate, and apply research results and techniques; give some understanding of the meaning and spirit of research; give some experience in studying and preparing research reports. This course is required of all Master of Arts and Master of Arts in Teaching degree candidates. (3) Fall, Spring, Summers
EDUC 505. Exploratory Field Experience - Elementary. Multi-level, multi-discipline field experience; includes a weekly seminar. Take concurrently with EDUC 506. (3) Fall, Spring
EDUC 506. History and Philosophy of Education. A survey of the rise of educational practice as it has been interrelated with changes in social and educational philosophy, research, and cultural conditions in the United States. Take concurrently with EDUC 505, EDUC 507. (3) Fall, Spring, Summers
EDUC 507. Exploratory Field Experience - Secondary. Multi-level, multi-discipline field experience includes a weekly seminar. Taken concurrently with EDUC 506. (3) Fall, Spring
EDUC 534. Integration of Technology into Curriculum. This course will focus on technology as a vehicle for creating student-centered learning environments. Areas of discussion will be content, skills and ways to use a variety of technology to supplement and enhance school curriculum. Prerequisite: EDUC 402 or other computer class as approved. (3) Fall, Spring
EDUC 536. Classroom Interactions and Strategies. Facilitation and group processes used to cover classroom interactions; designed to aid students with their classroom interaction skills; developed for identification and implementation of various instructional strategies; focus on validation of the teaching process. To be taken the semester prior to EDUC 592, SPED 541, or EDUC 594. Prerequisites: Appropriate methods classes. (3) Fall, Spring
EDUC/COUN 550. Basic Training in Choice Theory and Reality Therapy. This course is designed to introduce students to basic concepts and practices in Choice Theory and Reality Therapy. It represents the first in a sequence of four courses that will prepare students for certification by The William Glasser Institute. It will enable students to begin to practice effective CT/RT techniques in classroom, counseling, and management settings. (3)
EDUC/COUN 551. Basic Practicum in Choice Theory and Reality Therapy. This course is designed to engage students in concentrated practice of the basic concepts of Choice Theory and Reality Therapy. It requires fact to face practice with the instructor and students in small groups. It represents the second in a sequence of four courses that will prepare students for certification by The William Glasser Institute.
EDUC/COUN 552. Advanced Training in Choice Theory and Reality Therapy. This course is designed to introduce students to advanced concepts and practices in Choice Theory and Reality Therapy. It represents the third in a sequence of four courses that will prepare students for certification by The William Glasser Institute. It will enable students to practice advanced CT/RT techniques in classroom counseling, and management settings. (3)
EDUC/COUN 553. Advanced Practicum in Choice Theory and Reality Therapy. This course is designed to engage students in concentrated practice of the advanced concepts of Choice Theory and Reality Therapy. It requires face to face practice with the instructor and students in small groups. It represents the fourth in a sequence of four courses that will prepare students for certification by The William Glasser Institute. (3)
EDUC 570. Elementary Curriculum and Instruction. Examination and exploration of elementary curriculum to influence understanding and behavior. Provides practical experience in designing curricula to meet state mandates as well as community needs. Includes field experience and supervision. Prerequisite: EDUC 505, EDUC 506 and Admission to Teacher Education Program. (6) Fall, Spring
EDUC 571. Secondary Curriculum and Instruction. Exploration of the influence of curriculum on understanding and behavior. Examination of historical settings and significance of curricular design. Provides practical experience in designing curricula to meet community needs and state mandates. Includes 30 hours field experience in teaching fields. Prerequisites: EDUC 506, EDUC 507 and Admission to Teacher Education Program. (3) Fall, Spring
EDUC 574. Classroom Assessment. Course focuses on preparing teachers to assess student classroom performance from a curriculum/instruction perspective, including informal evaluations, teacher-made tests, authentic and portfolio assessments, and nationally normed and standardized tests. (3)
EDUC 580. Workshop in Education. Workshops are provided in current educational theory and practice for school personnel in the areas of elementary or secondary education. (1-3)
EDUC 582. Supervision of Vocational Student Teachers. Prepares vocational education teachers in the supervision of student teachers. Prerequisite: Vocational licensure and teaching experience. (3)
EDUC 583. Supervision of Vocational Student Organizations. Prepares teachers in all areas of Vocational Education in the development of curricular vocational student organizations that contribute to leadership development. (2)
EDUC 584. Principles and Practices in Vocational Education. Significance of vocational education in fostering social, economic, and educational values in a democratic society; includes history of legislative support and implications for program development including coordinating techniques for cooperative programs. (2)
EDUC 585. Directed Study. This is to be used when the student wishes to study a subject not regularly offered. Permission required. Please see ``Independent Study’’ heading in this catalog.
