A+B. Intro_SJ.1 - University of Maryland University College
A+B. Intro_SJ.1 - University of Maryland University College
A+B. Intro_SJ.1 - University of Maryland University College
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MSWE 697 Independent Research (3)<br />
This course is based on a proposal submitted by the student to<br />
perform research in, or other study <strong>of</strong>, a systems and s<strong>of</strong>tware<br />
engineering topic. The student reports the results <strong>of</strong> the effort<br />
in written and oral form. The research is conducted under the<br />
guidance <strong>of</strong> an advisor.<br />
MSWE 698 Advanced Topics in Systems and S<strong>of</strong>tware<br />
Engineering (3)<br />
Prerequisite: MSWE 601 or CSMN 601. This course, <strong>of</strong>fered to<br />
cohort groups online or on-site at corporate locations, covers<br />
topics in systems and s<strong>of</strong>tware engineering selected by the university<br />
and the corporate sponsor.<br />
MSWE 699 Advanced Topics in S<strong>of</strong>tware Engineering (3)<br />
Prerequisites: MSWE 601 and permission <strong>of</strong> faculty member.<br />
This course covers advanced topics selected by the faculty from<br />
the literature <strong>of</strong> s<strong>of</strong>tware engineering to suit the interest and<br />
background <strong>of</strong> students. It may be repeated up to a maximum<br />
<strong>of</strong> 6 credits.<br />
OBOD 685 Futures and Change Management (3)<br />
This interactive seminar discusses how to affect organizational<br />
change in light <strong>of</strong> major trends. Class members will learn how<br />
to employ tools designed by futurists in order to assess the<br />
potential impact <strong>of</strong> trends on their organizations and develop a<br />
plan <strong>of</strong> action. Focusing on an industry or organization <strong>of</strong> his or<br />
her choice, each student will conduct in-depth research on the<br />
trends affecting that organization or industry.<br />
OMAT 601 The Contemporary School (3)<br />
Issues and ideas related to contemporary secondary schools a n d<br />
t o d a y’s adolescents are explored. Administration, structural factors,<br />
composition <strong>of</strong> the student body, methods <strong>of</strong> instruction,<br />
curriculum, security, legal factors, and issues related to the physical<br />
plant are discussed. Other topics addressed include diversity,<br />
special education, quality pressures and initiatives, school violence,<br />
substance abuse, poverty, racism, the digital divide and<br />
technology fluency, and literacy and language issues. Teacher<br />
candidates are challenged to think critically about their role in<br />
the classroom and experiences with students.<br />
OMAT 602 Adolescent Development (3)<br />
Key concepts and theories related to human growth and development<br />
are examined. Particular emphasis is placed on adolescent<br />
development, including unique situations and challenges<br />
facing students and teachers in modern society. Legal, moral,<br />
and ethical issues and concerns related to teacher-student and<br />
peer interactions are explored. Characteristics that influence<br />
development and learning are analyzed through an ecological<br />
perspective. Various approaches, tools, and techniques are examined<br />
for their usefulness and value in helping to reach and<br />
engage adolescent learners.<br />
OMAT 603 Curriculum, Instruction, and Assessment (6)<br />
Prerequisite: OMAT 601. Theory and practice in curriculum<br />
design, instructional methods, and assessment for secondary<br />
education are examined. Classical and contemporary teaching<br />
theories are explored in depth for their applicability in the modern<br />
secondary classroom. Emphasis is placed on a broad spectrum<br />
<strong>of</strong> teaching techniques, development <strong>of</strong> reflective teaching<br />
practices, adaptation <strong>of</strong> learning activities to meet special needs,<br />
principles <strong>of</strong> effective classroom management, and modeling<br />
behavior. Teacher candidates spend approximately five weeks in<br />
a pr<strong>of</strong>essional development school participating in guided observations<br />
and other school-based experiences. These practicum<br />
experiences are timed so they coincide with critical incidents in<br />
a typical school year.<br />
OMAT 604 Subject Area Methods (3)<br />
Prerequisite: OMAT 603. A variety <strong>of</strong> teaching methods such as<br />
cooperative learning, reflective teaching, inductive reasoning,<br />
and active learning are examined. Discipline-specific methods<br />
for teaching and learning are evaluated for their effectiveness.<br />
Best practices and innovative techniques in individual subject<br />
areas are emphasized. Teachers access and evaluate a wide range<br />
<strong>of</strong> curricular resources critical to their disciplines. Course projects<br />
are structured for practical application in the internship<br />
experience.<br />
OMAT 605 The Diverse Learner (3)<br />
The concept <strong>of</strong> the “diverse learner” is defined, and vario u s<br />
g roups that are encompassed by this term are explored. Unique<br />
characteristics, educational support, and learning accommodations<br />
associated with diverse student needs are examined. Re l a t e d<br />
demographic, social, and economic trends are woven thro u g h o u t<br />
the course. Teachers develop and utilize strategies to integrate<br />
special needs students both academically and socially. A work i n g<br />
understanding <strong>of</strong> the role and impact <strong>of</strong> special education legislation,<br />
including IDEA 97 and Section 504, is developed.<br />
| 138 | 2003–2004 Graduate Catalog