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This course examines the evolution of federal civil aviation regulations in the United States. Students will examine the past and present problems prompting regulation of the industry, the resultant safety, legislation, airport development, funding legislation and international aviation legislation. Students will study Title 14 of the Code of Federal Regulations (14 CFR), previously called the Federal Aviation Regulations (FAR); the application of 14 CFR Parts 1, 61, 91, 141, NTSB Part 830 and various other 14 CFR Parts. A discussion of the history of aviation regulations, the rulemaking process, letters of interpretation and enforcement will be included. Offered through Lancaster
AVIA 380 Advanced Air Mobility (3 SH)
This course provides a survey of advanced air mobility (AAM), the next paradigm in the transportation of persons and cargo. AAM utilizes a transformative set of technologies and systems, primarily involving unmanned aircraft systems (UAS). Although this course is intended for students who are preparing to be professional aviators in manned aircraft, a looming challenge is the integration of UAS with manned aircraft in the national airspace system (NAS). The course prepares students to assume positions of management and leadership in this process. Students will choose a particular UAS application, about which they will research the current state of technology and deployment––as well as future deployment, as enabled by technological and regulatory advances. Offered through Lancaster
AVIA 390 Aviation Maintenance Management (3 SH)
This course provides a survey of topics pertaining to pilot responsibilities regarding aircraft maintenance. It addresses these responsibilities and processes in three levels of the increasingly complex flight operations in which EMU aviation graduates will engage in the progression of their careers. It also prepares students for future responsibilities as managers and leaders in aviation enterprises in which aircraft maintenance will become part of their responsibilities. Students will perform a case study of an aircraft accident in which maintenance was a causal factor. Offered through Lancaster
AVIA 400 Commercial Aviation Advanced Subjects (3 SH)
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A hands-on overview of several major biochemistry and molecular biology laboratory techniques, including protein and nucleic acid purification, expression, and characterization; enzyme kinetics; gene amplification, cloning, and manipulation; and protein and gene bioinformatics. Each student will undertake a short research project. Prerequisites: an annual safety training outside of class, BIOL 240, and CHEM 315. (Spring 2026)
BIOCH 376 Foundational Biochemistry (3 SH)
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An introduction to the biology and the medical impact and of viruses, bacteria, algae, fungi and protozoa, with laboratory emphasis on bacteria. PrerequisitePrerequisites: an annual safety training outside of class and BIOCH 152 or BIOL 173.
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Experiential community learning in areas related to future vocation is coordinated with classroom instruction and reflection. Assigned shadowing or interactive experiences require 25-30 hours/semester outside of class. Typical experiences may involve hospitals, biomedical organizations, clinics, health departments, or life science education. PrerequisitePrerequisites: satisfactory completion of at least two biology courses and instructor permission.
Core: CE
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A foundation course in basic ecology and evolutionary biology with an emphasis on adaptations of animal and plants to their environment. The role of natural and sexual selection, species interactions, population dynamics, and landscape and community processes are investigated through a variety of projects, simulations, experiments, and field trips to representative ecosystems. Required for students continuing in the biology major, building on the experimental and investigative skills introduced in BIOL 173. PrerequisitePrerequisites: a grade of at least "C" in BIOL 173 or instructor permission and an annual safety training outside of class.
Core: WI
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A comprehensive study of the field of microbiology, emphasizing the principles of medical microbiology and human symbioses. Included in the discussion will be additional focus on disease, treatment, emerging infectious diseases, biotechnology and global public health. Topics will be discussed using lectures, short lab periods, case studies and problem-based learning. Prerequisites: BIOL 240 and an annual safety training outside of class. (Spring 2025Fall 2026)
BIOL 337 Immunology (3 SH)
An examination of the molecular and cellular mechanisms that mediate recognition and response in the human immune system. Topics include innate immunity, antibody function, antigen presentation, gene rearrangements, T and B cell development and activation, and mechanisms of tolerance. Additional topics include immune reactions in allergies, HIV, and cancer. Prerequisite: BIOL 240. (Spring 20262025)
BIOL 358 Natural History of the Shenandoah Valley (4 SH)
This course focuses on identification and understanding of the flora, fauna, and geology of the Shenandoah Valley. Students investigate general principles of natural history while simultaneously developing a sense of "place" in the local region. Laboratories rely heavily on field trips. PrerequisitePrerequisites: an annual safety training outside of class and BIOL 173 or permission of instructor. (Fall 2025Spring 2026)
BIOL 364 Entomology: Vector Biology and Control (3 SH)
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This course focuses on an anatomical comprehensive study of body systems using human cadaver materials. Histological studies are correlated with the above anatomical studies. Laboratory work includes the hands-on whole-organ level of dissection, osteology, and microscopy. Since human anatomy is intimately tied to its physiology, this course will briefly introduce concepts relating to the body's normal and pathophysiological physiology. PrerequisitePrerequisites: an annual safety training outside class and BIOL 215 or instructor permission. (BMC 612)
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Investigative study of selected body systems including neuro-muscular, cardiovascular, respiratory, renal and endocrine physiology. Extensive laboratory work emphasizes quantification and experimentation while using live materials and physiologic instrumentation. PrerequisitePrerequisites: an annual safety training outside of class and BIOL 112 or BIOL 173. (BMC 562)
BIOL 451 Neuropsychology (3 SH)
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Explores the relationship between science, faith, and the major frameworks of philosophical ethics. Issues such as the evolutionary basis for morality, human nature, environmental ethics, clinical ethics, and bioethics are examined. A "worldview" reflective paper is required. Restricted to students majoring in the biology, chemistry, and biochemistry programs or by instructor permission.
Core: WI
BIOL 499 Independent Study (3 SH)
BISTL 380 Biblical Perspectives (3 SH)
This course reflects the commitment of Eastern Mennonite University as a Christian, liberal arts university, to nurture an appreciation for the rich resources of the scriptures for creative personal faith and human life in the modern world. It is designed to foster knowledge and understanding of the literature and history of the Bible and the integration of faith, learning, and living. Offered through Lancaster.
BUAD 101 Business at EMU (3 SH)
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Strategic Leadership in Organizations is a capstone course, intended to draw upon content learned in previous courses, such as management, accounting and finance, and marketing. It is primarily a course in business values and strategy and is designed to teach analytical thinking while understanding concepts of business strategy and competition. Important themes include effective and ethical leadership, sustainable business strategy and the role of organizational values. PrerequisitePrerequisites: Senior standing and program admission.
Core: CE
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Work experience designed to integrate practice and theory, to give business administration majors insight into current policies, procedure, and problems in all types of organizations. Frequent consultation with and written reports to the faculty advisor guide the student's experience. Travel and personal expenses are the student's responsibility. Can be taken during the summer. Grading is on a Pass/Fail basis. This is highly recommended for business administration majors. PrerequisitePrerequisites: Admission to the program, junior or senior standing, and a program GPA of at least 2.7. The internship coordinator must approve the internship before it commences.
Core: CE
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Work experience designed to integrate practice and theory, to give business analytics majors insight into current policies, procedure, and problems in all types of organizations. Frequent consultation with–and
written reports to–the faculty advisor guide the student’s experience. Travel and personal expenses are the student's responsibility. Can be taken during the summer. Grading is on a Pass/Fail basis. This is highly recommended for business analytics majors. PrerequisitePrerequisites: Admission to the program, junior or senior standing, and a program GPA of at least 2.7. The internship coordinator must approve the internship before it commences.
Core: CE
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This course addresses basic concepts of chemistry and physics in the context of social, environmental, and political issues. This course will cover topics such as atomic structure and bonding, the physics of energy, chemical reactions in air and water, and the nature of scientific inquiry. Two lectures and one laboratory per week. PrerequisitePrerequisites: high school algebra or equivalent and an annual safety training outside of class.
Core: NS
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A study of water, solutions, atomic and molecular structure, chemical bonding, chemical reactions thermochemistry, and gases. Laboratory work involves quantitative, computational, and spectroscopic analyses of chemical systems that are relevant to the 'real world'. Three lectures and one laboratory period or field-trip per week. Prerequisites: MATH 114 College Algebra or high school precalculus class (with grades grade of B or higher) and an annual safety training outside of class and high school chemistry or equivalent.
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A careful study of chemical reactions with respect to enthalpy, entropy, equilibrium, kinetics, and electrochemistry. Laboratory work involves the student-directed development of a technique for the quantitative and spectroscopic analyses of an environmentally important substance. Three lectures and one laboratory period or field-trip per week. PrerequisitePrerequisites: CHEM 223 (with grade of C- or higher) and an annual safety training outside of class.
