Mar 28, 2024  
2022-2023 Undergraduate Catalog 
    
2022-2023 Undergraduate Catalog [ARCHIVED CATALOG]

Course Descriptions


 

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Computer Science

  
  • CSC 475 Distributed and Cloud Computing

    3 Credit(s)


    This course introduces the design principles, system architectures and innovative applications of parallel, distributed, and cloud computing systems. It aims to acquaint students with supercomputers, distributed and cloud computing systems for high-performance computing, research, e-commerce, social networking, and web-scale Internet applications. Topics include clustering, virtualization, cloud platform architecture, service-oriented architecture, cloud programming, security in distributed and cloud computing, and the Internet of Things. Software development platforms and tools from several leading distributed and cloud computing vendors are used to gain hands-on experiences. Three lecture hours per week, plus programming work outside of class.

    Prerequisite: CSC381

  
  • CSC 485 Robotics and Computer Vision

    4 Credit(s)
    This course presents the basic science behind mobile robotics, robotic manipulation, and computer vision. The course examined key aspects of autonomous systems including sensors, map making, and path planning. The fundamentals of robotic manipulation will be presented, including coordinate transformations, manipulator, kinematics, and motion. Topics in computer vision include image formation, and sensing, region and edge extraction, feature identification, camera calibration and optical measurement. The course concludes with techniques for integrating vision, mobile robots, and manipulators into a complete system.  Three lecture hours and three hours of scheduled laboratory time per week.  Pre- or Co-requisite; MAT 221; Prerequisites: CSC260; CSC279 strongly recommended.
  
  • CSC 498 Project Specification and Design Practicum

    1 Credit(s)
    The practicum sets up a typical environment for the development of a detailed proposal for a software- or hardware-system project. The instructor will assist each student in choosing an appropriate project topic and in refining the proposal through all stages from initial outline to final formal specification. The completed proposal will serve as the contract for the CSC500  Directed Study project. The course involves periodic meetings, group discussions, and individual conferences. The practicum is graded on a Pass/Fail basis and is taught on a Directed Study basis. Open only to Computer Science majors. 
    Prerequisites: CSC300  and permission of department chairperson.
  
  • CSC 500 Directed Study in Computer Science I

    3 Credit(s)
    A substantial project involving system design and implementation is carried out on an individual or group basis under the supervision of a faculty member. The specification for the project must have been completed in the prerequisite course CSC498. Open only to Computer Science majors.
     Prerequisites:
    CSC 498 . Other prerequisites will vary with the project, and are at the discretion of the Faculty supervisor for that project.
  
  • CSC 501 Directed Study in Computer Science II

    3 Credit(s)
    General guidelines and timetables are the same as for CSC500, except that a CSC501 project may (but need not necessarily) be more oriented towards academic or theoretical study. Papers, tests, and oral examinations by the Directed Study Committee (or a designee) may take the place of some or all program design and coding requirements, if appropriate. Prerequisites: CSC 498 . Additional prerequisites, which vary with the project, are at the discretion of the faculty supervisor for the project.
  
  • CSC 520 Computer Science Capstone Project Specifications

    1 Credit(s)
    The main purpose of this course is to develop a detailed proposal for CSC521 Computer Science Capstone Project. The instructor will assist students in choosing appropriate project topics and refining their project proposals through all stages, from the initial outlines, the formal specification, and the final presentation. The completed proposal will serve as the contract for CSC521. A presentation of the completed proposal is required. This course is graded on a Pass/Fail basis. Open only to Computer Science majors. 1.5 lecture hours per week, plus project proposal preparation work outside of class.
    Prerequisites: CSC300
  
  • CSC 521 Computer Science Capstone Project

    3 Credit(s) w-III


    A substantial project involving system design and implementation is carried out on an individual or group basis under the supervision of a faculty member. The specification for the project must have been completed in the prerequisite course CSC 520. A presentation of the completed project will be made to Computer Science faculty and students; writing experiences will be used to develop skills in analysis and rhetoric. The course involves periodic meetings, group discussions (if appropriate), and individual conferences. Open only to Computer Science majors.

    Prerequisites: CSC 520  and permission of Department Chairperson.

  
  • ITE 100 Fundamentals of Information Systems and Technology

    3 Credit(s)
    This course provides an overview of fundamental areas within the field of Information Technology, introducing basic vocabulary, central concepts, and typical applications. The topics discussed include computer hardware, software, communications fundamentals, system development, information management, workforce considerations, and related societal, legal and ethical issues. Three lecture hours per week.  Pre-/co-requisites:  Fulfillment of the Basic Mathematics Competency Based Skills requirement and ability to use standard computer software (e.g., operating system features, word processing, email, and web browsers).

Dance

  
  • DAN 091 Dance Participation

    0 Credit(s)
    This course records the student’s direct supervised involvement in attendance of dance performances, master classes and workshops, and the student’s participation in Departmental dance productions. A Pass/Fail grade is based on completion of assigned activities for Departmental productions. Required for every semester that the student is enrolled as a dance major, this course may be repeated for a maximum total of eight times. Does not give degree credits and has no impact on GPA.
  
  • DAN 100 Introduction to Dance

    3 Credit(s) CEA WC
    This course provides a broad-based introduction to the cultural contexts, historical development, and aesthetic ideologies of various dance forms. Course content explores the traditions, technique, and stories of significant contributors to these forms through viewing, reading, writing, discussion, and physical practice. Attendance required at dance concerts. No dance experience required. Three lecture hours per week.  Fulfills the CEA or WC general core categories.
  
  • DAN 101 Exploring Dance for the Beginner

    3 Credit(s) PGR CEA
    This course is designed for the student with no previous dance experience. The course will introduce the novice student to basic dance technique while examining the creative process of dance making, and exposing the student to performance skills both through viewing and executing dances. Students will engage in movement classes with an emphasis on physical, social, and emotional wellness, view dance works through a cultural lens, and create choreographic compositions in response to ethical issues. This course fulfills the Creative Expression and Appreciation or Personal Growth and Responsibility general core category.
  
