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and modification, rechniques ol economic analysis arc used to understand
economic aspects of environmental problems and contribute toward their

solution

I ( ON 365 Economies of Tourism 3c-0l-3cr

Prerequisite: ECON 101, 121. or 122: or instructor permission
I gamines the importance of tourism and the travel industry. Examines
economic applications to tourism and each of the segments of the travel
industry including transportation, accommodations, food, and attractions
and entertainment from both a domestic and international perspective.

EC on ii,>> c ontemporan Economic Issues 3c-0l-3cr

Prerequisite: ECON 101 or 122

A rigorous but nontechnical analysis of a variety of economic problems and
a formulation and evaluation of possible corrective policies

ECON 371 Economies of Labor Legislation 3c-0I-3cr

Prerequisite: ECON 330 or instructor permission

Economic background and effects of governmental regulation ol labor
relations, emphasizing a detailed examination of National Labor Relations
Act as amended.

ECON 372 Economies of Wages and Employment 3c-0l-3cr

Prerequisite: ECON 330 or instructor permission
An analysis of wages and employment under various market structures.
\lso. analysis of the impact o\' labor market forces on wages, prices, and
distributive shares.

ECON 373 Economics of Human Resources 3c-0l-3cr

Prerequisite: ECON 101 or 122

An inquiry into economic demographics and related factors affecting
growth, structure, and distribution of an economy's labor force into
different occupations

I ( ON 383 Urban Regional Economics 3c-0l-3er

Prerequisites: ICON 121 and 122

Location theory, land use patterns, urban economic regional growth
change, and urban economic problems and policies.

ECON 421 Macroeconomic Analysis 3c-0l-3cr

Prerequisites: ICON 121. 122 or instructor permission
Emphasizes aggregate income levels and problems of unemployment,

inflation, and growth. C overs consumption and investment theories and
the role of fiscal and monetary policy.



M ON 351 Russian Economic Development
Prerequisite: ICON 101 or 121 or 122



3c-0l-3cr



K ON 422 Microeconomic Analysis

Prerequisites: ECON 121. 122. MATH 121 or equivalent



3c-0l-3cr



INDIANA INIYfcRSITY OF PENNSYLVANIA UNDERCiRAIM Ml CATALOG 2oo>-



Page 175



Consumer behavior, theory of the firm, thorn oi exchange, market
structures, distribution, genera] equilibrium theory, welfare economics.

ECON 456 Advanced Econometrics 3c-0l-3cr

Prerequisite: I c 'ON 356 or equivalent or instructor permission
Provides a more thorough understanding of the theory and practice of eco-
nometrics introduced in ECON 356 Students increase their proficiency in
econometric analysis and improve their research skills In extending their
research agendas begun m EC< >\ 356 and through exposure to the scholar-
ly literature. Students leant about a variet) of topics related to regression
analysis, including violations of the Classical assumptions, extensions of
the basic regression model, and advanced techniques.



ECON 480 Seminar

Prerequisite: Instructor permission

A seminar in selected economic issues or problems.



3c-01-3cr



var-l-3cr



ECON 481 Special Topics

Prerequisite: Instructor permission

Offered on an experimental or temporary basis to explore topics not

included in the established curriculum. A given topic may be offered under

any special topic identity no more than three times. Special topics

numbered 4S1 are primarily for upper-level undergraduate students.

ECON 482 Independent Study var-l-6cr

Prerequisite: Prior approval through advisor, faculty member.

department chairperson, dean, and Provost's Office

Students with interest in independent study of a topic not offered in the

curriculum may propose a plan of study in conjunction with a faculty

member. Approval is based on academic appropriateness and availability of

resources.

ECON 483 Honors Thesis var-l-6cr

Prerequisites: Admission to departmental honors program; prior
approval through ad\ isor. faculty member, department chairperson, dean,
and Provost's Office

An intensive, focused study involving independent research culminating in
a written thesis approved by a thesis director and two faculty readers/
committee members. May be taken more than once to a maximum of 6cr.

ECON 493 Internship in Economics var-2-12cr

Prerequisites: Economics major who has completed at least 12cr in
ECON and who has at least a 2.5 GPA in the major and in all coursework
Provides on-the-job experience in economics positions with private and
go\ emmental employers. The student is also required to complete related
academic work in the form of papers and selected readings. Number of
credits canted depends upon the nature of the job and amount of time
involved in internship. A maximum of 6cr earned in this course may be
counted toward the 30cr in economics requirement for ECON majors.