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An introduction to concepts in atmospheric, aquatic, and terrestrial chemistry, pollution, and energy production and consumption. Laboratory work includes common field sampling and analytical techniques, and statistical analysis of chemical data. Students are expected to design, conduct, and report on experimentation to confirm measurements of environmental analytes using multiple strategies. Three lectures and one laboratory period or field-trip per week. PrerequisitePrerequisites: CHEM 223 and an annual safety training outside of class. (Spring 2026)
Core: CE
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Organic chemistry is the study of the relationship between the three-dimensional structure and the reactivity of carbon compounds. The chemical and physical properties of organic compounds will be linked to an understanding of orbital theory, electronegativity, strain, and sterics. Reactions of simple organic compounds will be described in terms of electron movement (mechanisms) and kinetic vs. thermodynamic parameters. The laboratory will emphasize development of purification, isolation, and identification techniques, particularly chromatography, infrared spectroscopy, mass spectroscopy, and nuclear magnetic spectroscopy. Three lectures and one four-hour laboratory per week. PrerequisitePrerequisites: a grade of at least "C" in CHEM 224 and an annual safety training outside of class.
Core: NS
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This class builds on the reactions and mechanisms described in CHEM 315 so that 'new' mechanisms can be deduced based on the key principles of conformational preference, sterics, polarity and bond strength. Aromatic compounds as well as oxygen and nitrogen containing compounds are studied so that the chemistry of biomolecules can be introduced. Structure determination of increasingly complex compounds by instrumental techniques, such as GC-MS, NMR, and IR, will also be emphasized. The laboratory will involve multi- step transformations, purifications, and advanced structure determination using primarily instrumental techniques. Three lectures and one four-hour laboratory per week. PrerequisitePrerequisites: CHEM 315 and an annual safety training outside of class.
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An overview of the various aspects of analytical chemistry such as sampling, statistical analysis of data sets, quantitative and qualitative analysis, spectroscopy and chromatography, and trouble-shooting/ instrument design and maintenance. Emphasis will be given to Gravimetric and Titrimetric analysis, Ultraviolet and visible spectroscopy, Advanced GCMS and ion-selective electrodes. One lecture, four hours of laboratory. PrerequisitePrerequisites: a grade of at least "C" in CHEM 224 and an annual safety training outside of class. (Spring 2025)
Core: TI
CHEM 340 Analytical Chemistry II (3 SH)
An overview of the various aspects of analytical chemistry such as sampling, statistical analysis of data sets, quantitative and qualitative analysis, spectroscopy and chromatography, and trouble-shooting/ instrument design and maintenance. Emphasis will be given to atomic spectroscopy, NMR spectroscopy including multi-dimensional analysis and nuclei beyond C and H, HPLC. One lecture, four hours of laboratory. PrerequisitePrerequisites: a grade of at least "C" in CHEM 224 and an annual safety training outside of class. (Spring 2026)
Core: TI
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This course will address the topic of music in congregational life from the perspective of both the pastor and the musician. Students Students will study basic historical trends and theological concepts that contribute to the current horizons of music in church life. Additionally Additionally, students will learn the foundational musical concepts needed for success in their vocational area. Strong Strong emphasis will be placed on the scope and use of various worship and music resources. To To allow for deeper engagement at both the graduate and undergraduate levels, seminary and music department students will be paired in a culminating project for the course. (SMCL 640)
Core: CA
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Focusing on experiential learning, this class introduces music from the insider's perspective in order for students to explore creative processes involved in music making. Class content is organized topically, including notation systems, ensembles, composition, improvisation, music philosophies, film music, and music and worship from both Western and non-Western perspectives. Students will develop informed listening skills and cultivate an appreciation for the many contexts of music in our daily lives. Familiarity with music notation is not required. This course is offered online through Lancaster; it is available to traditional students as well. (Offered through EMU Harrisonburg as a 2 SH course, CMUS 116.)
Core: CA
CMUS 116 Appreciating Music Making (2 SH)
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In just fifteen years, the Marvel Cinematic Universe has grown to encompass thirty-one films and eight television series, with original scores and soundtracks by over twenty composers. This course will introduce students to the world of film music through the lens of the MCU. Topics covered will include film music history, leitmotifs and character themes, motivic development, orchestration and instrumentation, symphonic world-building, and the compositional process for film music. Discussion of Marvel Comics – their history and social themes – will also be considered. No prior knowledge of music or film history is necessary. (HONRS 311)
Core: CA
CMUS 204 Topics in Music-Introduction to Music Technology (2 SH)
The Music Technology course will allow students to discover and explore introductory concepts used in music sequencing, notation, and recording. This course will provide a detailed explanation of computer music production. Students will develop skills in loop and MIDI production, sampling, digital audio generation, audio recording, editing, and mixing through class instruction and hands-on learning with Ableton Live and Audacity softwaredigital audio workstations. No prior experience in music is necessary. Offered in alternate years
Core: CA & TI
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The landscape of music has changed. Being a good performer, composer, and music teacher are only a portion of the skills needed to build a successful music career in the 21st century. In this course students will learn the practical skills and knowledge necessary outside of the music studio to maximize their ability to build a career and life in music. Topics covered will include marketing your music, booking concerts, producing and distributing music, writing arts grants, and learning to engage the community. Offered alternating in alternate years . (Spring 2026)
CMUS 411 Conducting I (4 SH)
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Capstone course for the music major. Semester will culminate with a public performance of selected works for voices and instruments in which each student will perform in an ensemble setting. This course will include continued development of conducting techniques, completion of a choral arrangement, score analysis, historical analysisanalys.is, program note writing strategies, and development of collaborative skills. Prerequisite: CMUS 411. Offered in alternate years. Prerequisite: CMUS 411.
CMUS 440 Seminar (1-3 SH)
Offerings dependent on faculty and student interest. Requires instructor's permission; may be repeated. CMUS 490 Internship (1-2 SH) Internships are provided through churches and community organizations. Students gain various experiences in a wide range of music related fields according to their areas of interest.
CMUS 490 Music Internship (1-3 SH)
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This course will integrate the science and communication of environmental sustainability. Students will explain the significance of environmental sustainability and the interconnectedness between the natural world and human thriving by demonstrating effective communication skills to a specific audience for a specific purpose. Students Students will understand how science works, review how it is interpreted in popular science and advocacy, and in turn create their own visual and written media and oral communication about sustainability. The course will be capped at 24. (Spring 20242025)
Core: Communication Foundations
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The course will provide an overview about information management and how it applies to the sporting industry. As students develop websites, write sports stories and use multimedia to cover sports, including photography, videography and broadcasting, they will learn about careers in sports information, how an organization communicates with the media and its constituents, and how communication in sport has evolved and continues to evolve. Prerequisite: WRIT 135 or equivalent. WRIT 140. (Spring 2025)
Core: Communication Foundations
CORE
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103 Big Questions, Deep Connections (3 SH)
In this course, students will meet in small groups with their first-year advisers to develop skills to enable a successful transition to EMU and begin to develop Students will investigate the central ideas of various academic disciplines and the role of higher education. Students with guidance from faculty and staff will evaluate and reflect upon their goals for education, career, and life. Students will identify and develop the adaptive skills to successfully navigate their academic, co-curricular, intercultural and career plans. Assignments, activities, and gatherings will introduce the four Core portfolio themes of Students will explore the themes of an EMU education: Faith and Ethics, Intercultural Understanding, Power and Equity, and Sustainability. Students will develop resumes, set up their EMU portfolios, and earn EMU experience points towards their first EMU Engage credit as they attend orientation activities and events of their choice for classEnvironmental Sustainability.
CORE 202 Living Well (2 SH)
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In this course, to be taken in their final semester on campus, students will connect with a group of seniors from across the university and a member of the staff, administration, or faculty as they curate the materials in their portfolio and craft narratives about their time at EMU. Students will update resumes, create outward-facing versions of their portfolios, and consider how they would respond to interview questions related to EMU Core outcomes with examples from their time at EMU. This course may also provide a space for students to explore content related to stewardship, leadership, and basics of survival after college. Curriculum to be developed in collaboration with Career Services and in consultation with the Writing Program Director.
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This course continues the topics covered in CS 345 with data structures such as trees and other graphs. An introduction to basic algorithm analysis and design techniques, including divide-and-conquer and greedy algorithms. PrerequisitePrerequisites: CS 345 and MATH 170. (Spring 2025)
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An overview of the management and maintenance of organizational computing infrastructure including hardware, operating system, network, database and application software. Topics include installation, configuration, routine maintenance tasks, client/server application management, automation, and user support. PrerequisitePrerequisites: CE 165 and CS 265. (Spring 2026)
Core: WI
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A more in-depth look at algorithms including dynamic programming, network flow, and an exploration of NP completeness. PrerequisitesPrerequisite: CS 355. (Spring 2025)
Core: CI
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An exploratory course designed to provide the student a means for self-assessment as a potential teacher. Learning activities include active engagement, participation in school settings, and pedagogies centered on an ethic of care, restorative justice in education, constructivism, reflective practice, and expanding literacies for the 21st century. (A 20-hour practicum is included. ) ( 1 SH content; 1SH 1 SH practicum)
Core: CE
ED 221 Professional Field Experience (Early Childhood) (2 SH)
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ED 301 Creating Inclusive Classrooms (3 SH)
Addresses the design of classroom and instructional practices that attend to the needs of all learners: focuses on justice and equity in educational spaces.
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teaching of students with diverse and special needs, including disabilities. Concepts of gender, sexuality, ethnic, racial, linguistic, economic, and religious diversity will also be explored in relation to methods for differentiating instruction. Inclusive settings, family-school communication, and an integrated services approach are examined. In addition to learning about differentiation, and ways to differentiate in order to meet the needs of all learners, much of this course will be about developing a disposition that motivates that type of differentiation.