  • DAN 102 Beginner Dance

    1 Credit(s) CEA
    This course is an introduction to the basic principles of a select dance technique for students with no previous dance training. The selection of the dance form will be determined by the department each semester. The course will examine the selected topic through the execution of the movement practice, studying the historical context, viewing dances, and participating in the creative process. Proper dance attire must be worn. Repeatable multiple times for credit. Three hours per week. Students taking the course a total of three times fulfill the Creative Expression and Appreciation general education category.
  
  • DAN 109 Special Topics in Dance

    1 Credit(s)
    This course will examine dance in relation to aesthetic principles and cultural context of a selected dance form. The selection of the dance form will be determined by the department each semester. Appropriate dance attire must be worn. May be taken for credit up to eight times. Three hours per week.
  
  • DAN 110 Ballet I

    1 Credit(s)
    This level-one technique class focuses on ballet fundamentals. Emphasis will be on body alignment, form, artistry, and musicality. Appropriate dance attire must be worn. This course is repeatable eight times. Three hours per week.
  
  • DAN 111 Ballet II

    1 Credit(s)
    This is an intermediate ballet technique class. Emphasis will lie on body alignment, form, artistry, and musicality. Appropriate dance attire must be worn. This course is repeatable eight times for credit. Three hours per week.
     Prerequisites: DAN110, DAN112 or permission of instructor is required.
  
  • DAN 112 Ballet III

    1 Credit(s)
    This is an advanced ballet technique class. Emphasis will be on correct body alignment, form, artistry, and musicality. Appropriate dance attire must be worn. This course is repeatable eight times. Three hours per week.
    Prerequisites: DAN110, DAN111 or permission of instructor is required.
  
  • DAN 120 Modern Dance I

    1 Credit(s)
    This level one technique class focuses on modern dance fundamentals. Structured exercises and combinations will focus on space, time, and effort. Appropriate dance attire must be worn. This course is repeatable eight times for credit. Three hours per week.
  
  • DAN 121 Modern Dance II

    1 Credit(s)
    This course is an intermediate modern dance technique class. Structured exercises and combinations will focus on space, time, and effort. Appropriate dance attire must be worn. This course is repeatable eight times for credit. Three hours per week.
    Prerequisites: DAN120, DAN122 or permission of instructor is required.
  
  • DAN 122 Modern Dance III

    1 Credit(s)
    This course is an advanced modern dance technique class. Structured exercises and combinations will focus on space, time, and effort. Appropriate dance attire must be worn. This course, is repeatable eight times for credit. Three hours per week.
    Prerequisites: DAN120, DAN121 or Permission of instructor is required.
  
  • DAN 126 Dance Improvisation

    1 Credit(s)
    This course will explore the act of creating movement spontaneously. Through guided directions by the instructor, students will develop skills that create awareness about how the body relates to space, time and effort. These skills are designed for students without dance training and students of various levels of experience.  Repeatable eight times for credit. Three hours per week.
  
  • DAN 130 Hip Hop I

    1 Credit(s)
    This level one technique class focuses on hip hop fundamentals. Appropriate dance attire must be worn. This course is repeatable eight times for credit. Three hours per week.
  
  • DAN 131 Hip Hop II

    1 Credit(s)
    This intermediate hip hop dance technique class is designed for the student with previous dance experience, Appropriate dance attire must be worn. This course is repeatable eight times for credit. Three hours per week.
    Prerequisite: DAN130, DAN132 or permission of instructor.
  
  • DAN 132 Hip Hop III

    1 Credit(s)
    This advanced hip hop dance technique class is designed for the student with previous dance experience. Appropriate dance attire must be worn. This course is repeatable eight times for credit. Three hours per week.
    Prerequisite: DAN130, DAN131 or permission of instructor.
  
  • DAN 136 Cyphering Dance

    1 Credit(s)
    This course will explore the act of creating urban movement spontaneously. These skills are designed to enhance students’ creativity within the cypher or dance floor. These skills are designed for students without dance training and students of various levels of experience. Appropriate dance attire must be worn. Repeatable eight times for credit. Three hours per week.
  
  • DAN 150 Dance Ensemble I

    3 Credit(s) CEA
    This course is for students with dance experience who are interested in exploring dance as a performing art. Students will learn choreography that will culminate in a performance at the end of the semester. Students are required to attend dance events and participate in crew production hours for various dance performances on campus. Fulfills the Creative Expression and Appreciation general core category. Repeatable one time for credit.
  
  • DAN 151 Dance Composition I

    3 Credit(s)
    This course will provide a structure for students to explore and experiment with the creative process in dance making and to find personal expression in their own choreography. Students will learn about and apply various compositional tools and choreographic approaches to expand their movement language and choreographic ideas. Discussion and feedback on choreographic assignments will develop critical response skills and deepen students’ understanding of the creative process. Readings, video screenings and live performances will provide students with a cultural and historical context. Three lecture hours per week. 
  
  • DAN 200 Dance Ensemble II

    3 Credit(s)
    This course is for students with dance experience who are interested in exploring dance as a performing art. Students will learn choreography that will culminate a performance at the end of the semester. Students are required to attend dance events and participate in crew production hours for various dance performances on campus. Repeatable one time for credit.
    Prerequisite: DAN150.
  
  • DAN 201 Dance Composition II

    3 Credit(s)
    This course is designed for students who wish to further develop their abilities as a choreographer. Building on previous experiences and study, students will continue to develop a movement language to articulate physical expression, and to explore how structure organizes choreographic ideas. Material developed in this class will build towards a finished work. Three lecture hours per week. Repeatable one time.
    Prerequisite: DAN151.
  
  • DAN 210 The Dancing Body

    3 Credit(s)
    This course will provide a somatic study of the Human body from a kinesiologic approach as it applies to the dancing body. Emphasis will be placed on the skeletal and muscular systems, developmental movement patterns, and movement analysis in relation to dance practices. Three lecture hours per week. Appropriate dance attire must be worn.
  