EDEX: Education of Exceptional Persons

Department of Special Education and Clinical Services

College of Education and Educational Technology

EDEX 103 Special Education Technology 3c-01-3er

Addresses the use of assistive technology in the classroom in areas of
communication, mobility, education, recreation, vocation, independence,
and therapy rehabilitation The emphasis is on developing awareness of the
diversity of assistive technology currently available lor individuals with
disabilities. Specific applications of assistive technology devices, which
improve and maintain the functioning capabilities of individuals with
disabilities, are presented. Students engage m independent learning activities
and receive information that enables them to gather information about
assistive technology devices, companies, and related services

EDEX 111 Introduction to Exceptional Persons 3c-0l-3er

Prerequisite: Department majors, dual maiois. minors, and official
incoming transfers only

Sun evs characteristics, needs, problems, and behaviot patterns ol indi-
viduals who have disabilities or who are gifted Students develop an under-
standing and knowledge of individuals with sensoiv. behavioral, physical.



cognitive, language, and learning disabilities Acquaints students with
history and legislative bases ol special education.

EDEX 112 Typical and Atypical Growth and Development 3c-0l-3cr

Prerequisites: EDEX 111. PSY( 101

Presents foundations of human growth from conception, including basic
embryogencsis. up to hut not including adolescence ( Considers the bii
cal. cultural, educational, and parenting influences that shape the child, as
well as selective examples of normal and deviant physical and intellectual
development.

EDEX 221 Methods of Teaching Mathematics to Persons
with Disabilities 3c-0l-3er

Prerequisites: MATH 151. EDEX III

Emphasizes recent developments in elementary curriculum and instruc-
tional techniques for developing concepts: implications of recent resource
developments and materials helpful to the prospective special education
teacher. Also emphasizes methods ol helping children learn mathematical
concepts through physical activity and ways to adapt regular classroom
materials to meet needs and abilities of slow and disabled learners

EDEX 222 Methods of leaching Reading to Persons
with Disabilities 3c-01-3cr

Prerequisite: Sophomore status or above

focuses on basic concepts of developmental reading instruction and
systematic coverage of methods of teaching reading from readiness stages
through eighth grade. Rev lew s research in the field, including current issues.
trends, practices, and services. Additionally, issues and practices related to
students who are English language learners arc examined. Throughout the
course, a variety of instructional approaches (e.g., cooperative learning,
simulations, role-playing, co-teaching, and whole-group instruction) arc-
used to facilitate the acquisition of new skills. Students also become familiar
with software useful for reading instruction.

EDEX 231 Methods of Teaching Content Area Subjects

to Persons with Disabilities 3c-01-3cr

Prerequisites: EDEX 111. 3.0 GPA

Presents methods for teaching science and social studies to the mentally

and/or physically handicapped. Scope and sequence of content, as well as

evaluative techniques for each content area, are studied Integration of

other content areas and skill areas is stressed. Also stresses teaching in both

resource room and less restrictive environments.

EDEX 300 Education of Students with Disabilities in

Inclusive Elementary Classrooms 2c-OI-2cr

Prerequisites: Early Childhood 1 ducation PreK-Grade 6 and Elementary

Education majors only: to be taken only during the semester of the
designated methods courses

Examines the issues associated with education ol students with diverse
learning needs, particularly those with disabilities or who are .it risk for
school failure. Emphasizes special education, particularly the legal rights ot
students with exceptionalities and their parents, and the responsibilities ol
educators in addressing those rights 1 \amincs the differentia] impact ol
student characteristics on elementary-level school performance and
instructional methods proven to be effective in educating students with
disabilities and learning style differences

EDEX 301 Education of Students with Disabilities in

Inclusive Secondary Settings 2c-OI-2cr

Prerequisite: Secondary Education majors and others who will be

certified to leach content from k-12

Recommendation: Strongly recommended that this course be taken in

the same semester as the designated methods course

I xamines the issues associated with education ol students with diverse

learning needs, particularly, those with disabilities oi who are at risk for

school failure I mphasi/es speu.il education, particularly the legal rights of

students with exceptionalities and their patents, and the responsibilities of

educators m addressing those rights I xamines the differential impact ol
student characteristics on secondary-level school performance and
instructional methods proven to he effective in educating students with
disabilities and learning style differenci