EDUC 586. Philosophy of Vocational Education. Deals with the philosophy of vocational education as an aspect of general education; defines roles of teachers and administrators in maintaining quality programs responsive to legislation and community needs. (2)
EDUC 592. Practice Teaching - Elementary. This is a one semester course of supervised classroom experience as a student teacher in a public elementary school and involves a full time assignment with licensed educational personnel supervision. Attendance of a seminar is also a course requirement. Seminars will emphasize teaching methods, behavioral management, ethics, multiculturalism, and tutoring coaching. Micro-teaching exercises will be used to enhance teaching skills. Permission required. All Core Professional courses must be completed prior to registering for Practice Teaching. (3-6)
EDUC 594. Practice Teaching - Secondary. A one semester course of supervised classroom experience as a practice teacher in a public secondary school and involves a full time assignment with licensed educational personnel supervision. Attendance of a seminar is also a course requirement. Seminars will emphasize teaching methods, behavioral management, ethics, multiculturalism, and tutoring. Micro-teaching exercises will be used to enhance teaching skills. Permission required. All Core/Professional courses must be completed prior to registering for Practice Teaching. (3-6)
EDUC 595. Tutorial Reading. Permission Required. (3)
EDUC 599. Thesis. (6)
Educational Leadership
EDL 520 Curriculum, Instruction, and Program Leadership. Fundamentals of curriculum and program development for national/state accreditation, including criteria to guide decision making, using specific models and processes emphasizing action research in curriculum pedagogy, assessment, and technology. (3)
EDL 523 Professional Development and Assessment. An intensive process that focuses on the educational leader’s role in faculty professional development, collaboration, performance assessment, and coaching for improved student achievement. (3)
EDL 524 Characteristics of Effective Leadership. Emphasis is placed upon leadership across and among cultures. A thorough review of leadership styles, habits, personal attributes, and potential for professional leadership will be experienced. (3)
EDL 525 Education in a Pluralistic Society. A review of the educational perspectives, intent, practices, and issues in a multicultural society will be examined, including but not limited to, race, language, culture, ethnicity, gender, and special needs. (3)
EDL 526 Educational Leadership in the Public Domain. The evolution of education practices, organizations, governance, politics, and technology is examined. Emphasis is placed upon the inter-relationship of culture, governance, and community relations. Problems and issues in developing an effective educational environment, including conflict resolution and communication skills are addressed. (3)
EDL 530 Resource Management. Identifies the responsibilities of educational leaders in the management of financial, physical, and human resources that support educational objectives, including grant writing and funding proposals. (3)
EDL 545 Current Educational Trends and Issues. This course is designed for Educational Leadership candidates to pursue selected trends and issues in education via a seminar arrangement. Leadership candidates will have the opportunity to apply prior educational knowledge of content with “think tank” seminar experiences to reach solutions/alternatives to current and future issues in education. (3)
EDL 560 Legal Aspects of Education. Focus will be on the legal principles and practices relevant to education at the national, state, and district level. (3)
EDL 591 Beginning Internship in Educational Leadership. An initial field experience of at least 90 hours in an approved educational setting facilitating the synthesis of educational theory and practice, including, seminars, pre-assessment of leadership performance, goal statements, action plan, and development of the Master of Arts Comprehensive-Assessment Portfolio. (Prerequisite: Intern candidates must have successfully completed at least six of the required EDL courses and the internship application process, prior to enrolling). (3)
EDL 592 Advanced Internship in Educational Leadership.