  • DAN 220 Dance: Context and Cultures

    4 Credit(s) W-II
    This writing intensive course examines the cultural context, historical evolution, and aesthetic ideologies of various dance forms existing in our world. Students will engage in global perspectives on dance, analyze performances, and consider dance as a catalyst for social awareness, political mobilization, and change. Movement labs, guest artists and performance experiences serve to illuminate readings and class discussions. Attendance required at dance concerts. Four lecture hours per week. Required for dance majors. Fulfills the W-II required in the general education curriculum.
    Prerequisite: WI or its equivalent.
  
  • DAN 300 Dance Entrepreneurship

    3 Credit(s)
    This course is designed to provide an overview of how to navigate a sustainable lifestyle in the dance field as an artist, teacher, studio owner, and/or arts administrator. Topics include potential careers, portfolio and resume writing, auditioning, marketing, grant writing, fundraising, company management, and community outreach. Three lecture hours per week.
  
  • DAN 320 Modern Dance History

    3.0 Credit(s) DPDS
    This course focuses on the emergence and development of 20th and 21st century American modern and postmodern dance forms from the confluence of European court dance, African and Caribbean influences, and American cultural dynamics. Readings, performance viewings, class discussions, and movement practicum will illuminate the work of influential choreographers and performers, as well as aesthetic trends in relation to their broader cultural context, with attention to issues of geopolitics, race, gender and other social structures. Three lecture hours per week. Required for dance majors with contemporary modern dance option.
  
  • DAN 330 Hip Hop Dance History

    3 Credit(s) DPDS
    This course will explore hip hop dance history and culture from several points of entry: chronological, political, aesthetic, sonic and geographical. The historical focus of the course locates hip hop dance as a personal, interactive and cultural expression. Students will navigate through the evolution of hip hop from its birthplace in the Bronx, NY through its development into a global phenomenon. The course will discuss the elements of hip hop culture: DJ, B-Boy/Girl, Graffiti Art, MC, and Beat Box, and how they intersect. Students will explore how hip hop influences and is influenced by geopolitics, race, gender and other social structures. Three
    lecture hours per week. Required for dance majors with a Hip Hop option.
  
  • DAN 400 Teaching Dance

    4 Credit(s)
    This course is designed to provide students with the theories, standards and skills to teach various dance forms in studios and public and private schools. Students will investigate personal beliefs about teaching and learning, as well as essential skills needed to become a dance teacher. Topics will include the learning environment, methodology, lesson planning, and assessment. Four lecture hours per week.
  
  • DAN 401 Teaching Dance II

    3 Credit(s)
    This course explores the multitude of dance educational settings including dance studios, community centers, dance company outreach, and K-12 public and private schools. An emphasis is placed on creating a classroom setting that cultivates community, inclusivity, diversity and access for all to participate. Strategies for teaching various student populations, from children to the elderly, and the disabled 
    and special needs student, are examined. 
    Prerequisite: DAN 400 Teaching Dance
  
  • DAN 410 Capstone Seminar in Dance

    3 Credit(s) W-III


    This writing-intensive course provides students with an opportunity to reflect broadly upon their education at Salem State University and the dance field. This course emphasizes the connection between theory, research, and practice, as well as how dance connects to the larger society. Final projects include a written paper and a presentation of research and creative work. Three lecture hours per week. Required of and open to junior or senior Dance Majors or permission by Department Chair. Fulfills Written Communication - Level III category.

     

     

  
  • DAN 415 Advanced Topics in Dance

    3 Credit(s)
    This course offers an in-depth study on rotating topics related to the field of dance. Topics and course content are determined by the instructor of each course offering. This course is repeatable eight times on different topics for credit.
    Prerequisite: DAN150.
  
  • DAN 500 Directed Study in Dance

    1-3 Credit(s)


    This is an independent study in an area of special interest in Dance.  Prior to registration, a proposal must be submitted and approved by the instructor and the Department Chairperson.  DAN 500 can be taken for 1, 2, or 3 credits and is repeatable up to a total of 6 credits of Directed Study.

    Prerequisite: Permission of Department Chairperson.

  
  • FYDA 100 First Year Seminar (DANCE)

    3 Credit(s) FYS
    This course will introduce students to the experience of academic exploration that is at the heart of a liberal arts education.  Through study of one or more compelling questions or topics in a small seminar setting, students will practice creative and critical thinking and will learn to express themselves effectively and appropriately in a college setting. They will develop relationships and practices that allow them to effectively utilize college resources and become members of a community of learners.  The specific topic of the seminar will be developed by individual faculty and will be announced in advance.  First year seminars are required for first-year students and transfer students with fewer than 15 credits.  Not open to students who have received credit for IDS 189  or another first year seminar course.

Economics

  
  • ECO 115 Money Management Skills

    1 Credit(s)
    This course will review personal financial issues that individuals face throughout their lives. It will help students manage their personal finances and make better financial decisions It will cover a series of topics including budgeting, saving for short term goals and for retirement banking the importance of credit and debt investing, taxes and how to avoid common financial mistakes.
    One lecture hour per week. Not open to students who have received credit for ECO 208N.
  
  • ECO 201 Principles of Macroeconomics

    3 Credit(s) QR CS
    This course introduces students to macroeconomic issues, including the factors that determine national income, output, employment, inflation, and interest rates in the United States.  Students will discuss the role of savings and consumption, fiscal and monetary policies, and international trade, as well as the impact of policy changes or events.  The class will also explore policy debates on topics such as the distribution of income, public debt, and international trade.  Three lecture hours per week. Required of all Economics majors and Business Administration majors. Elective for all other majors.
    Prerequisite: Satisfaction of the Basic Math Competency requirement.
  
  • ECO 202 Principles of Microeconomics

    3 Credit(s) CS
    This course introduces students to microeconomic issues, including the use and limits of the supply and demand model, the role of prices in a market economy, theories of the firm and individual behavior, competition and monopoly, and the role of government. Students will use economic tools to analyze economic and social problems and evaluate government policies.  Three lecture hours per week. Required of all Economics majors and Business Administration majors. Elective for all other majors.
    Prerequisite: Satisfaction of the Basic Math Competency requirement.
  