Page 176



INDIANA UNIVERSITY Ol PI WSYI \ AM A I\l)l R(.R MM Ml < VTALOG. 2 >-2010



I Dl \ >:i Methods ul leaching I BngUagC \ i Is l.i

Person! with Disabilities U m lei

Prerequisite*: EDEX III 222 SPI P 254 I OPA
\ review ol typical and atypical i haracterislics >>i learners with disabilities
in relationship to the I irts Examines issues related to the prepare

lion and execution ol hum-, ol instruction in language uts foi persons with
mental and oi physical disabilities .is well as issues and practices related i<>
students who arc I nglish language learners Stresses the use ol diagnostic
and prescriptive approaches to the integration ol language arts across the
curriculum with an emphasis on reading

I Dl \ <2* Instruction ol I ngllsh I anguage I earners
with Special Needs 2c-0l-2cr

Prerequisites: Admission to reachei Certification
Provides future teachers with the necessary methods to meel the needs of
I nglish 1 anguage I earners il I I i with special needs in the classroom
Based upon know ledge of the beha\ iors, beliefs, and attitudes of a multi-
cultural approach to learning, instructional methods, appropriate assess-
ment .mil language acquisition techniques, and use of varied resources are
included

I tit \ t-tii Introduction to Behavior Management In
Special Education 3c-01-3cr

Prerequisites: EDEX 111, 112, PSYC 101

An overview of systematic behavioral change techniques for use with stu-
dents in a variet) of special education settings, including integrated,
resource, self-contained, special school, and residential I mphasizes a case
analysis approach to creating and evaluating behavioral changes foi
students with mild to severe disabilities

EDEX 409 Instructional Strategies for (lifted Learners 3c-01-3cr
Prerequisite: I DSP 102

Participants explore issues of excellence and equity in gifted education,
examine the unique characteristics of gifted learners, become oriented to
the differentiation process, explore predispositions and behaviors ol
effective gifted teachers, and become acquainted with specific strategies lor
meeting the learning needs of gifted students.

I Dl \ 415 Preschool Kducation for Children with

Disabilities 3c-01-3cr

Prerequisites: Departmental permission. 3.0 GPA

Provides information on assessment, intervention strategies, curriculum.

and prescriptive planning for preschool children with disabilities. l : or
departmental majors who arc specifically interested in earl) childhood
education, as an elective lor other interested students in related fields, and
as a priority course for Earl) Childhood Education PreK-Grade 6 majors

EDEX 416 Kducation of Persons with Emotional or
Behavioral Disorders 3c-0l-3cr

Prerequisites: Successful completion of Step 1 of the 3-Step Process and
a dual major in Disability Sen ices Sociology oi a minor in EDEX

Focuses on major theoretical positions regarding etiolog) of emotional and
behavioral disorders, definition and identification of the population, and
educational approaches Reviews research in the field, including current
issues, trends, practices, and sen ices

M)l \ 41" Education of Persons with Mental Retardation

or Developmental Disabilities 3c-0l-3cr

Prerequisites: Successful completion of Step 1 of the 3-Step Process and
a dual major in Disability Sen ices Sociology or a minor in EDEX
Focuses on major theoretical positions regarding etiology of mental

retardation and developmental disabilities, including autism Discusses
definition, identification, and educational approaches Reviews research in
the field, including current issues, trends, practices, and services

EDEX 4IS Kducation of Persons with Physical or
Multiple Disabilities 3c-0l-3cr

Prerequisites: Successful completion of Step 1 of the 3-Step Process and
a dual major m Disability Services Sociology or a minor in EDI \
Focuses on major theoretical positions regarding etiology of a wide and
diverse range of physical multiple disabilities, the definition and identifica-



tion ot the population and educational approaches Reviews research in
the field, including current issue*, rrendi pi Iservi

I III \ 119 I dm .ill.. n i,l PerSODl with lli.uo Injuries or

I i .ii inng Disabilities ti III t ( i

Prerequisites: Successful completion ol step I ol the I Step Process and
a dual majoi iii Disability Services Sociology oi a minoi in I Dl 'вЦ†.
I ocuses mi majoi theoretical positions regarding etiology ol neurolo
and learning disabilities, definition and identification ol the population, and
cdik.iiion.il approaches Reviews research in the field, including current

issues, trends, practices and services

I 1)1 \ 425 Methods anil ( uriicullllll (Mild Model all

Disabilities) !c-0l-3cr

Prerequisites: EDEX 221, 222, 231, 321, MO, successful completion ,,t

Siep I ol the ) Step Process

vn in depth examination ol assessment methods, strategies, and curricula
Emphasizes assessment methods and strategies used in a variety of service
models that serve elementary- and secondary-level students with learning

disabilities, behavioral disorders, mild mental retardation, and high-function

autism

I 1)1 \ 435 Methods and Curriculum (Severe-Profound
Disabilities) V-tll-.Ur

Prerequisites: I III \ 221, 222, 231, 321, 340, successful completion ol
Step I of the 3-Step Process