A culminating field experience of at least 90 hours in an approved educational
setting facilitating the syntheses of educational theory and practice, including
biweekly seminars. A collaborative, summative assessment by the EDL candidate,
clinical faculty (on-site mentor), and the WNMU professor will be conducted,
including successful completion of the Master of Arts Comprehensive-Assessment
Portfolio. (3)
English
ENGL 504. Chaucer. A study in depth of the major and minor works of Chaucer, and the background influences on his work. (3)*
ENGL 507. Modern Continental Literature. Studies, in translation, of recent literary works of continental writers which thematically and stylistically supplement and illuminate the work of modem British and American writers. (3)
ENGL 511. The American Novel. Readings in American fiction from 1945 to the present. (3)
ENGL 515. Life and Literature of New Mexico. A study of the fiction, travels, memoirs, and folklore of New Mexico with emphasis on those writings which reflect the cultural heritage and the literary accomplishments of the area. (3)
ENGL 518. Studies in English Literature. Advanced study in a particular period, author, theme, or genre in English literature; serves as an in-depth follow-up to the most recently offered English literature survey course. (3)
ENGL 520. Studies in American Literature. Selected studies in periods, genres, and figures in American literature; appropriate areas of study selected by teachers and students. (3)
ENGL 521. The British Novel. Studies in the history and development of the British novel; an analysis and interpretation of the socio-economic conditions which it reflects. (3)
ENGL 530. Contemporary British Literature. Readings in British literature from 1945 to the present. (3)
ENGL 538. Women as Writers. Examination of selected writings by English and American women from the sixteenth to twentieth centuries, with special consideration given to the ways in which women portray women’s experience, image, self-concepts and role in society. (3)
ENGL 540. Shakespeare. Study of the major plays, including representative tragedies, comedies, and histories, with emphasis on language and theme. (3)
ENGL 551. Literature of the American West. A survey of the literature of the west with emphasis upon historical narratives, folk literature, nature writing, and fiction. (3)
ENGL 580. Practicum in Teaching English. Seminar in methods and experience in working with an English instructor. (1-3)
ENGL 585. Tutorial Reading. (1-3)
ENGL 595. Thesis. (6)
*indicates required courses
History
HIST 500. Colonial American History. History of Colonial North America. (3)
HIST 502. Tutorial Reading in History. Examines and analyzes a given area of history by the reading of selected books on the period or topic, and regular consultations with a professor. (1-3)
HIST 505. Seminar in Modern European History. History of a recognized period of European history falling between 1789 and the present, following regular seminar techniques. (3)
HIST 507. History and Historians. A study of historical writing from ancient times to the present with reading in depth in the works of specific historians. (3) Prerequisite: Nine hours of history courses at the undergraduate level.
HIST 509. Seminar in Local History. Provides research opportunities and writing experience in studying topics of local history. (3)
HIST 510. Cultural Perspectives of the Far East. Concerned with the music, art, architecture, literature, history, and religion of many Far Eastern countries; major emphasis on China and Japan, but also includes India, the Philippines, Cambodia, Laos, Thailand, and Malaysia. (3)
HIST 514. History of the Southwest. Westward expansion and frontier movements in the Southwest under Spain, Mexico, and the United States. (3)
HIST 515. The Role of the U.S. Army in the Southwest. The role of the United States Army in Southwestern history from the Mexican War to the last of the Indian Wars in the nineteenth century; traces the flow of immigrants, freed slaves, and others who joined the Union Army and the subsequent role of these groups in the final Indian defeat in the Southwest. (3)
HIST 521. The Contemporary North American Indian. Some of the major problems confronting the American Indian today, including significant historical, anthropological, and sociological issues leading up to them; exploration and discussion of possible solutions to these problems; includes a study of acculturation and the present status of North American Indian society. (3)
HIST 522. Indians of the Southwest. An analysis and comparison of aboriginal cultures of the southwest region of North America, including coastal tribes; emphasis on New Mexico. (3)
HIST 535. The Civil War and Reconstruction. The Civil War and Reconstruction era are analyzed in depth, considering the political, military, economic, and social currents. (3)
HIST 553. Business and Economic History of the United States. The evolution and expansion of American economic institutions and processes from colonial times to the twentieth century; stresses environmental factors, strategic location of raw materials, impact of functional technology, and transition to finance capitalism. (3)
HIST 556. Social/Intellectual History to 1865. The history and influence of such institutions and issues as religion, slavery, immigration, and war and peace with reference to appropriate literature. (3)
HIST 557. Social/Intellectual History since 1865. The history and influence of such institutions and issues as ``Reconstruction,’’ industrialism, and the ``new immigration’’; the impact of World War I and World War II on current thought; the impact of labor and the military industrial complex; references to appropriate literature. Prerequisite: HIST 201, HIST 202, or permission of instructor.