  • ECO 208N Economics of Personal Financial Decisions

    3 Credit(s)
    This course examines the financial choices people face during their lives and provides students the knowledge to make better decisions.  Students will learn about spending, saving, taxes, borrowing and credit, investing, insurance, retirement, and other issues, as well as the psychological and institutional forces which shape consumer behavior.   Three lecture hours per week. Elective for economics majors and all other majors.
    Prerequisite: ECO200 or ECO201 or ECO202.
  
  • ECO 300 Economics of Labor and Income Distribution

    3 Credit(s)
    This course examines the labor market as well as labor as a factor of production.   It focuses on both the theoretical and empirical aspects of labor economics and the policy implications that follow.  Among the topics considered are the demand for labor, the supply of labor, the determinants of wage rates, investment in human capital, unions, unemployment and analysis of government programs affecting labor markets. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors and minors. Division III elective for all other majors. Prerequisite: ECO202.
  
  • ECO 301 Intermediate Macroeconomics

    3 Credit(s)
    This course uses macroeconomic models to study the performance of the United States economy in the short run, medium run, and long run.  Students focus on models that examine the relationship between GDP, employment, interest rates, and inflation, as well as the impact of government policies.  Three lecture hours per week. Required of all Economics majors. Elective for all other majors.  
    Prerequisite: ECO201.
  
  • ECO 302 Intermediate Microeconomics

    3 Credit(s)
    This course provides a rigorous intermediate-level treatment of microeconomic theory with applications to business and public policy. Topics include the mathematical foundations of economic theory, the theory of consumer choice, profit maximizing behavior of firms in competitive and imperfectly competitive markets, factor markets, welfare economics and game theory. Three lecture hours per week. Required of all Economics Majors. Elective for Economics Minors.
    Prerequisite: ECO202.
  
  • ECO 304N Statistics for the Social Scientist

    3 Credit(s)
    This course is a computer-oriented examination of advanced quantitative techniques as applied to decision making in economics, business and the social sciences. It includes data description, probability, confidence intervals, analysis of variance, chi square analysis, regression and correlation analysis, time series and index number construction. It stresses the development of statistical thinking, the assessment of credibility and value of inferences made from data, by both those who consume and those who produce the information. Statistical inference and data collection and analysis will be used to evaluate statistical studies. Case studies and exercises will draw on real business situations and recent economic events. Not open to students who have taken ECO304. Prerequisite: MAT 108 .
  
  • ECO 305A Money, Banking and Financial Markets

    3 Credit(s)


    This course provides a detailed description of the financial markets, instruments and institutions of the U.S. economy. Emphasis will be placed on domestic debt and equity markets and the implementation of monetary policy by the Federal Reserve Bank. Three lecture hours per week. Elective for Economics majors and minors.

    Prerequisites: ECO201, ECO202.

  
  • ECO 306 Comparative Economic Systems

    3 Credit(s)
    An analytical comparison of the ways in which nations organize economic activity. Different systems will be scrutinized with respect to the role of monetary and financial institutions, the organization of industry, agriculture and trade. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Division III elective for all other majors. Prerequisites: ECO 201 , ECO 202 .
  
  • ECO 307 Economic History

    3 Credit(s) HP
    Variations in aspects of American and European History with emphasis upon the role of technological change as related to economic growth will be analyzed and evaluated. A variety of historical materials will be used to suggest desirable alterations in certain economic models. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Division III elective for all other majors.
  
  • ECO 309 Urban Economics

    3 Credit(s)
    A study of both economic theory and the economic institutions characteristic of urban areas. Problems of urban economics, such as poverty, discrimination, housing, pollution, education, transportation and crime are examined in depth. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Distribution III elective for all other majors. Prerequisite:  or ECO 201 , ECO 202 .
  
  • ECO 312 International Trade

    3 Credit(s)
    An examination of the basis for trade among nations and the implications of trade restricting policies on a nation’s welfare. The open economy and the implications for fiscal and monetary policies in achieving various economic goals. An introduction to international finance and various exchange and payment mechanisms. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors and minors. Division III elective for all other majors. Prerequisites: ECO 201 , ECO 202  or permission of the Department Chairperson.
  
  • ECO 313 Economic Development

    3 Credit(s)
    This course applies economic development concepts and theories to present world economic development issues and problems. Topics covered include the causes and distributional effects of economic growth; migration and urban unemployment; oppression, the welfare effects of technical change; the role of agrarian institutions in the development process; the impact of alternative development policies and strategies on various populations; and poverty and famine in developing countries. This course will increase awareness of growth issues in the context of a multicultural world. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Prerequisite: ECO 201  or ECO 202  or permission of Department Chairperson.
  
  • ECO 317 Government Finance

    3 Credit(s)
    Students will collect and analyze data on government revenue at federal, state, and local levels. The course may cover topics such as: the equity and efficiency of revenue sources, the budget process at different levels of government, theories from political economy or political science, fiscal federalism and the proper role of federal/state/local governments, the causes and impacts of deficits and debt, how government bonds are used to raise revenue, how government finance in Massachusetts compares to other states, and how Proposition 2½ impacts local governments.  Three lecture hours per week. Elective for Economics majors.  Prerequisite: ECO200, ECO201, or ECO202.
  
  • ECO 318 Health Economics

    3 Credit(s)
    The organization of health care, the problems associated with various alternate delivery systems, the utilization and availability of physicians and other paramedical personnel, the growth and pressures exerted by third-party payers, and consideration of federal, state, and municipal participation in the delivery of quality medical care under the various alternatives for national health care. Three lecture hours per week. The course is offered on a periodic basis. Elective for Economics majors. Division III elective for all other majors. Prerequisite:  ECO 201 .
  
  • ECO 319 Environmental and Natural Resource Economics

    3 Credit(s)
    This course will study environmental and natural resource economics. Resource allocation, government regulation, the presence of externalities, economic growth and poverty will be analyzed in terms of their impact on depletion, conversation and restoration of our natural resources. Three lecture hours per week. This course is offered on a periodic basis. Division III elective for all other majors. Prerequisite: ECO 202 .
  