ED 331, 332, 333 Curriculum Block
Curriculum Block is comprised of ED 331, 332, 333 (4 SH content; 2 SH practicum) which provide foundations of curriculum development and implementation. Coursework is integrated with a 60-hour practicum experience in K-6 classrooms with a focus on local, state, and national curriculum standards. Introduces methods of teaching mathematics in grades K-6 with significant attention to planning, instruction and assessment activities which are responsive to the needs of diverse learners. National Council of Teachers of Mathematics (NCTM) standards and Virginia Standards of Learning (SOLs) provide the content framework. Participants
ED 331 Math in the Elementary School (2 SH)
This course introduces methods of teaching mathematics in grades K-6 with emphasis on planning, instruction, and assessment activities which are responsive to the needs of all students. Teacher candidates will be involved in exploration, development, and practical applications of inquiry, discovery, directed teaching, use of manipulatives, and other activities designed to prepare them for teaching mathematics in elementary schools. Prerequisites. The National Council of Teachers of Mathematics (NCTM) standards and Virginia Standards of Learning (SOLs) provide the content framework. Prerequisites: ED 235, ED 245 and a cumulative GPA of 2.5.
ED 332 Science in the Elementary School (2 SH)
Curriculum Block is comprised of ED 331, 332, 333 (4 SH content; 2 SH practicum) which provide foundations of curriculum development and implementation. Coursework is integrated with a 60-hour practicum experience in K-6 classrooms with a focus on local, state, and national curriculum standards. Active sciencing and teacher resourcefulness are emphasized in planning relevant, meaningful experiences for diverse learnersThis course introduces methods of teaching science in grades K-6 which emphasize planning, instruction, and assessment activities that point to an inquiry-based approach. National Science Teachers Association (NSTA) standards themes and Virginia Standards of Learning (SOLs) provide the content framework. Emphasis is given to the importance of preparing children's learning environments so that science concepts can be taught through inquiry and active participation. PrerequisitesTeacher candidates will be involved in exploration, development, and practical applications of inquiry, discovery, directed teaching, and use of hands-on/minds-on activities designed to prepare them for teaching science in elementary schools. Prerequisites: ED 235, ED 245 and a cumulative GPA of 2.5.
ED 333 Social Studies in the Elementary School (2 SH)
Curriculum Block is comprised of ED 331, 332, 333 (4 SH content; 2 SH practicum) which provide foundations of curriculum development and implementation. Coursework is integrated with a 60-hour practicum experience in K-6 classrooms with a focus on local, state, and national curriculum standards. Introduces methods of teaching social studies in the elementary school. National Council for the Social Studies (NCSS) standards and Virginia Standards of This course introduces methods of teaching social studies in the elementary school. National Council for the Social Studies (NCSS) themes and Virginia Standards of Learning (SOLs) provide the content framework. Multicultural education is stressed and students Candidates design a culturally responsive curriculum unit incorporating social studies facts, concepts, and generalizations. Prerequisites. Candidates map social studies curriculum, develop units, and create lesson plans. Candidates additionally present lessons to the class and during a 60-hour field experience. Candidates explore why and how to teach social studies that leads to citizens who care deeply and act decisively. Prerequisites: ED 235, ED 245 and a cumulative GPA of 2.5.
ED 341
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, 342, 343 Literacy Block
Literacy Block is comprised of ED 341, 342, 343 (5 SH content; 2 SH practicum) which is designed for students who plan to teach in PreK-6. The 7-hour block of courses with a 60-hour practicum explores the development of spoken and written language and traces the development of literacy from birth through pre-adolescence. Understanding the social and cultural contexts for language learning both at home and at school and knowing the cognitive and psychological factors that exist at various stages of development form the basis for planning the curriculum at school. Practica provides opportunities to integrate and apply course content in a classroom setting.
ED 341 Language Arts (2 SH)
This course examines appropriate strategies to assist diverse readers in constructing meaning from text and ways to use technology to improve literacy skills. Strategies are developed for organizing and using space, time and materials to promote the development of a literate
environment. Includes a 20-hour practicum in an elementary classroom. Prerequisite: Admission to teacher educationTeacher Education.
ED 342 Literacy Assessment and Instruction (3 SH)
Literacy Block is comprised of ED 341, 342, 343 (5 SH content; 2 SH practicum) which is designed for students who plan to teach in PreK-6. The 7-hour block of courses with a 60-hour practicum explores the development of spoken and written language and traces the development of reading from birth through pre-adolescence. Understanding the social and cultural contexts for language learning both at home and at school and knowing the cognitive and psychological factors that exist at various stages of development form the basis for planning the curriculum at school. Practica provides opportunities to integrate and apply course content in a classroom setting.
This course explores the research- and evidence-based elements of phonological awareness, phonemic awareness, phonics, fluency, orthography and vocabulary development, comprehension, and writing in literacy instruction. Students utilize various assessment tools to assess literacy development and to design appropriate literacy instruction for diverse learners. Students assess one child’s literacy development to plan and implement appropriate tutoring instruction, including communication with caregivers. Includes This course explores the research- and evidence-based elements of the science of reading. This includes phonological awareness, phonemic awareness, phonics, fluency, orthography and vocabulary development, comprehension, and writing in literacy instruction. Students utilize various assessment tools to assess literacy development and to design appropriate literacy instruction for diverse learners. Students assess one child’s literacy development to plan and implement appropriate instruction, including communication with caregivers. Includes a 20-hour practicum in an elementary tutoring setting. Prerequisite: Admission to Teacher Education.
Core: CE
ED 343 Content Area Reading and Writing (2 SH)
This course focuses on processes of reading and writing with the Virginia English Standards of
Learning as the framework for instruction. Strategies involving reading and writing across all
content areas are demonstrated, explored, and practiced to meet diverse learner needs. Vocabulary development, writing skills and assessment strategies for socially just teaching are
emphasized. Includes a 20-hour practicum in an elementary tutoring settingclassroom. Prerequisite: Admission to teacher educationTeacher Education. Core: CE
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ED 351 General Curriculum and Methods for Middle and Secondary Teaching (1 SH)
Literacy Block is comprised of ED 341, 342, 343 (5 SH content; 2 SH practicum) which is This course is designed for students who plan preparing to teach in PreK-6. The 7-hour block of courses with a 60-hour practicum explores the development of spoken and written language and traces the development of reading from birth through pre-adolescence. Understanding the social and cultural contexts for language learning both at home and at school and knowing the cognitive and psychological factors that exist at various stages of development form the basis for planning the curriculum at school. Practica provides opportunities to integrate and apply course content in a classroom setting.
This course focuses on processes of reading and writing with the Virginia English Standards of
Learning as the framework for instruction. Strategies involving reading and writing across all
content areas are demonstrated, explored, and practiced to meet diverse learner needs. Vocabulary development, writing skills and assessment strategies for socially just teaching are
emphasized. Includes a 20-hour practicum in an elementary classroom. Prerequisite: Admission to teacher education.
ED 351 General Curriculum and Methods for Middle and Secondary Teaching (1 SH)
Middle and Secondary Curriculum Block is comprised of ED 351, 361, 385. Focuses on general curriculum and instructional methods, pedagogy, and procedures related to teaching in the 6-12 grade levelsthe middle and/or secondary school (grades 6-12) setting, and builds upon skill development and experiences from previously completed education and special methods courses. Students within this course explore lesson design, individualized and collaborative learning methods, the use of a variety of teaching and assessment strategies, classroom organization and motivation, and instructional strategies to meet the needs of a diverse student population. Prerequisites: ED 245 and admission to teacher educationTeacher Education.
ED 361 Secondary Methods Professional Field Experience (1 SH)
Middle and Secondary Curriculum Block The professional block for Secondary Education is comprised of ED 351, 361, and 385. A 60-hour professional field experience in an area high school. Consists of assignments arranged to provide for breadth of experience within the scope of the candidate's content area. Grading is on a pass/fail basisthree courses: ED 351 General Curriculum & Methods for Middle and Secondary Teaching, ED 361 Secondary Methods Professional Field Experience (a practicum within a classroom), and ED 385 Content Area Methods for Middle and Secondary Teaching. The instructional team of ED 361 consists of the PFE instructor, the ED 385 EMU professor(s) with 6-12 content area expertise, and the classroom practicum teacher. The PFE instructor will work with you, your classroom practicum teacher, and the ED 385 professor(s) to ensure that your field experience is a positive one. Prerequisites: ED 245 and admission to teacher educationTeacher Education. CorequisiteCorequisites: ED 351, ED 385.
ED 385 Content Area Methods for Middle and Secondary Teaching (2 SH)
Middle and Secondary Curriculum Block is comprised of ED 351, 361, and 385. Focuses on curriculum and instructional methods for middle/secondary endorsements specific to the content areas of This course focuses on curriculum and instruction of discipline-specific methodology relevant to the candidate’s licensure area in middle and high schools: 6-12 endorsement in biology, chemistry, computer science, English, history and social science, and mathematics, and PreK-12 endorsement in English as a second language, and health . Prerequisites: ED 245 and admission to teacher education. Corequisites: ED 351, ED 361.
