A+B. Intro_SJ.1 - University of Maryland University College

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