HIST 580. Workshop in History. (1-3)
HIST 585. Directed Study. (1-3)
HIST 599. Thesis. (6)
Mathematics
MATH 502, 503, 504. Computer Literacy for in-service Teachers. Introduction to the use of computer hardware and software for computer use in the classroom, computer assisted instruction, and computer maintained instruction. (1 each)
MATH 505. Desktop Publishing. An introduction to desktop publishing using a hands-on approach. Topics of interest include integration of text, graphics, and page layouts using PageMaker software. Course assignments will include projects such as posters, curriculum vitae, and newsletters. (3)
MATH 508. Mathematics and Computers for Teachers. A course to update in-service teachers in modern algorithms with the computer; also, the mathematics and use of the computer on various statistical problems encountered by teachers. (3)
MATH 510, 511, 512. Mathematics for the Elementary Teacher I, II, III. These courses serve to update the elementary teacher in mathematics. Such topics as logic, sets, number systems and their properties, and geometry are considered as they pertain to elementary school mathematics. (3 each)
MATH 515, 516, 517. Mathematics for the Secondary Teacher I, II, III. These courses serve to update and broaden the math backgrounds of secondary teachers of mathematics. Topics considered are modern algebra, number theory, set theory, geometry, and a study of functions. (3 each)
MATH 580. Workshop in Mathematics. Theory and practical application of a relevant mathematics topic. (1-3)
Movement Sciences
MVSC 506. Advanced Psychology of Movement Sciences. Information on the brain and central nervous system to provide a background for better understanding and application of psychological principles as they relate to physical education and sport; includes personality, arousal, attribution, motivation, stress, cognitive styles, and aggression. (3)
MVSC 515. Legal Aspects of Movement Sciences and Athletics. A study of the role of the teacher and the school in responsibility for accidents and injuries; emphasis upon student and teacher rights and responsibilities, and the administrative and organization principles which contribute to the reduction of teacher liability. (3)
MVSC 520. Selected Topics in Exercise Science. Designed to explore current developments in exercise science as applied to the performance and training of athletes and the general population. Includes topics primarily in biomechanics, anatomical kinesiology and exercise physiology. (3)
MVSC 522. Mechanical Aspects of Motor Skills. Muscular and biomechanical analysis of motor activities to determine their relationship to the laws of physics concerning motion, force, levers, and stability. (3)
MVSC 532. The Movement Sciences Curriculum. A study of the relationship of curriculum and American culture, with special emphasis placed on the role of movement sciences; principles, problems, and procedures in the development of a movement sciences curriculum. (3)
MVSC 533. Philosophy of Movement Sciences. A study of four philosophic disciplines and their influence on contemporary physical education; includes differences between and among Pragmatism, Idealism, Realism, and Existentialism to be interpreted as they help form objectives, the program, evaluation, values and concepts of the learner. (3)
MVSC 538. Supervision in Movement Sciences. Principles and practices for the supervision of activities and programs in elementary and secondary schools. (3)
MVSC 540. Problems in Movement Sciences. A study of current problems in physical education as reflected from critical study and analysis of contemporary professional literature. (3)
MVSC 545. Advanced Sport Sociology. An in-depth study of the topic of sport and its cultural context. Emphasis is on application of theory to situations encountered during field study. (3)
MVSC 550. Laboratory Assessment of Human Work Capacity. Instruction and practice in the use of modern laboratory equipment, techniques, and tests for the evaluation of human work capacity. (3)
MVSC 585. Tutorial Reading. (1-3)
Music
MUSC 521, 522, Counterpoint I, II. (3 each)
MUSC 580 Workshops in Music. Treatment of current theory and practice in programs related to the music and music education disciplines. (1-3)
MUSC 591, 592. Advanced Harmony I, II. (3 each)
Psychology
PSY 501. Comparative Multicultural Social Studies. This course provides a hands-on experience with Mexican, Mexican-American, American Indian and rural Anglo cultures. Particular focus is placed on human and social services, education and agency approaches toward mental and physical health as well as legal issues. The academic perspective involves social psychology, clinical, counseling and educational frameworks. Individual, group and inter-group interactions are explored. The course involves an intense week-long exploration of the various cultures explored in the course. Interaction with college students from other areas in the U.S. is part of the experience offered by this course. Prerequisites: SOC 101 for Sociology Majors, PSY 101 for Psychology Majors; and permission of the instructor. (3)