ED 395 Reading and Writing in the Content Area (3 SH)
Focuses on processes of language acquisition and reading and writing within the secondary content area. Explores reading and writing within the and physical education. Candidates examine the selection, development, and use of research-based, age-appropriate, and culturally relevant curricula and methodologies. Key themes include skill development and application to content-specific lesson planning, assessment, instruction, differentiation, and instructional technology that support and enhance student learning, as well as methods of improving communication and family engagement between schools and families. An instructional team of content experts facilitates instruction of pedagogy and content specific to the Virginia Standards of Learning (SOL) and to the Specialized Professional Association standards of the respective licensure area. Prerequisites: ED 245 and admission to Teacher Education. Corequisites: ED 351, ED 361.
ED 395 Reading and Writing in the Content Area (3 SH)
Focuses on processes of language acquisition and reading and writing within the secondary content area. Explores reading and writing within the Virginia English Standards of Learning and a variety of fiction and nonfiction texts that promote literacy in the content areas. Emphasis is placed on understanding reading development, phonemic and phonological awareness, vocabulary development, comprehension strategies, spelling development, and the writing process. Includes a 20-hour practicum in a middle school setting. (2 SH content; 1 SH practicum).
ED 401 Examining Foundations of Education (2 SH)
Examines This course concentrates on issues facing American education today. Utilizing a contextual framework that reflects on the historical, philosophical, and sociological foundations , students analyze, synthesize and evaluate issues underlying the role, development, and organization of public education in the United States. Topics include the legal status of teachers and students, professionalism and ethical standards, governance of schools, state assessment and accountability systems, including legal and ethical aspects of assessment. Prerequisite: Admission to teacher education.
Core: WI
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of American education, the student examines, analyzes, synthesizes, and evaluates issues/topics that are currently redefining the American educational system. Focus is on discussion, selections from classical and contemporary educational literature, out-of-class reading, research, and problem-solving strategies. Possibilities for teachers and school systems to foster more just and sustainable communities will be examined. As a capstone to the teacher education program, students will engage with professional materials relating to a number of questions generated through class readings and discussion in order to more deeply explore personal philosophies of education Prerequisite: Admission to Teacher Education.
Core: WI
ED 411 Reflective Teaching Seminar (1 SH)
Promotes reflective practice on pertinent aspects of the student teaching experienceThis course encourages students to practice the reflective teaching model and provides support for students as they complete their student teaching and prepare for the first years of teaching. Seminar sessions provide opportunities for the creation of the Documentation of Student Learning capstone project during the first student teaching placement, with particular attention given to the impact on student learning. Addresses professional standards of the teaching profession, including the Virginia child abuse and neglect recognition and intervention training. A capstone electronic portfolio is required. Taken concurrently with student teaching.
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Designed for prospective early/primary education (PreK-3) and elementary education (PreK-6) teachers. Three integrated components comprise this experience: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the supervised teaching assignment; (2) Two seven-week placements at two different grade levels and daily classroom teaching responsibilities under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participational participation experiences during the opening week of school in the fall. Prerequisite: Admission to student teaching.
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Designed for prospective early/primary education (PreK-3) and elementary education (PreK-6) teachers. Three integrated components comprise this experience: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the supervised teaching assignment; (2) Two seven-week placements at two different grade levels and daily classroom teaching responsibilities under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participational participation experiences during the opening week of school in the fall. Prerequisite: Admission to student teaching.
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Designed for prospective early/primary education (PreK-3) and elementary education (PreK-6) teachers. Three integrated components comprise this experience: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the supervised teaching assignment; (2) Two seven-week placements at two different grade levels and daily classroom teaching responsibilities under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participational participation experiences during the opening week of school in the fall. Prerequisite: Admission to student teaching.
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Consisting of three integrated components: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the student teaching assignment; (2) Two seven-week blocks of actual classroom experience at both middle and high school levels under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participational participation experiences during the opening week of school in the fall. Prerequisite: Admission to student teaching.
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Consisting of three integrated components: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the student teaching assignment; (2) Two seven-week blocks of actual classroom experience at both middle and high school levels under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participational participation experiences during the opening week of school in the fall. Prerequisite: Admission to student teaching.
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A full semester program for art, English as a second language, health and physical education, foreign language, and music majors consisting of integrated components: (1) Orientation and participatory experiences during the opening week of school, to be fulfilled in the setting where the student will later complete the student teaching assignment; (2) Two seven-week blocks of classroom experience at both elementary and middle or high school levels under the supervision of a cooperating teacher, including observation, reflection, planning, implementation, evaluation, and conferencing; (3) ED 411 Reflective Teaching Seminar. Spring semester student teachers are required to take orientation and participational participation experiences during the opening week of school in the fall. Prerequisite: Admission to student teaching.
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This course provides students with an understanding of the foundation of assessment and evaluation related to best practice in special education, including types and characteristics of assessment, introduction to formal and informal assessment, and use of assessments and other information to determine special education eligibility, service delivery, curriculum, and instruction of students with disabilities. The course also includes the application of current legal and ethical issues related to assessment selection and use, including comprehensive evaluation requirements, students with disabilities participation in the state and local accountability systems, assessment options, appropriate grading and testing accommodations, and assessment of students from diverse backgrounds. Prerequisites: ED 301. (Spring 2025)
EDS 375 IEP Development and Implementation (3 SH)
This course is designed to provide a working knowledge of the eligibility process, legal, and regulatory requirements of IEP (Individualized Education Program) development including timelines, components, team composition, roles, and responsibilities. The student will develop skills to apply knowledge of assessment and evaluation throughout the K-12 grade levels to construct, use, and interpret a variety of standardized and nonstandardized non-standardized data collection techniques; to make decisions about student progress, instructional, program, goal development, accommodations, placement, and teaching methodology for students with disabilities who are accessing the general education curriculum and the Virginia Standards of Learning. The student will be able to demonstrate the use of assessment, evaluation, and other information to develop and implement individual educational planning and group instruction with students with disabilities who are accessing the general education curriculum across the K-12 grade levels. (Fall 2025)
EDS 381 Special Education Professional Field Experience (2 SH)
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EDS 401 Supporting Positive Classroom Behavior (2 SH)
This course focuses on techniques used explores current research-based best practices to support positive behavior change development in children with disabilities. Systematic, peaceable classroom interventions are presented and students will learn strategies to prevent inappropriate behavior from occurring or escalating. Students are required to demonstrate various classroom behavior management strategies in the classroom and/or in simulations. Offered in alternate years.
EDS 499 Independent Study (1-3 SH)
ENGL 210 Reading Fiction (2 SH)
Exploring a mix of older and recent novels and short stories, this course will equip students with the skills , particularly those identified as having specific learning and/or behavioral challenges. The restorative justice approach modeled in this course recognizes the hurt generated by misbehavior, and seeks to restore relationships and motivate positive change through accountability structures developed collaboratively by those affected by the misbehavior. The course focuses on culturally sensitive strategies to prevent harmful behaviors and explores research and best practice interventions for reoccurring behavior.