I mphasizes methods designed to facilitate the development of an
integrated, functional, and community -based curriculum that prepares
students for participation in a wide variety of postschool environments

EDEX 440 Ethical and Professional Behavior lc-01-lcr

Prerequisites: Departmental permission, successful completion of Step I
of the 3-Step Process

Emphasizes ethical and professional behavioi for student teachers and
professional employees Possibilities for and methods of initialing and
profiting from postbaccalaureate Study arc indicated Student teachers are
required to complete and present a curriculum book regarding each student-
teaching experience.

EDEX 458 Transition for Youth with Disabilities 3c-0l-3cr

Develops competencies in the skills necessary to help students with

disabilities make a successful transition from school to adult life. Transition
service elements are. at a minimum, postsecondary education and training.
employment, and community living For Students with disabilities, success-
ful outcomes require self-determination and other personal-social charac-
teristics that must be identified and supported bv the transition team
throughout the entire transition planning process

EDEX 460 Family Perspectives on Disability 3c-OI-3cr

Prerequisite: PSYC 101

For any major who will work with families and youth with disabilities. Bv

understanding families as competent and resourceful systems, students
critically examine ways to collaborate effectively with family members
Focuses on legal and philosophical bases tor supporting families in making
important decisions affecting the education and care of their children.

I Dl \ 469 Kducation of Persons with Emotional Behav iural
Disorders, Learning Disabilities or Brain Injury 3c-OI-3cr

Prerequisites: Successful completion of Step I of the 3-Step Process and
a dual major m Disability Services Sociology or a minor in EDEX
Focuses on major theoretical positions regarding etiology of emotional
behavioral disorders, learning disabilities, and brain injury; definition and
identification of the populations, and educational approaches Reviews
research in the field, including current issues, trends, educational practices,
and services A varictv of instructional approaches leg., cooperative

learning, simulations, role-playing) arc used to facilitate acquisition of Den

knowledge and skills. Students are expected to develop presentations using
Internet resources and electronic format.



INDIANA I NIYl RSIIY Dl PI NNSYlx vNIA INDl RGRADl ATE CATALOG 2009



Page 177



EDEX 478 Education of Persons with Mental
Retardation/Developmental Disabilities and Physical/
Multiple Disabilities 3c-01-3cr

Prerequisite: Successful completion of Step 1 of the 3-Step Process and a
dual major in Disability Sen ices Sociolog) 01 a minor in EDEX
I ocuses on major theoretical positions regarding etiology of mental
retardation, developmental disabilities, a wide and diverse range of physical
multiple disabilities, and other health impairments. Discusses definitions,
population characteristics, and educational approaches. Reviews research in
the field, including current issues, trends, practices, and sen ices

EDEX 480 Seminar in Special Education var-l-3cr

Prerequisite: Departmental permission

The pursuit of know ledge regarding specific concerns of the exceptional
which are not ordinarily considered in such detail during regular classroom
instruction. Students are expected to submit a written proposal regarding
their desire for study at the time permission for enrollment is sought. With
permission, the course may be repeated for credit.

EDEX 481 Special Topics var-l-3cr

Prerequisite: As appropriate to course content
Offered on an experimental or temporary basis to explore topics not
included in the established curriculum. A given topic may be offered under
any special topic identity no more than three times. Special topics
numbered 481 are primarily for upper-level undergraduate students.

EDEX 493 Internship/Field Training var-12cr

Allows the intern to demonstrate competencies working in a public or pri-
vate agency providing educational rehabilitation services. This may inlude,
but not be limited to. writing and analyzing comprehensive evaluation
reports, counseling individuals with disabilities, understanding agency and or
service delivery responsibilities and limitations, referral and follow-up
processes, and use of various assessment approaches in evaluating an
individual's capacity to function independently in a broad range of
community settings.