PSY 505. Psychology of Learning. The principles of learning theory directly applicable to effective teaching; considers the worth of learning theories of the recent past and relates them to good teaching methods; provides a framework in which the student may apply theories of learning. (3) Prerequisite: PSY 102
PSY 506. Social Psychology. The study of social phenomena with focus on the individual where important principles of human and group interaction are explored in relation to their impact on contemporary issues such as love, attraction, group interactions, race relations, aggression and violence, stereotyping, and family dynamics. These contemporary issues will be explored within the family, peer structure and the school. Permission required. (3)
PSY 508. Annual Alcohol & Drug Abuse Counselors Institute. This course is designed to provide state-of-the-art information, training and techniques in the field of substance abuse counseling. Multiculturalism, gender, age and other elements of diversity are stressed as is ethics, supervision issues, current research and clinical methods. This program is sponsored by both the National Association of Alcohol and Drug Abuse Counselors (NAADAC) and the New Mexico Alcohol and Drug Abuse Counselors Association (NMADACA). Participation in the 30 hours “Annual WNMU Alcohol & Drug Institute’’ is required as is instructors permission. (3 per Institute)
PSY 512. Psychopathology. A course based upon DMS-IV-R with a focus on the major categories of psychological pathology. Focus will be placed on the characteristics and requirements, as prescribed by N.M. statutes, relevant to the seriously emotionally, behaviorally disturbed child and youth. Assessments, evaluations, diagnoses, and treatment strategies will be discussed in detail. (3)
PSY 520. Diagnostics and Evaluation. The relationship of assessments/evaluation to making responsible and scientific diagnoses and subsequently developing corresponding treatment plans is stressed in this course. Toward this end, Diagnostic and Statistical Manual clinical syndromes are explored as are measures used in assessments and evaluations. Regarding the latter, statistics relevant to test construction, notably their reliability and validity, is covered as well. The supervised administration of basic diagnostic measures within the schools will be part of this course. Testing ethics is also an important element of this curricula. (3) Prerequisite: PSY 102
PSY 521. Advanced Clinical Seminar. An advanced level graduate or post-graduate course addressing the following clinical issues: comprehensive childhood and youth assessments; psychopharmacology; clinical neuropsychology; forensic psychology; and significant CLINICAL syndromes including multiple diagnoses. Student will also be exposed to relevant test procedures, assessments, evaluations, diagnoses, and report writing. Supervised field experiences in the schools is required. Prerequisites: PSY 102 and permission of the instructor. (3)
PSY 523. Child Clinical Psychology. This course is designed to acquaint the graduate student with the neurophysiology and behavioral components of development from conception up until late adolescence and the completion of neurodevelopment. The mix of genetics and socialization relevant to normal and abnormal (characterologic and clinical) behaviors is explored, a well as a host of assessments and treatment modalities, including behavioral interventions (Gentle Teaching), significant other training, and psychopharmachology. Critical contemporary school/family/community youth issues will be addressed --- including: child abuse and neglect, delinquent and gang behaviors, substance use/abuse, youth pregnancies, youth violence (suicide and homicide) --- and how these factors relate to the child and adolescent social and neurophysiological development. Prerequisite: Permission of Instructor. (3)
PSY 525. Theories of Personality. This course presents the major theories of personality from Freud to more contemporary figures. Personality assessment is stressed as well as the relationship of these measures to other areas of psychology including industrial/organizational psychology, employment assistance programs, marriage and the family, and clinical/counseling/school psychology. School assessments are part of the course requirements. (3) Prerequisite: PSY 102
PSY 526/SPSY508. Introduction to School Psychology. A survey course on the role of the school psychologist including a discussion of the licensure and certification process and exposure to the diversity of social, clinical, legal and ethnic issues facing the school psychologist. The course will also cover: (a) history and foundation of current issues in the school psychology profession, (b) APA and NASP ethics, (c) the consultant role, and (d) parent/community/school interaction.(3) Prerequisite: Permission of the instructor.