EDS 499 Independent Study (1-3 SH)
ENGL 210 Reading Fiction (2 SH)
Exploring a mix of older and recent novels and short stories, this course will equip students with the skills they need to enjoy, be surprised by, and learn from fiction. (Fall 2023)
Core: LI
ENGL 250 Reading Poetry (2 SH)
Focusing mainly on the work of contemporary poets, this course will equip students with the skills they need to enjoy, be surprised by, and learn from poetry. (Fall 2024)
Core: LI
ENGL 261 Global Literatures 1: Gods and Monsters (2 SH)
In this survey course spanning some of the earliest written documents to those published in the early 1600s, students will encounter thinkers who anticipated many of our own questions about meaning and our place in the universe. Who, if Anyone, created us, and what are our resulting obligations? How do we live in relation to our past? Where are we going, literally and metaphorically? Readings will reflect the instructor’s expertise, but texts may include The Epic of Gilgamesh, the book of Job, the Odyssey, Antigone, Paul’s letter to the church at Rome, The Ramayana, The Canterbury Tales, The Arabian Nights, Journey to the West, Lazarillo de Tormes, and King Lear. Students may attend the 200-level version class twice weekly for two credits or intensify to a 300-level three-credit course by attending a third weekly class meeting and completing additional assignments. Students may not enroll in both courses. (Fall 2023, Spring 2025)
Core: LI
ENGL 262 Global Literatures 2: Freedom and Loss (2 SH)
Featuring literature published between 1600 and 1850, this second in a series of global literature courses also functions as a stand-alone offering and considers readings associated with political revolution, freedom, grief and loss, exploration, enlightenment, and colonialism. Selections will reflect the instructor’s expertise, but representative texts include The Aztec-Spanish Dialogues, The Tempest, The Ausbund, Paradise Lost, and The Interesting Narrative of the Life of Olaudah Equiano; selected poetry by Matsuo Basho, Phillis Wheatley, William Wordsworth, and John Keats; and novels such as Mary Shelley’s Frankenstein and Jane Austen’s Northanger Abbey. Students may attend the 200-level version class twice weekly for two credits or intensify to a 300-level three-credit course by attending a third weekly class meeting and completing additional assignments. Students may not enroll in both courses. (Spring 2024)
Core: LI
ENGL 263 Global Literatures 3: Intimacy and Independence (2 SH)
As the global literature sequence’s third offering or a course to be taken on its own, “Intimacy and Independence” focuses on select works of literature published between 1850 and the present that explore the precarious balance between personal autonomy and fruitful relationship. Selections will reflect the instructor’s expertise, but representative writers include Emily Dickinson, Walt Whitman, Fyodor Dostovsky, Leo Tolstoy, Ryūnosuke Akutagawa, T.S. Eliot, Virginia Woolf, Ella Carla Deloria, Pablo Neruda, Lorraine Hansberry, Miriama Ba, and Uwem Akpan. Students may attend the 200-level version class twice weekly for two credits or intensify to a 300-level three-credit course by attending a third weekly class meeting and completing additional assignments. Students may not enroll in both courses. (Fall 2024)
Core: LI
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How do utopic and dystopic visions of the future of our planet affect the way we live in the world? How do these narratives shape our approach to environmental problems today? (Fall 2023)
Core: LI
ENGL 315 Global Conflicts, Global Novels (3 SH)
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This course examines the tensions conflicting allegiances to faith and country may pose by focusing on literature from World War I, World War II, and the Vietnam conflict. A survey of Catholic, Protestant, and Anabaptist theological approaches to peacemaking will provide a framework for the course. In addition to keeping reading response journals and delivering oral presentations, each student will prepare transcribed oral histories with a military veteran or conscientious objector. (Fall 2023)
Core: CE & LI
ENGL 346 Rooms of Their Own (3 SH)
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This course explores conceptions of manhood in US literature since the nation's establishment, featuring texts by writers of diverse ethnic backgrounds, including Thomas Jefferson, Samson Occom, Frederick Douglass, Langston Hughes, Lorraine Hansberry, Khaled Hosseini, Gene Luen Yang, and Martin Espada. It also focuses on the relationship of selected literary works to the representation and construction of gender roles in the cultures from which they emerge. We will consider writers' articulations of their experiences within their social and ideological contexts, as well as the material conditions under which they write. A community-learning (CL) designate course, "American Manhood" challenges students to be involved in community settings that relate to course subject matter. Expectations include engagement in critical analysis of community issues and synthesis of classroom-based knowledge and personal experience. (Spring 2024)
Core: LI
ENGL 350 Children's Literature (3 SH)
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This course concentrates on literature written for and by young adult (YA) readers. While relying on works typically classified as young adult literature, the course will also look at literary "classics" found within the curriculum for middle, junior, and senior high classrooms. Students will explore YA literature in different genres addressing current issues for young adults. Models of literary criticism employed within the study of these works will center on reader response theory. Open to sophomores and above. (Fall 2024)
Core: LI
ENGL 361 Global Lit Intensive 1: Gods and Monsters (3 SH)
In this survey course spanning some of the earliest written documents to those published in the early 1600s, students will encounter thinkers who anticipated many of our own questions about meaning and our place in the universe. Who, if Anyone, created us, and what are our resulting obligations? How do we live in relation to our past? Where are we going, literally and metaphorically? Readings will reflect the instructor’s expertise, but texts may include The Epic of Gilgamesh, the book of Job, the Odyssey, Antigone, Paul’s letter to the church at Rome, The Ramayana, The Canterbury Tales, The Arabian Nights, Journey to the West, Lazarillo de Tormes, and King Lear. Students may attend the 200-level version class twice weekly for two credits or intensify to a 300-level three-credit course by attending a third weekly class meeting and completing additional assignments. Students may not enroll in both courses. (Fall 2023, Spring 2025)
Core: LI
ENGL 362 Global Lit Intensive 2: Freedom and Loss (3 SH)
Featuring literature published between 1600 and 1850, this second in a series of global literature courses also functions as a stand-alone offering and considers readings associated with political revolution, freedom, grief and loss, exploration, enlightenment, and colonialism. Selections will reflect the instructor’s expertise, but representative texts include The Aztec-Spanish Dialogues, The Tempest, The Ausbund, Paradise Lost, and The Interesting Narrative of the Life of Olaudah Equiano; selected poetry by Matsuo Basho, Phillis Wheatley, William Wordsworth, and John Keats; and novels such as Mary Shelley’s Frankenstein and Jane Austen’s Northanger Abbey. Students may attend the 200-level version class twice weekly for two credits or intensify to a 300-level three-credit course by attending a third weekly class meeting and completing additional assignments. Students may not enroll in both courses. (Spring 2024)
Core: LI
ENGL 363 Global Lit Intensive 3: Intimacy and Independence (3 SH)
As the global literature sequence’s third offering or a course to be taken on its own, “Intimacy and Independence” focuses on select works of literature published between 1850 and the present that explore the precarious balance between personal autonomy and fruitful relationship. Selections will reflect the instructor’s expertise, but representative writers include Emily Dickinson, Walt Whitman, Fyodor Dostovsky, Leo Tolstoy, Ryūnosuke Akutagawa, T.S. Eliot, Virginia Woolf, Ella Carla Deloria, Pablo Neruda, Lorraine Hansberry, Miriama Ba, and Uwem Akpan. Students may attend the 200-level version class twice weekly for two credits or intensify to a 300-level three-credit course by attending a third weekly class meeting and completing additional assignments. Students may not enroll in both courses. (Fall 2024)
Core: LI
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The goal of this lab course is to examine mathematical applications in engineering. MATLAB will be introduced and used in solving these problems. The labs cover linear, quadratic, and systems of equations with circuits; trigonometry and vectors with robot arms; sinusoids with circuits and function generators; derivatives with free-fall motion; integrals with work of springs; and differential equations with dynamic mechanical systems.
ENGR 245 Experimental Methods (2 SH)
This course will cover methods for engineering measurements including design of experiments, data analysis including error and uncertainty, introduction to signal analysis, data acquisition and sampling, and general measurement system behavior. Prerequisite: MATH 154 or MATH 185. (Fall 2025)
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A problem-solving based approach to the study of the theory and applications of engineering statics. Students will gain expertise in the areas of free-body diagrams, vector mechanics, and equilibrium, and will apply the principles of equilibrium to structural analysis and the analyses of internal and frictional forces. Prerequisites: MATH 185 , and PHYS 252.
ENGR 280 Engineering Dynamics (3 SH)
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An introduction to the concepts of fluid mechanics, including a laboratory component. Topics include hydrostatics; fluid kinematics; conservation laws of mass, momentum, and energy; the Bernoulli equation; potential flows, and similitude. Prerequisites: MATH 310 , and PHYS 252. (Spring 2026)
ENGR 370 Strength of Materials (4 SH)
The behavior of materials and solid structures under a variety of load conditions will be studied in this course. Students will learn equilibrium, stress – strain response, and strain – displacement relations and apply them to solids analysis. Topics such as materials stretch, bend, twist, etc., the stress – strain response of different materials, the stress within externally loaded bodies, and beam theory with applications to beam deflections and design will be covered. Prerequisites: ENGR 270 , and MATH 195. (Fall 2025)
ENGR 380 Systems (4 SH)
This course introduces modeling and analysis of dynamical systems that include mechanical, electrical, fluid, and thermal systems. Both input-output and state-space models will be introduced. System analyses in the time domain, as well as the frequency domain, will be presented. This course presents fundamental materials in engineering practice across many disciplines. Prerequisites: ENGR 270 , and MATH 310.
ENGR 390 Engineering Design III (2 SH)
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An introductory course in the theory and practice of corporate financial management. Topics covered include the role and function of financial markets, interest rates, time value of money, valuation of financial assets, capital budgeting analysis, cost of capital, risk and return, capital structure decision, dividends and working capital management. Prerequisites: ACTG 221, EMU Core MATH QR and TI requirement completed, and admission to the program.
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A study of the spatial aspects of culture with a focus on cultural characteristics, demographics, migration, landscape analysis, economic development, political geography, and urban and rural land uses. Includes the use of maps and an introduction to geospatial technologies.
Core: HI
GS 101 Introduction to Global Studies (2 SH)
This course prepares students to think critically and reflectively about issues of globalization, take a global view of contemporary issues across states, societies, and cultures, and consider their own place in a global context. Significant attention is given to peacebuilding and to social, political, economic, and ecological justice explored within the larger context of globalization.