  • ECO 320 Economics of Sports

    3 Credit(s)
    Using examples and applications from the sports industry, this course applies a wide range of economic principles to the study of sports. Industrial organization, public finance, and labor economics represent some of the areas of economics used to analyze the economic impact of the sports industry. Theories related to the issue of profit vs. not for profit companies will be explored. Three lecture hours per week. This course is offered on a periodic basis. Elective for Economics majors. Prerequisite: ECO 202 .
  
  • ECO 321 Behavioral Economics

    3-6 Credit(s)
     

    Standard economic theories represent people in ways that are often different from how they actually behave.  This course studies the limits of the traditional economic assumption of rational decision making.  It will use evidence from psychology and consider social, cognitive and emotional factors that influence the decision of individuals and institutions, including consumers, borrowers and investors.  Incorporating these factors can make economic theory and predictions more accurate.  In addition, the course will analyze the impact of behavioral economic concepts on markets, investments, and resources allocation.  Three lecture hours per week.

  
  • ECO 325 Political Economy

    3 Credit(s)
    This course is an introduction to the field of political economy. The course reviews economic structures and institutions from a historical and political perspective. Additionally, it critically examines economic institutions and their relationship with politics and society. Three lecture hours per week. Elective for economics majors and all other majors. Prerequisites: ECO201 and ECO202. 
  
  • ECO 330 Economics of Education

    3 Credit(s)
    This course will use economic tools to analyze a variety of issues related to education These issues include: how and why people make decisions to invest in education; how education affects social and economic outcomes, including inequality; how to evaluate the quality of education at the level of schools or districts as well as for individual teachers: how education is financed in the United States and other countries and the impact of resources on educational quality: and how to design and implement public policies related to education. Three lecture hours per week. Prerequisite: ECO202
  
  • ECO 350 Probability and Game Theory

    3 Credit(s)
    Game theory is the use of mathematical models to analyze strategic choice. The course will cover topics such as the Nash equilibrium, dominant and mixed strategies, extensive and normal form games, auctions, and the theory of moves.  Students will analyze games with and without complete information, in both a static and dynamic context.  This course will include many economic examples of game theory in practice. Three lecture hours per week. Prerequisites: MAT108, ECO202, and either ODS262 or MAT147
  
  • ECO 360 Economics and Religion

    3 Credit(s) CS
    This course employs economic theory and methods to study religious beliefs, behavior, and institutions. By combining economic concepts and real-world data, we will study the social, political, and economic correlates of religion. Like other socio-scientific approaches to the study of religion, the economic study of religion does not seek to evaluate the truth of religious claims, nor does it promote one religion over another. Three lecture hours per week. Prerequisite: ECO202 or permission of department chairperson.
  
  • ECO 399 Fed Challenge

    1 Credit(s)


    Students will work in teams to collect economic data analyze current economic conditions, and make a recommendation for monetary policy. Their work will require a thorough understanding of economic theory, as well as the policy tools available to the Federal Reserve. Student teams will prepare a presentation that explains their analysis and policy recommendation. One team will compete in the Fed Challenge in Boston, and if they win they will compete in the national finals in Washington, D.C. Two lecture hours per week during the first half of the semester. Course may be repeated for credit. 

     Prerequisites:  ECO301 or permission of department chair.

  
  • ECO 400 Econometrics

    3 Credit(s)
    This course teaches students to use multivariate regressions to analyze data and draw conclusions.  Students will collect and organize data, and analyze the data using software such as Excel, SPSS, or STATA.  The course will focus on how ordinary least squares regressions can be used to evaluate the relationship between variables, how to interpret the results from regressions, hypothesis testing, and the potential problems with regression analysis.  Three lecture hours per week. Prerequisites: ECO301 and ECO302, as well as one of ECO304N, ODS262, MAT147.
  
  • ECO 401 Economic Research

    3 Credit(s) W-III
    Students will choose an appropriate research topic, locate and explain prior research, develop a hypothesis or economic model, collect and analyze data, test their hypothesis or evaluate their model, and clearly communicate their findings in a well-written paper and in a presentation.  Three lecture hours per week. Prerequisites: ECO304N or ODS262 or MAT147 and either ECO301 or ECO302.
  
  • ECO 403 Economics Study Travel Seminar

    3 Credit(s)


     

     

    A study/travel course that focuses on selected economic issues related to a country or region, followed by travel and field study in the area concerned.  Topic varies.  May be repeated for credit with permission of Department Chair.  Three lecture hours per week.  Prerequisites: Permission from Department Chair.

  
  • ECO 485 Internship in Economics

    3 Credit(s)
    This course provides an opportunity for experiential learning in the field of Economics. The student will present a proposal, secure an advisor to supervise the experience, keep a detailed weekly journal of the work experience and write a research paper on a topic which has been approved by the advisor. 120 hours of work experience. Prerequisites: ECO 201  and ECO 202 .
  
  • ECO 501 Directed Readings in Economics

    3 Credit(s)
    The purpose of this course is to provide students an opportunity to accelerate the reading and/or research in their fields or interest. Emphasis is placed on independent scholarship and individualized direction. May be taken in lieu of ECO 401  or ECO 400  with approval of the Department Chairperson. Prerequisites: ECO 301 , ECO 302 .

Education

  
  • EDC 115 Exploring Education

    3 Credit(s) CS
    Through active engagement in school and non-school settings linked to course readings, students will explore contemporary issues in education and reflect on their own experience as learners. Using film, observations, experiential activities and readings we will look at education in the U.S. through multiple lenses–historical, philosophical, sociological, political, and personal. We will ask questions about the purpose of schools in a democracy, what it means to “learn” something, and what makes an “educated” person. We will explore problems of educational access and equity and consider the climates and conditions that support or limit learning and the work of educators. Three lecture hours per week. 15 hours of field work required.  Not open to students who have received credit for EDU115.
  