EDHL: Education of Deaf and Hard-of-Hearing Persons
Department of Special Education and Clinical Services
College of Education and Educational Technology

EDHL 114 Introduction to Deaf and Hard-of-Hearing
Persons 3c-01-3cr

Deals with the different approaches used in teaching students who are deaf
or hard of hearing-manual language, oral language, and total communica-
tion. The historical background of each approach is presented with its
strengths and weaknesses. Criteria for the use of each approach are
established in consideration of degree of loss exhibited by the pupil, the age
of onset, and the social and psychological implications

EDHL 115 Introduction to American Sign Language lc-11-lcr

Development of manual dexterity and fluency using fingerspelling.
Acquisition of basic American Sign Language syntax, semantics, vocabulary,
and pragmatics. Practice in acquiring general information from a signed
message and conversing informally on commonly used topics

EDHL 215 Intermediate American Sign Language 2c-ll-2cr

Prerequisites: EDHL 115, 3.0 GPA required for EDHL majors. 2.8 GPA
for EDHL minors

Emphasizes vocabulary expansion, comprehension of signed information.
and development of fluency in conveying a message in American Sign
Language. Focuses on idiom-like expressions, numhei systems, rules,
grammar, and conversational language. Total immersion approach is used.

EDHL 281 Special Topics var-l-3cr

Prerequisite: As appropriate to course content
() lie red on an experimental or temporary basis to explore topics not
included in the established curriculum. A given topic m.ix be offered under
any special topic identity no more than three times Special topics
numbered 281 are offered primarily fbi lower-level undergraduate students

EDHL 307 Speech for Deaf and Hard-of-Hearing Persons 3c-0l-3cr
Prerequisites: EDHL 114. 3.0 GPA



Techniques for developing, diagnosing, analyzing, and correcting the
speech and voice problems oi persons who .ire deal 01 hard ol hearing.

Includes lecture, demonstration, and special projects

EDHL 308 Language for Deaf and Hard-of-Hearing and

English Language Learners 3c-0l-3cr

Prerequisites: 1 DHL 114. Admission to Step I of the ! Step Process

Rev icws normal language development birth through twelve years and
compares it to the language development of children with various types
and degrees of hearing loss. Emphasizes specific strategies focused on the
assessment and development of English language skills in English Language
Learners (ELL) and Deaf and Hard-of-Hearing children (D/HH).

EDHL 314 Deaf Culture 3c-0l-3cr

A survey of sociocultural factors that define deaf persons as members of a
cultural minority Includes an examination of deaf history, a review ol
contributions of deaf persons to American society, and hearing attitudes
toward sign language and deaf culture.

EDHL 317 Sign Language in Educational Settings 2c-ll-2cr

Prerequisites: EDHL 115. 215

Focuses on the use of sign language in the schools. Includes the adaptation
of American Sign Language to Manually Coded English and basic principles
of interpreting in an educational setting for future teachers of deaf and
hard-of-heanng students. Extensive practice is required.

EDHL 329 Teaching Collaborative Practicum I lc-11-lcr

Prerequisites: EDHL 114. 115. 215. 308. 360. 361: EDUC 242.
Admission to Step 1 of the 3-Step Process

Prov ides the opportunity to work in either a one-to-one or small group
instructional setting with K-12 students who are deaf or hard-of-hearing.
Emphasizes lesson planning, academic instruction, curriculum-based
assessment, progress monitoring, collaboration, professional report writing,
and reflection.

EDHL 330 leaching Collaborative Practicum II 2c-ll-2cr

Prerequisites: EDHL 1 14. 115. 215. 308. 360. 361; EDUC 242:
Admission to Step 1 of the 3-Step Process

Prov ides the opportunity to work with either a one-to-one or small group
instructional setting with K-12 students who are deaf or hard of hearing
Lesson planning, academic instruction, response to instruction, curriculum-
based assessment, progress monitoring, collaboration, peer monitoring,
professional report writing, and reflection are emphasized.

EDHL 360 General Methodology for Education of
Deaf and Hard-of-llcaring Persons I 3c-(ll-3cr

Prerequisites: EDHL 114. lis. Admission to Step 1 of the 'Step
Process

Provides systematic coverage of the basic procedures for maintaining legal
educational mandates 1 11)1 \ i and teaching curriculum subjects. Included are



Online LibraryIndiana University of PennsylvaniaUndergraduate catalog (Volume 2009/2010) → online text (page 48 of 76)