Core: SB
HCML 101 International Class/Disease Coding I (3 SH)
The course will provide an introduction to how coding and billing in healthcare settings. The ICD-10-CM and CPT 2021 will be introduced and used by the student. Offered through Lancaster HCML 111 International Class/Disease Coding II (3 SH) The course will provide more challenging patient situations that the student will code. The student will be introduced to challenging charts and peer review by others. The ICD-10-CM and CPT 2021 will be used by the student. Prerequisite: HCML 101. Offered through Lancaster
HCML 120 Processes in Healthcare Information (3 SH)
The student will gain an understanding of health record keeping, retention, storage and design of necessary forms. Computer hardware and software are explored in relation to healthcare information. The course will focus on electronic medical records. Offered through Lancaster
HCML 121 Procedural Terminology Coding (3 SH)
The course will provide procedural charts that the student will code. The ICD-10-CM and CPT 2021 will be used by the student. Prerequisite: HCML 121. Offered through Lancaster
HCML 130 Overview of the Human Body (4 SH)
This course will equip the student with basic knowledge and understanding of the basic organization, structure and function of the human body. The student identifies anatomy and explains physiology of the human body through comparative vertebrate observation and analysis. Offered through Lancaster
HCML 131 Health Insurance and Reimbursement (3 SH)
The student will explore payment and reimbursement methods in the US healthcare system. Students will examine forms, practices and processes and the role of the healthcare information specialist and the need for accurate data exchange. Prerequisites: HCML 101, HCML 111. Offered through Lancaster
HCML 140 Systems and Education in Healthcare-Healthcare Management I (3 SH)
This course will equip the student with a knowledge of future health leaders, managers, and administrators to an understanding of the U.S. healthcare system. The student will become equipped to teach staff, clients, family, and the community regarding healthcare needs. Prerequisites: WRIT 135, BIO 209. Offered through Lancaster
HCML 141 Experiential Learning I (1 SH)
This course will equip the student with experience in the healthcare field. The student will research, gain access, and participate in 30 hours of observation. Offered through Lancaster HCML 220 Healthcare Policy (3 SH) The student will be equipped with knowledge of the social, political, and economic context of US healthcare and the distribution of medical care, pharmaceuticals, public and private insurers and managed care organizations. Policies as well as basic economics will be discussed as well as policies addressing healthcare disparities. Prerequisites: HCML 131, HCML 240. Offered through Lancaster
HCML 240 Disparities in Healthcare (3 SH)
Using evidence-based research, the student will form critical analysis of the US healthcare system as compared to other world-wide healthcare systems. Power differentials and healthcare disparities will be addressed. The student will develop a proposal for a new healthcare system addressing power differentials and disparities discovered. Prerequisite: HCML 140. Offered through Lancaster
HCML 241 Experiential Learning II (1 SH)
This course will equip the student with experience in the healthcare field. The student will research, gain access and participate in 30 hours of observation and hands-on experience using skills used in prior courses. Prerequisite: HCML 141. Offered through Lancaster
HCML 260 Healthcare Practicum I (3 SH)
The student will apply leadership/management techniques while developing knowledge of healthcare disparities, resources, needs and programs within the community healthcare organization chosen by the student. 45 hours of volunteering may commence and continue through HCML 260. Focus will be on choosing a management/leadership style and approach and apply it to managing primary, secondary, and tertiary care. Prerequisite: HCML 340. Offered through Lancaster
HCML 320 Ethics and Legal Issues in Healthcare (3 SH)
The student will investigate legal and ethical issues facing healthcare professionals, including racial issues and legalities regarding underserved populations. Students will explore the basics of healthcare ethics and review ethical situations. Students will gain a working knowledge of various theories of healthcare law and ethics with a focus on diversity, equity and inclusion. Prerequisite: HCML 220. Offered through Lancaster
HCML 340 Community Healthcare Management (3 SH)
This course will equip the student with knowledge of the concepts and methods of healthcare management in the community. The student will develop programs for health improvement and community assessment. Healthy People 2020 topics will be discussed and used as a guide to determine healthcare deficits and advantages within the student’s chosen community. Prerequisites: HCML 240, HCML 320. Offered through Lancaster
HCML 341 Experiential Learning III (1 SH)
This course will equip the student with experience in the healthcare field. The student will research, gain access and participate in 30 hours of observation and continued hands-on experience using skills used in prior courses. Prerequisite: HCML 241. Offered through Lancaster
HCML 360 Healthcare Practicum II (3 SH)
The student will complete 45 volunteer hours at the setting chosen in HCML 260. The student’s focus will be on determining how the health setting benefits the community and how it is managed, which includes personal, financial issues, and client/community interaction with staff. Prerequisite: HCML 260. Offered through Lancaster to geospatial technologies.
Core: HI
GS 101 Introduction to Global Studies (2 SH)
This course prepares students to think critically and reflectively about issues of globalization, take a global view of contemporary issues across states, societies, and cultures, and consider their own place in a global context. Significant attention is given to peacebuilding and to social, political, economic, and ecological justice explored within the larger context of globalization.
Core: SB
HE 201 First Aid (1 SH)
Principles of administering first aid and adult CPR in all aspects to victims of accidents and sudden illnesses are covered. WFA, AWFA, WEMT, WFR, EMT-B, or Red Cross standard first aid (all with CPR credential) will satisfy.
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A narrative history of the African American experience, driven by the study of African American literature and culture. Beginning with the development of race-based slavery and ending with current issues of blackness and whiteness, this course will trace the changing history of what it has meant to be "black" in the context of "white" America. (Spring 20242026)
Core: HI
HIST 231 Medieval Europe (3 SH)
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A general survey of African history from the pre-colonial to contemporary era, addressing religious and cultural shifts across various regions, the impact of Islamic and European colonization, the quest for independence, post-colonialism, and the complications of nationalism and globalization. (Fall 20232025)
Core: HI
HIST 312 19th Century America, A Novel History (3 SH)
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This course is a study of the United States during the "Modern" period, a time when the country moved from a booming but tattered nation reeling from a civil war to an international giant with immense military and industrial power. Major themes include industrialization, economic vitality, immigration, urbanization, the Social Gospel and Progressive movements, normalization, World War I, the rise of the "New Negro," and the New Deal. Taking HIST 102 before this course is highly recommended. (Fall 2024Spring 2025)
Core: HI
HIST 340-345 Topics in History
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(3 SH)
This course is offered as instructors with special expertise in an area are available to offer unique or trial content. Possible topics include HIST 340 History and Gender, HIST 341 History of First Americans, and HIST 343 USA Today, 1940-Present.
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A comparative study of how women around the world (organized around themes such as family, economics, politics, and sexuality) have experienced history. Emphasis will be on understanding changing gender roles in light of different historical events and cultures. The course will also provide an opportunity to examine current gender issues and become familiar with gender theory. (Spring 20242026)
Core: HI
HIST 362 Renaissance and Reformation Europe (3 SH)
A study of the Italian and Northern Renaissance movements and a careful examination of the 16th-century reformations, both Protestant and Catholic. Besides cultural, intellectual, religious and political aspects of the period, social history and gender themes will be considered. Students will get to know diverse personalities such as Michelangelo, Machiavelli, Bloody Mary, and Martin Luther and be able to understand them in their historical contexts. (Spring 20242026)
Core: HI
HIST 365 Mennonite History and Thought (3 SH)
A survey of the Anabaptist movement and Mennonites throughout the world from the sixteenth to twenty-first centuries. Issues include pacifism, wealth, political participation, community and tensions between faith and the dominant culture. Particular attention is given to the Anabaptist vision and its relevance for 21st21st-century American life. (CHST REL 365) (Spring Fall 2025)
CORECore: HI
HIST 391 Birth of Modernity in Europe (3 SH)
The origins of many modern realities are found in 17th- and 18th-century Europe: imperialism, liberalism, conservatism, representative government, skepticism, religious tolerance, standing armies, laissez-faire capitalism, and a faith in science, reason and technology to bring about progress. This course uncovers these origins through a survey of political, social, economic, gender and cultural history from 1550 to 1815. Major themes include religious warfare, the witchcraft craze, overseas expansion, Rembrandt's Amsterdam, the Scientific Revolution, absolutism and constitutionalism, the Enlightenment, and the French Revolution, culminating in Napoleon's empire. Students will try to grasp the mentality of the era through philosophy and literature from the times and through historical film. (Fall 2024)
Core: HI
HIST 411 The History of Recent America (4 SH)
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A historical survey of the Middle East. The particular focus may vary based on the instructor's expertise. The role of past and present U.S. foreign policies in these countries will be highlighted. (Fall 2024)
Core: HI
HIST 435 Martyrs, Merchants and Mendicants-1500 Years of the Christian Movement (3 SH)
This course provides an overview of the stories of Christianity, beginning with the New Testament period up to the sixteenth century of the Common Era. It describes the successes and failures in the life and witness of Christians as they spread west into Europe, east toward China, and south into Africa. It evaluates diverse Christian approaches shaped by these themes: women/men, mission/enculturation, church/state, war/peace, and wealth/poverty. (CHST 435) of past and present U.S. foreign policies in these countries will be highlighted. (Fall 2024)
Core: HI
HIST 441 History Internship (1-3 SH)
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A history of Europe from the French Revolution to the present. Themes include revolution, industrialization, women's suffrage, militarism, imperialism and genocide, the rise and fall of communism, the world wars, fascism, the reunification of Eastern and Western Europe, the emergences of the European Union, and current issues such as immigration, terrorism and neo-nationalism, and the splintering of the E.U. (Fall 2023)
Core: HI
HIST 499 Independent Study (1-3 SH)
HONRS
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This course runs every fall semester and is led by the director of the Honors program and/ or other members of the Honors faculty. It is available to all students entering EMU with an Honors Scholarship and is highly recommended to all students entering the Honors Program as sophomores or as transfer students. The course is designed to investigate the central ideas of various academic disciplines and higher education generally. Together, students and faculty begin to explore and examine the goals of the program spelled out above.