  • EDC 120 Justice in Education

    3.0 Credit(s)
    This course invites students into an inquiry about justice in the field of education. In particular, the course will focus on core moves in the field of education enacted for greater justice and equity and the unintended, often unjust outcomes that emerge as a result. Students will interrogate their own understanding of the field, both past and present, with a lens towards justice throughout. Three lecture hours per week.
    Prerequisites:  Required of Justice in Education Majors, all pathways.
  
  • EDC 205 Educational Psychology

    3 Credit(s)
    This course applies psychological principles to teaching-learning contexts, and includes a study of factors affecting learning, attention, motivation, behavior, individual differences, creativity and group interaction. Students will use theory and research to explore instructional questions and inform their practice in educational planning.  Three lecture hours per week.
  
  • EDC 210 Introduction to Community Education

    3 Credit(s)
    This course engages students in exploring teaching and learning environments outside the school setting and beyond the traditional role of the classroom teacher. Students will explore the ways in which community organizations support and augment the work of schools by providing innovative spaces and programs to ignite the imagination of children and adults about the possibilities of their own lives. Students will be introduced to the variety of community educator roles and contexts and examine issues of reciprocity and cultural competence, with links to academic work. They will begin the practice of community education by engaging in projects in field sites; e.g., out-of-school and after-school programs; community centers; cultural, environmental and social service agencies; faith-based programs; LGBT organizations. Three lecture hours per week. Requires at least 15 hours of fieldwork. Required for the B.S. in Education: Educational Studies-Community Education concentration. Prerequisite: EDC 115 .
  
  • EDC 220 Uniquely Human: A Spectrum of Abilities Leading to a Neurodiverse World

    3 Credit(s) DPDS
    This course will critically examine the historical context of a range of federal disability categories in the United States. It will look at the historical context of each disability from traditional pathological, social, and cultural perspectives, and then through strength-based neuro-diverse and acceptance perspectives. This course will examine how impairments are linked to an individual’s neural wiring. Ultimately, we examine how “disability” is a term society creates. Unequal power dynamics and social injustices individuals with diverse abilities face will be explored as we look at society and its systems. Three lecture hours per week. 
  
  • EDC 225 Social Justice for PreK-8th Curriculum I

    3 Credit(s)
    This course is intended to explore, review and analyze the civics and geography subject matter knowledge listed in the MA frameworks for history and social sciences from prek-8th grade with implications for social justice and teaching. The focus will be on the vertical progression of civics and geography by grade, beginning with pre-K content and skills and scaffolding this knowledge all the way through 8th grade. Three lecture hours per week.
  
  • EDC 226 Social Justice for PreK-8th Curriculum II

    3 Credit(s)
    This course is intended to  explore, review and analyze the history and economics subject matter knowledge listed in the MA frameworks for History and social sciences from prek-8th grade through a social justice and a teaching lens. The focus will be on the vertical progression of history and economics grade by grade, beginning with pre-K content and skills and scaffolding this knowledge all the way through 8th grade. 3 lecture hours per week.
  
  • EDC 227 Environmental Justice for PreK-8th Curriculum I

    3.0 Credit(s)
    An inquiry-based science learning experience for future educators that promotes strong content knowledge with an environmental and social justice lens.  Emphasis will be on attaining the foundational knowledge and understanding of the vertical progression in the earth and life sciences standards (grades Pre-K-8) outlined in the Massachusetts Science and Technology/Engineering Curriculum Framework. Three lecture hours per week.
  
  • EDC 228 Environmental Justice for PreK-8th Curriculum II

    3 Credit(s)
    An inquiry-based science learning experience for future educators that promotes strong content knowledge with an environmental and social justice lens.  Emphasis will be on attaining the foundational knowledge and understanding of the vertical progression in the  physical and engineering sciences standards (grades Pre-K-8) outlined in the Massachusetts Science and Technology/Engineering Curriculum Framework. 3 lecture hours per week
  
  • EDC 250 Learning to Think Like an Educator

    1 Credit(s)
    This course uses the techniques of critical reading and develops reading proficiency in topics related to educational policy and practice. Essays and peer-reviewed research articles introduce students to the principles of textual analysis and serve as topics for weekly online class discussion while providing insight into the U.S. educational system. The course may be repeated once for additional credit with a different set of readings. One hour of class work per week.
    Prerequisite:  EDC115
  
  • EDC 300 Play, Inquiry, and Student-Centered Learning

    3 Credit(s)
    This course will introduce students to the power of play and inquiry in elementary and early childhood classrooms. These student-centered approaches present the possibility for learning driven by student interest and that centers students’ strengths. Contextualized in the ideas of culturally responsive teaching and child development, play-based and inquiry-focused learning puts students’ identities at the fore. This approach to learning integrates academic and social-emotional growth opportunities and allows for emergent interests to guide learning across the curriculum. Three lecture hours per week.
    prerequisites:  Required of Justice in Education Majors, all pathways.
  
  • EDC 315 Policy and Practice in Community Education

    3 Credit(s)
    This course addresses purpose, policy and socio-political contexts in community education, and their implications for practice. Students will investigate programs that support the formal and informal learning of individuals and groups in community organizations with educational missions and support the development of the community itself. They will research and analyze community needs, apply theories of community education and development to policy and programming, and reflect on their roles vis-a-vis the community and as developing education professionals. Topics include ways that community education promotes civic engagement, group empowerment and social change. 30 hours of fieldwork in community-education settings required. Three lecture hours per week. Prerequisites: EDC 115 , EDC 210 .
  
  • EDC 325 Program Planning and Evaluation in Education

    3 Credit(s) W-II


    This course introduces students to knowledge and practice in educational program design and evaluation in community organization settings. In consultation with community stakeholders and organizational staff, students will identify needs, plan programs that address those needs, and explore ways to evaluate program effectiveness. Course content will also include in-depth writing assignments, field-based activities, and class discussions/activities that focus on formative and summative evaluation, program impact, legal and ethical issues, sources of funding, and grant-writing. The course includes a culminating project that participants will develop for and with a community-based organization. Three lecture hours per week. A minimum of 15 hours of fieldwork is required. Prerequisites: EDC 115 , EDC 205 , ENL 110  or equivalent, PSY 218 , PSY 251 , PSY 252 , or PSY 322  or equivalent.