PSY 533. Advanced Internship in Psychology. A supervised field experience utilizing a variety of psychological counseling skills and applications in an appropriate counseling setting under the direction of a professional psychologist. (3-9, 12 hours maximum) Prerequisite: PSY 102 and permission of the instructor.
PSY 534/SPSY 599. School Psychology Internship. Two semesters of 1200 contract hours of (600 each semester) full time experience with a school psychologist in an approved elementary, middle or high school setting. Students will be provided the opportunity to test, assess, evaluate, diagnose and treat children and youth with supervision. Parent/school inter-action and communication is also stressed. Weekly seminars will address critical school psychology topics throughout the internship. The desired result is a suitable and capable science practitioner. Prerequisites: completion of all course work and passage of the NASP (NCSP) exam at the required state cutting score. Offered only under special circumstances. (9 hours per semester)
PSY 580. Workshop in Psychology. Current theory and practice in programs related to the general discipline. (1-3) Prerequisite: PSY 102 and permission of the instructor.
PSY 585/595. Tutorial Reading. (1-3) Prerequisite:PSY 102 and permission of the instructor.
PSY 590. Directed Research. Prerequisite: PSY 102 and permission of the instructor.
PSY 596. Thesis. (6) Prerequisite: PSY 102 and permission of the instructor.
Reading Education
RDG 511. Teaching of Reading. This course provides an exploration of specialized techniques and materials for the teaching of reading in the elementary school and provides an overview of the nature of the developmental reading process course; has a field experience. Prerequisites: EDUC 505, EDUC 506 and Admission to Teacher Education Program. Permission Required. (3) Fall, Spring, Summer
RDG 512/SPED 512. Diagnosis and Prescription of Reading for Diverse Learners. The course identifies theoretical and practical aspects of using formal and informal diagnostic procedures; selecting appropriate test batteries, prescribing instructional materials, and using appropriate teaching techniques. Permission Required. (3)
RDG 513. Corrective Reading Instruction. This course will provide diagnostic and instructional techniques for teaching children with reading problems in the regular classroom; course requires field experience and development of a case study. Prerequisite: RDG 511. Permission Required. (3) Fall, Spring, Summer
RDG 514. Theoretical Models of Reading. Theories of language acquisition, reading models, research, and current instructional issues related to theoretical models of reading will be examined. Permission Required. (3) Summer
RDG 515. Remedial Reading. This course is for advanced students in reading and investigates diagnosis of reading problems and their causes and remediation. The course includes actual work in diagnosis, prescription, and instruction of public school students experiencing reading problems and includes field experience. Permission Required. (3) Spring (even numbered years)
RDG 517. Early Childhood Reading. Course will focus on reading readiness emergent literacy and early reading development research and instructional practices relating to nursery school, kindergarten, and the primary school; course includes field experience. Permission Required. (3) Spring (odd numbered years)
RDG 537. Literacy: Teaching Applications. The course will utilize a multi-disciplinary approach of theoretical nature with application of information during the tutoring sessions. Academic counterpart will explore the economical, the political, the sociological, and the moral issues facing society; includes 60 hours field experience. (3)
RDG 561. Reading Skills in Secondary Education. The course is designed to help secondary teachers gain insight into the reading process in various content areas generally offered in the public secondary school; course includes investigation of methods and procedures for assisting students in the improvement of reading and study skills in the content areas and has a required field experience. Prerequisites: EDUC 506, EDUC 507 and Admission to Teacher Education Program. Permission Required. (3). Fall, Spring, Summer
RDG 579. Seminar in Reading. This changing topical seminar will address current research and movements in reading education and includes discussion of issues determined by topics reflected in recent field related publications. Permission Required. (3)
RDG 596. Practicum in Reading. This capstone course is a supervised field experience that provides practice, demonstration, self-evaluation, and validation of competencies gained in the reading program. Permission required. (3)
School Psychology
SPSY 526. Introduction to School Psychology. A survey course on the role of the school psychologist including a discussion of the licensure and certification process and exposure to the diversity of social, clinical, legal and ethnic issues facing the school psychologist. The course will also cover: (a) history and foundation of current issues in the school psychology profession, (b) APA and NASP ethics, (c) the consultant role, and (d) parent/community/school interaction. Offered only under special circumstances. (3)
SPSY 534. School Psychology Internship. Two semesters of 1200 contract hours of (600 each semester) full time experience with a school psychologist in an approved elementary, middle or high school setting. Students will be provided the opportunity to test, assess, evaluate, diagnose and treat children and youth with supervision. Parent/school inter-action and communication is also stressed. Weekly seminars will address critical school psychology topics throughout the internship. The desired result is a suitable and capable science practitioner. Prerequisites: completion of all course work and passage of the NASP (NCSP) exam at the required state cutting score. Offered only under special circumstances. (9 hours per semester).