HONRS 310 Honors Colloquium+ (3 SH)
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This course will provide innovative, topical approaches to varying humanities topics. It may be repeated as topics shift from year to year. Possible topics include HUM 331 BIPOC Cinema: Representations Race, and HUM 332 Queer History.
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This course provides the foundation for intercultural learning and is offered in conjunction with the experiential programs, usually off-campus programs , including semester programs (Option 1), summer 3 or 6-week programs (Option 2) or WCSC semester or summer programs (Option 3). For additional information on all intercultural offerings, students are encouraged to contact Intercultural Programs.
Core: Fulfills intercultural experience
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This course is offered on campus during the spring semester and includes a significant experience (at least 40 hours) with a local family groups or individuals from a different language and culture or cultural background than that of the student. Requirements also include at least 20 hours in partnership with an Intensive English Program student. For students who transfer at least 58 credits earned prior to matriculation at EMU. Contact the Director of Intercultural Programs.
Core: Fulfills intercultural experience
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The course will provide an introductory framework for the vocational decision-making process. It stresses the connection between student career objectives and potential EMU major choices. Students will examine previous experiences and future possibilities, develop potential career plans and expand the network of possibilities. Students will learn valuable skills in self-assessment, reflective work, scenario planning, job search strategies, and networking to develop future plans.
LARTS 203 Professional and Vocational Exploration (3 SH)
The course will provide a deep dive into the vocational decision-making and career planning process. Students will learn valuable skills in self-assessment, reflective work, job search skills, and networking as they develop future plans. Students will engage in exercises to begin putting plans into action to move toward achieving career-related goals. Offered through Lancaster to develop future plans.
LARTS 256 Commuter Cycling (1 SH)
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This course offers an embedded tutoring practicum situated in a specific course and supervised by the course professor. Course requirements introduce students to a collaborative tutoring pedagogy and guide students through observations and supervised tutorial sessions to develop confident, skilled tutors of peers. A 40-45 hour practicum is required. Students may enroll for a maximum of three credit semester hours for peer tutoring over one to three semesters. Prerequisite: Consent of course professor and academic program professor.
Core: CE
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This course supports experiential learning in which students apply their academic foundation in supervised work settings. Students who have completed an internship or have an internship in progress are eligible to enroll in this course. The internship is intended to enhance students' professional growth, competencies and professional exploration. Students will identify and develop skills and experiences directly relevant to achieving intended career goals, reflect on their experiences and find meaning in them, and develop a better understanding of their chosen career field and evaluate that field as a long-term career path. Students may earn 1 credit semester hour per 40 hours of direct service in a company/organization (up to 3 creditssemester hours).
Core: CE
LARTS 499 Independent Study (1-3 SH)
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This is an opportunity for students to explore leadership and gain limited practical experience in an organizational or team setting. Students will log at least 40 contact hours and complete some reflective written reports. Travel and personal expenses are the student's responsibility. Can be taken during the summer. Graded on a Pass/Fail basis. Prerequisites: Sophomore + status or above standing and EMU cumulative GPA 2.0 or better. (Must apply one month in advance to secure placement)
Core: CE
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Using the tools of applied and corpus linguistics, students examine in detail the structural features of English. The course considers issues raised in traditional prescriptive grammars and by modern proponents; and it highlights the application of grammar to students' written prose style. Separate tracks emphasizing grammatical analysis of literary style or grammar pedagogy are provided depending upon student interest. (Spring 2024)
LING 360 Language Learning, Literacy, and Culture (3 SH)
This course considers how humans acquire their first language and other languages. How do power, personal identity, social inequalities and other socio-cultural factors influence acquisition of language and literacy skills? Of special interest are the challenges facing learners outside the mainstream culture who acquire skills in English as an academic language. Practical implications for teaching are considered. Prerequisite: Sophomore standing or permission of the instructor. (Spring 2024)
LING 470 Internship (1-3 SH)
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Global Literatures III explores a selection of romantic, realist, modernist, post-modernist, and post-independence poetry, drama, fiction, and prose non-fiction. Although the course focuses in particular on the Anglophone tradition, readings also reflect the emergence of a global literary marketplace in the twentieth century and celebrate the contributions of various ethnic and minority writers. This course is offered online through Lancaster; it is available to traditional students as well. Students may not take both ENGL 204 263/363 and LIT 230.
LOML 320 Leadership Development (3 SH)
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This course serves as preparation for calculus; topics include trigonometric functions and identities, logarithms, exponential functions, summation notation, advanced algebraic manipulations, and an introduction to limits. Prerequisite: Math MATH 114 or equivalent.
MATH 150 Elements of Calculus (3 SH)
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A study of probability, random variables, distribution and density functions, and the theory behind the statistical techniques used in STAT 220. Prerequisites: MATH 170, MATH 284, and STAT 220, and MATH 284. (Spring 2025)
MATH 499 Independent Study (1-3 SH)
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This course builds upon skills developed in Class Piano I. Students will learn more advanced pieces, continue to refine keyboard skills, and further develop listening ability. This course is open to music majors and non-music majors. For music majors, the final exam of this course will also serve as the piano proficiency exam. Permission of instructor is required for students who have not previously taken MUED 131 Class Piano I.
Core: CA
MUED 212 The Child and Adolescent Voice (2 SH)
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Small ensembles of voices and/or instruments organized according to the interests and abilities of students, and coached by various EMU music faculty.
Core: CA & CE
MUES 333 Chamber Ensemble - Jazz Combo (0-1 SH)
Small ensemble focused on jazz combo repertoire, combo group playing, and improvisation, coached by EMU music faculty.
Core: CA & CE
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Want to get paid to play fun instrumental arrangements of popular songs and feel the excitement of bringing school spirit to athletic and university events? Join the EMU Pep Band! The pep band will play 4-8 games and a number of school events over the course of the EMU Royals basketball season and the academic year. Music will include popular hits by artists such as Beyoncé, Drake, Taylor Swift, original EMU school chants, and more. All instruments are welcome and no audition required.
Core: CA
*Students who take the course for 0 credits SH will be paid $15 per event. Students can opt to take the course for 1 credit SH without pay if they choose.
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Through this course students will learn key principles of effective improvisation such as scales, melodic decoration, phrasing, and form. This is a hands-on course in which students will practice improvising over songs or chord progressions through the course of the semester guided by feedback from their instructor. The genre or style of improvisation focus will be guided by the student’s creative leanings and the instructor’s area of expertise. Some of the genres and styles of focus could include Bluegrass, Fiddle, Americana, Singer-songwriter, Gospel, Jazz, R&B, Rock, and more.
Core: CA
MUPS 203 Songwriting (1 SH)
Through this course students will learn key principles of effective songwriting such as lyric construction, chord selection, and arranging. This is a hands-on course in which students will write original songs over the course of the semester, guided by feedback from their instructor. The genre or style of songwriting focus will be guided by the student’s creative leanings and the instructor’s area of expertise. Some of the genres of focus could include Digital Songwriting, Bluegrass, Americana, Gospel, Jazz, R&B, Singer-songwriter, Rock, EDM, and more. After registering, students will be contacted by the music department to connect them to the section that matches their interest.
Core: CA
MUPS 204 Digital Songwriting (1-2 SH)
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Sophomore recitals are arranged with the approval of the instructor. MUPS 390 Junior Recital (1 SH) Preparation and presentation of a public recital containing a minimum of one half-hour of music. The junior recital is required for the performance concentration in music. MUPS 490 Senior Recital-Project (1-3 SH) A solo performance containing a minimum of one-half hour of music for the music education teaching endorsement or one hour of music for the music performance concentration to be presented during the final year of the student's study. Preparation includes research, analysis, related public performance and presentation, and critique. All details are to be worked out under the supervision of the instructor. Permission for recital performance is subject to the approval of the music faculty.
MUPS 230 Junior Recital (1 SH)
Preparation and presentation of a public recital containing a minimum of one half-hour of music. The junior recital is required for the performance concentration in music.
MUPS 490 Senior Recital-Project (1-3 SH)
A solo performance containing a minimum of one half hour of music for the music education teaching endorsement or one hour of music for the music performance concentration to be presented during the final year of the student's study. Preparation includes research, analysis, related public performance and presentation, and critique. All details are to be worked out under the supervision of the instructor. Permission for recital performance is subject to the approval of the music faculty.
MUPS 491 Senior Project (3 SH)
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Crisis theory is applied with clients and their families in the acute stages of a health-related situational crisis and in disaster situations. Clinical experiences occur in the emergency department and critical care units. (Clinical experience: 4 four days). Prerequisites: NURS 322 and NURS 422.
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Examines professional issues and the role development of the professional nurse transitioning into practice. In class discussions and in writing a philosophy paper, students identify personal beliefs and ethical issues and challenges that will affect their voice as a nurse. Students present an evidence-based project and advocate for a legislative policy change. Satisfies CORE 402 requirement for Accelerated Second Degree nursing students.