     

  
  • EDC 345 Directed Field in Community Education

    3.0 Credit(s)
    This course is designed to provide the student with an intensive guided experience in community education. The student will observe, assist and analyze his/her experience in an approved community education organization. Support will be provided by both an on-site professional and a Salem State University instructor/supervisor. A minimum of 75 total hours per semester of fieldwork and a bi-weekly seminar are required. 1.5 lecture hour per week. Prerequisites: EDC 115 Exploring Education and EDC 210 Introduction to Community Education.
  
  • EDC 361 Culture and Context in teaching ESL

    3.0 Credit(s)
    This course provides a foundation for understanding the field of teaching English to speakers of other languages. Local, national, and international contexts are examined and used in investigating various historical and current approaches to teaching English learners. Topics include laws and language policies, cultural identity, language diversity, and culturally responsive teaching to forge family and or community relations. Three lecture hours per week. Field-based assignments are required.
  
  • EDC 362 Second Language Acquisition

    3.0 Credit(s)
    This course provides an overview of current research on learning a second language including linguistic, cognitive, socio-emotional, and cultural factors. Students will investigate the process of language acquisition through an in-depth case study of an English learner. Three lecture hours per week. Field-based experiences are required.
  
  • EDC 399 Special Topics in Educational Studies

    3 Credit(s)
    This course provides an in-depth examination of a critical topic related to the field of education in its varied contexts related to and beyond traditional PreK-12 school settings. The specific content and topic of the course will be designated by the instructor(s) and vary when offered. The course may be repeated once for additional credit with a different topic. Three lecture hours per week.
    Prerequisite:  EDC115
  
  • EDC 400 Literacy Development I

    3 Credit(s) W-II
    This course focuses on children’s literacy development and the processes involved in becoming readers and writers. Topics include the interrelationship of oral language and foundational skills, such as concepts of print, phonological and phonemic awareness, and principles and research-based practices to support word analysis, spelling, vocabulary, comprehension, fluency, and writing. Students will apply their developing knowledge to case studies of diverse learners, including multilingual learners and children with exceptional learning needs, to practice diagnostic thinking, consider implications for instruction, and foster curiosity about how children become skilled and motivated readers and writers. Ongoing debates in the field of literacy, including the benefits and drawbacks of programs/approaches used to teach literacy in schools will be explored so candidates can become critical consumers and advocates of literacy information within their respective communities. This is a writing intensive course. Three lecture hours per week. 
    Prerequisites: EDC115 or EEC105, and ENL110 or equivalent W-I course.
  
  • EDC 401 Fundamentals of Lesson Planning

    1.5 Credit(s)
    This course provides students with a foundation in the skill of writing lesson plans. Anchored in the Backwards Design approach to lesson planning, this course will guide students towards an in-depth understanding of the various components of lesson plans. Students will also gain familiarity and facility with the state and national standards that are relevant to their intended discipline or grade range and will utilize standards to guide the development of lessons. 1.5 lecture hours per week.
    Prerequisite: Admission to a 4+1 program in education.
  
  • EDC 404 Introduction to Teaching

    3 Credit(s)


    In this course, students will read and analyze seminal works in the field of education. They will then be introduced to the design of lesson plans. Finally, they will explore instructional practices, learning environments, and family engagement approaches that support diverse learners across the content areas. Core tasks include applying human development and research on learning to lesson planning and describing teacher practice in classroom videos. Three lecture hours required. Field-based assignments are required.

    Prerequisite: EDC115 

  
  • EDC 405 Culturally Responsive Teaching

    3 Credit(s) DPDS
    Students will explore historical and current forms of systemic oppression and how these dynamics manifest in schools resulting in disparity of academic achievement and life outcomes for students from marginalized communities. Students will gain an understanding of how their work as future educators can be part of addressing these injustices and create transformative educational experiences for students in schools that are becoming increasingly diverse. This course provides a strong foundation in the goals of culturally responsive approaches to teaching, and the habits of mind needed to cultivate an awareness of oneself as a cultural being. Students will gain an understanding of the ways in which culture impacts and informs teaching, learning, and classroom climate. Issues of ethnicity, race, socio-economic status, gender, gender identity, sexual orientation, language, family, and cognition will be addressed. Includes current theory and research, as well as effective strategies to promote learning, intercultural relations, and self-esteem among preschool, elementary, middle and secondary students. Three lecture hours per week. Field-based assignments are required.
    Prerequisite: EDC115 or EEC105, or ENL110, or equivalent.
  
  • EDC 406 Literacy Development II

    3 Credit(s) W-III
    This second course in the literacy sequence focuses on literacy assessment and how it informs instruction. Candidates will learn and apply methods to assess children’s literacy development, including motivation to read, phonological and phonemic awareness, phonics, fluency, vocabulary, text comprehension and writing. Candidates will apply knowledge of principles and research-based best practices learned in the course and in Literacy Development I to assess, design, and implement instruction for an individual child in an early childhood or elementary setting. Instructional approaches for the explicit and systematic teaching of phonics, word analysis, and vocabulary in the service of reading comprehension and writing will be explored. Examining, critiquing and selecting texts and other resources to motivate children to read, write and acquire literacy skills will be addressed. This writing intensive course emphasizes writing and revision with the assessment report written in the language of the profession for specific audiences. Field-based assignments are required. Three lecture hours per week. Prerequisites: EDC 400: Literacy Development I.
  
  • EDC 408 Culturally-Responsive Instruction in Elementary and Early Childhood Classrooms

    1.5 Credit(s)
    In order to be successful in the diverse classrooms found across schools in this country, future educators require knowledge of how to implement effective, culturally responsive instruction. Such instruction aims not only to help all students learn the academics required in public schools but also to be affirmed in their cultural identities and backgrounds and to gain the skills to critically analyze and challenge social inequities both within schools and beyond. This course will equip pre-service candidates with the skills needed to meet these broad instructional goals for all children. 1.5 lecture hours per week. Course includes field-based assignments.
    Prerequisites:  Matriculation in the elementary or early childhood 4+1 program. Successful completion of EDC405.
  