Special Education
SPED 508. Introduction to Exceptional Children. An introduction to the various exceptionallies, procedures and processes of identifying and placing children with special needs into special remedial or accelerated programs, and of staffing those programs; emphasizes New Mexico programs, standards and guidelines, as well as issues presented in IDEA and other federal mandates. (3)
SPED 512/RDG 512. Diagnosis and Description of Reading for Diverse Learners. The course identifies theoretical and practical aspects of using formal and informal diagnostic procedures; selecting appropriate test batteries, prescribing instructional materials, and using appropriate teaching techniques based upon individual diagnosis will be emphasized. Permission Required. (3)
SPED 541. Practice Teaching - Special Education. One semester of supervised classroom, experience as a student teacher in a public school; involves a full-time assignment of one academic semester with licensed educational personnel supervision. Attendance of a weekly method seminar is also a course requirement. Seminars will emphasize teaching methods (re: Learning, TESA, cooperative learning, middle school teaming, and whole language concepts), behavioral management, ethics, multiculturalism, and tutoring/coaching. Micro-teaching exercises will be used to enhance teaching skills. PERMISSION REQUIRED. All core/professional courses must be completed prior to registering for practice teaching; including EDUC 536 (3-9 credits). Fall and Spring (3-6)
SPED 542. Practicum in Special Education. This field experience consists of 180 clock-hours of supervised work with handicapped populations in public schools, residential facilities or clinical settings. Research activities may also be allowed as part of the course requirements. Students must meet all prerequisites before applying for this field work. This course is designed primarily for graduate students or students who have completed student-teaching field experience and are seeking advanced skill in working with handicapped persons. Prerequisites: SPED 508, 551, 553 and 554. PERMISSION REQUIRED. (3) Fall and Spring
SPED 551. Behavioral Management Approaches with Exceptional Children. Emphasizes the use of behavior management strategies for children with special needs. Prerequisites: SPED 508, 553. (3)
SPED 552. Parent, School, Community Relations and the Exceptional Child. Prepares special education teachers to work effectively with the parents of children with special needs by providing information on a variety of issues dealing with parent-teacher relationships. Some of the issues are: value clarification, conferencing skills, assertiveness training, problem solving, establishing open communications, working with community agencies, discipline and legality. (3)
SPED 553. Curriculum and Methods in Special Education. Provides teachers of students with disabilities with basic background in methods, materials and curriculum development; emphasizes the analysis and selection of curricula, instructional methods, and the use of materials in the educational process. Specific procedures are used for enhancing the instructional process for children disabilities. Prerequisite SPED 508, EDUC 506, 505 or 507 and admission to the Teacher Education Program. (3)
SPED 554. Evaluation and Assessment of Exceptional Children. Familiarize special education teachers with the field of assessment, including methods, diagnostic instruments, and techniques for evaluating exceptional children. Prerequisites: SPED 508, 553. (3)
SPED 556. Culturally Diverse Exceptional Children. Theory and practice in bilingual/multicultural special education, with emphasis on language and culture, assessment practices, and learning styles of exceptional bilingual children. (3)
SPED 569. Nature and Needs of the Mentally Retarded. Course is designed to assist teachers in understanding the nature of mental retardation from an interdisciplinary perspective. Emphasis will be placed on the educational significance of different theoretical perspectives as they relate to the needs of the Intellectually Disabled. (3)
SPED 570. Nature and Needs of the Learning Disabled. This course provides teachers with information which will assist them to understand the nature of learning disabilities from an interdisciplinary perspective. The focus will be on the identification, characteristics, and education of children with learning disabilities.(3)
SPED 576. Nature and Needs of Behavior Disordered Persons. This course provides teachers with information which will assist them to understand the nature of behavior disorders from an interdisciplinary perspective. The focus will be on the identification, characteristics, education and needs of children identified as emotionally disordered. (3)