  • EDC 410 Partnering with Families in the Early and Elementary Grades

    3 Credit(s) DPDS
    This course focuses on developing an understanding of strategies to engage in socially just partnerships with families across preschool-6th grade settings. Students will explore the ways in which dominant White, middle-class and heteronormative American ideologies about family structure and child-rearing practices influence educational policy, including special education law. Students will investigate power dynamics inherent in family/educator relationships and the potential for those power dynamics to result in deficit-based, oppressive family engagement practices. Strategies to create and maintain reciprocal, culturally responsive partnerships will be explored. Three lecture hours per week.
  
  • EDC 415 Effective UDL Classroom Practices

    3 Credit(s)
    All teachers teach all students; therefore all teachers must prepare to work with students with exceptional learning needs (ELN). This course will develop candidates’ understanding of the collaborative roles of professionals who work with families to support students with ELN. The focus of the class will be on how to develop an inclusive, welcoming classroom environment where all learners thrive through the use of differentiated instruction, universal design for learning, and the appropriate application of assistive and adaptive technologies Topics include: IEPs, 504 plans, Response-to-Intervention, and gifted education emphasizing teaching methodologies and tools appropriate to inclusive, welcoming environments: universal design for learning, differentiation, and the use of adaptive and assistive technologies. Three lecture hours per week. Field-based assignments required.  
    Prerequisites: EDC115 or EEC105 & EDC404 or EDC401 or EDU205 or EEC205 or EDU208A
  
  • EDC 416 Introduction to Assessment

    3 Credit(s)
    In this course, candidates are introduced to the core concepts of formative and summative assessment. Through an exploration of a variety of assessments, candidates gain an understanding of how formative and summative assessment support their instructional practice and student outcomes. Candidates will create assessments, hone the skills needed to analyze student data, and develop approaches to communicating assessment data with colleagues and families. Furthermore, candidates will examine the impact of assessment, and the influences on assessment. Three lecture hours per week. Field-based assignments are required.
    Prerequisites: EDC115, EDC405, and acceptance into the licensure program.
  
  • EDC 425 Children Literature and Social Justice

    3 Credit(s) W-III
    This course examines children’s literature (PreK-6th grade) from a social justice perspective. Students will explore the cultural assumptions embedded in children’s literature, whose voices are heard and whose are absent, how privilege and power determine what is published and accessible, and how literature can present counter narratives and inspire action to promote social justice. Students will use course resources to analyze and evaluate the literary and artistic qualities of children’s books from various viewpoints, resist censorship, and deepen understanding of how to engage children in discussion of social justice topics.  
    Perquisites: EDC400 or other W-II course.
  
  • EDC 431 Fieldwork Seminar I: Critical Issues and Effective Practices in the Early Primary Grades

    1.5 Credit(s)
    This fieldwork seminar provides an introduction to critical issues and effective practices in early childhood education (ECE). Additionally, it provides an opportunity for members of a cohort-based program to build connections and to debrief field-based experiences. Topics include findings from developmental science that inform early instruction, how to use play to advance children’s learning, an overview of prominent models of ECE curriculum, and exposure to instructional strategies that effectively promote children’s learning and development. 1.5 lecture hours per week. Includes required weekly field experiences in an ECE setting for program-based fieldwork.
    Prerequisites: EDC115.  Admission to the combined undergraduate/graduate licensure program.
  
  • EDC 432 Fieldwork Seminar II: Critical Issues and Effective Practices in the Early Primary Grades

    1.5 Credit(s)
    This fieldwork seminar provides an introduction to critical issues and effective practices in early childhood education (ECE). Additionally, it provides an opportunity for members of a cohort-based program to build connections and to debrief field-based experiences. Topics include findings from developmental science that inform early instruction, how to use play to advance children’s learning, an overview of prominent models of ECE curriculum, and exposure to instructional strategies that effectively promote children’s learning and development. 1.5 lecture hours per week. Includes required weekly field experiences in an ECE setting for program-based fieldwork.
    Prerequisites:  EDC431 and admission into the 4+1 program
  
  • EDC 451 Fieldwork Seminar I: Critical Issues and Effective Practices in the Elementary Grades

    1.5 Credit(s)
    Fieldwork Seminar I is the first of a two-part yearlong seminar.  In this seminar, the elementary cohort will begin to come together as a cohesive group.  As a group, the teacher candidates will explore topics in elementary education as they emerge in their elementary-level field placement. Candidates will begin an exploration of topics relevant to elementary teachers and different models of structuring elementary schools and classrooms. Candidates will develop descriptive skills that help them observe and describe practice. Candidates will begin to develop their skills as reflective practitioners. 1.5 lecture hours per week. Includes weekly fieldwork.
    Prerequisites: EDC115 and admission to the combined undergraduate/graduate licensure.
  
  • EDC 452 Fieldwork Seminar II: Critical Issues and Effective Practices in the Elementary Grades

    1.5 Credit(s)


    Fieldwork Seminar II is the second of a two-part yearlong seminar. The seminar provides the place for the elementary cohort to come together as a cohesive group. As a group, the teacher candidates will explore topics in elementary education as they emerge in their elementary grade field placement. Course topics will  include an introductory survey of the motivation to become an elementary school teacher, changes elementary students face, and strategies to address students’ diverse needs. Cohort members will develop reflective practitioner skills in a culturally responsive setting. Includes weekly fieldwork.

    Prerequisite: EDC451 and admission to the combined undergraduate/graduate licensure program.

  
  • EDC 461 Fieldwork seminar I: Critical Issues and Effective Practices for Secondary and Specialist Teachers

    1.5 Credit(s)
    This fieldwork seminar provides an introduction to critical issues and effective practices in secondary and specialist education and a forum for students in this cohort-based program to process what they are seeing in their field placements Includes weekly field experiences in their content area setting. 1.5 lecture hours per week .
    Prerequisites: EDC115. Admission to the combined undergraduate/graduate licensure program
 

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