Core: WI
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Clinical experiences are in medical surgical settings where the student masters complete care for 2-3 clients. For students on an extended schedule (clinical experience: 5 five days)
PE 101 Introduction to Health, Physical Education and Recreation (3 SH)
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This individualized course provides exposure for kinesiology and exercise science minors in professional adult fitness or sports medicine settings. A volunteer position is secured in a related agency for fifty 50 clock-hours of involvement.
Core: CE
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This course exposes students to elementary physical education history, theory, and practice and encourages them to develop appropriate teaching and management skills. This course must be taken as part of the elementary physical education professional block and includes a 60-hour practicum (also includes PEM 231 and PE 403). Course prerequisites: ED 101, ED 245, PE 301, and PE 302. Admission prerequisites: First semester of block courses: Admission to Teacher Education recommended , and a 2.7 cumulative GPA and the entry assessment math score required. Second semester of block courses: Admission to Teacher Education required. (Fall 2024)
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This course provides students the opportunity to develop the appropriate teaching and management skills for the middle and secondary physical education setting. This course must be taken as part of the secondary physical education professional block and includes a 60-hour practicum (also includes ED 351 and ED 385). Course prerequisites: ED 101, 245, 275, HE 202, and 260. Admission prerequisites: First semester of block courses: Admission to Teacher Education recommended , and a 2.7 cumulative GPA and the entry assessment math score required. Second semester of block courses: Admission to Teacher Education required. (Fall 2023)
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This class promotes familiarity and proficiency with methods and instrumentation in administering and assessing individual fitness and establishing a base for developing exercise prescriptions and other lifestyle alternatives to improve health and fitness. This class includes advanced study in administration of prescribing and assessing of the acute and chronic adaptations of the body to the stresses and health benefits of exercise students encounter. An application of theories and practices that will prepare them for an accredited health and fitness certification. Prerequisites: BIOL 112 or BIOL 437, BIOL 122 or BIOL 447, PEM 143, PE 414, PE 415, and PEM 143.
PEG 110 Aerobic Cross-Training (1 SH)
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This course is designed to provide opportunity for skills improvement of stroke mechanics, increasing knowledge of swimming, developing individual workouts for fitness improvement, and the enjoyment of participation in swimming as a lifetime sport. Prerequisites: Some prior knowledge of freestyle, backstroke, and breaststroke is helpful for the student. A A skill pre-assessment is required. An An additional fee will be charged.
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This course is designed to provide opportunities for advanced skills development, knowledge of the activity, fitness improvement and enjoyment of playing intermediate tennis, while also gaining an understanding of higher level of play. Prerequisite: PEG 128 120 or PEG 120 128 or permission of instructor. A skill pre-assessment is required.
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This course is designed to provide opportunity for exploration of the underwater world, by increasing knowledge of the underwater world as well as the comfort level that is required and the enjoyment of participation. The students will also, upon successful completion of the requirements of the course and the four Open Water training dives, obtain a PADI Open Water Diver Certification. A skill pre-assessment is required. An An additional fee will be charged.
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Teacher candidates will focus on skill themes and movement concepts as well as qualitative assessment skills needed to successfully teach pre-school through fifth grade physical education. The process will enable physical educators to successfully structure the development of physically literate students. This course must be taken as part of the elementary physical education professional block and includes a 60-hour practicum (also includes PE 401). Course prerequisites: ED 101, 251, PE 301, and PE 302. Admission prerequisites: First semester of block courses: Admission to Teacher Education recommended , and a 2.7 cumulative GPA and the entry assessment math score required. Second semester of block courses: Admission to Teacher Education required. (Fall 2024)
PEV 151-165 Varsity Sports (1 SH)
Students may earn one semester hour of elective credit per season for participation on a varsity athletics team or for serving as an athletic trainer. These credits receive pass-fail grading. Requirements include starting and finishing the season on the team, being an active team member in good standing, and completing an acceptable reflection paper on the selected topic. Students whose course load already includes 18 SH will be required to pay an overload fee to receive PEV credit.
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This interdisciplinary core course will introduce students to public health in the US and globally using a social justice lens and emphasizing the interconnectedness of population and individual health. This course will cover foundational elements of public health, including its history and impact, the importance of health equity and human rights, and how racism manifests and is perpetuated within public health and healthcare systems. This is a foundational course for the public health programmajor.
Core: NS
PH 231 Foundations of Public Health Immunology (3 SH)
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Epidemiology is the field of public health that describes the who, what, where, why, and when of disease occurrence in human populations. Epidemiology is the study of all health phenomena, such as infectious diseases, heart disease, addiction, and maternal and child health. Topics in this course include measures of disease frequency and association, design and analysis of observational studies, disease screening, and applications to public health policy. Prerequisites: PH 175 and STAT 120. (BMS 556) Offered alternate years
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This course examines issues that arise from a tradition of philosophical reflection on the language and truth claims of religion. Specific readings vary from year to year but will most often include theological and postcolonial responses to the phenomenon of the secular. (Spring 2024)
Core: TR
PHYS 151 College Physics I Lecture (3 SH)
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This course examines the history and contemporary issues of American foreign policy. As the most powerful country in the international system, the United States has been uniquely positioned to shape and influence international politics since the end of World War II. Has it been a peacemaker or a warmonger? The course asks what constraints, dilemmas, risks, and opportunities affected major foreign policy decisions in U.S. history and evaluates the efficacy of America's foreign policy instruments such as international institutions, alliances, and military power in crises and conflicts. This course also aims to expose students to contemporary foreign policy issues. (Spring Fall 2024)
POL 230 International Norms and Institutions (3 SH)
This course provides an overview of the history, objectives, impacts, and effectiveness of norms and institutions in international politics. It examines (1) how international norms and institutions evolve; (2) why and how governments and civil society actors promote international norms and institutions; (3) why states join institutions and comply with international rules and regulations; (4) how international norms affect state behavior; and (5) what determines the effectiveness of international norms and laws. Along with theoretical and historical reviews, students will also study empirical topics such as the United Nations, international humanitarian law, transnational advocacy groups and human rights regimes, international trade and finance organizations, and environmental institutions. (Spring 2025)
POL 250 Law, Justice, and the Local Context (3 SH)
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This course is offered as instructors with special expertise in an area are available to offer unique or trial content. Possible topics include POL 340 Political Philosophy and POL 342 Peace/Security in East Asia, and POL 341 Latin American Development and Environment (Fall 2024).
POL 441 Political Science Internship (1-3 SH)
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Minors enter a semester or summer-session internship through their major. Some options would be in the immediate area, while others would tap into EMU and MCC programs in Washington, New York, and abroad. These might include paralegal work, mediation work, VORP, WCSC, SALT, or the MCC U.N. Liaison. Note: Students completing an internship/practicum for their major (e.g. BusinessBUAD, PXD) can use this to satisfy the pre-law internship with approval from the history department. Grading is on a pass/fail basis. Students may be able to meet the requirement (but not earn credit) through documentation of a non-credit experience, upon departmental approval.
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This course aims to introduce and analyze the history and international relations of East Asia, which is one of the most dynamic and consequential regions in world politics today. The first part of the course will explore historical backgrounds of the region with a focus on political, economic, and security development from the late 19th century to the post-Cold War era. The second part will examine various regional security challenges and foreign/ security policies of the key countries (China, Japan, the two Koreas, and ASEAN countries), encouraging students to think whether the region is heading towards peace or conflict. The ultimate goal of this course is to enable students to produce an academic research paper on a topic of their interests, by immersing themselves in important peace and security issues in East Asia. (Spring 20242026)
Core: HI & WI
PPX 401 Human Rights and Dignity (4 SH)
This course introduces students to the study of human rights from a political perspective. By taking this course, students should be able to (1) think critically and analytically about human rights and dignity; (2) demonstrate knowledge of key conceptual debates, the history and evolution of the international human rights regime, and relevant cases of human rights violations; (3) develop informed positions on key issues of human rights and identify ways to prevent human rights violations at home and abroad; and (4) attain critical writing and oral skills through active class participation, weekly response essays, and a final paper. (Spring 20242026)
Core: WI
PPX 405-409 Topics in Politics and Peace Studies (3-4 SH)
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This course examines genocides and mass atrocities in the modern world from an interdisciplinary perspective. We will look at historical and contemporary genocides— Armenia, the Holocaust, Nanjing, Cambodia, Rwanda, former Yugoslavia, Darfur, and Myanmar—and analyze their causes and patterns of development. Engaging various disciplines such as political science, history, peace studies, psychology, and sociology, students will explore theoretical and policy issues such as theories of genocide, various forms of destruction, gender and genocide, humanitarian intervention debate, prevention of mass atrocity, genocide denial, and collective memory. (Fall 20232025)
Core: WI
PPX 431 Political Reconciliation (4 SH)
How should a society address the legacies of mass atrocities and human rights violations of the past? This course examines the issue of political reconciliation after armed conflicts and violent political transitions. Students will explore key issues and debates related to transitional justice such as criminal prosecutions and trials, truth commissions, reparations, official apologies, amnesty, guilt and denial, and forgiveness. Such frameworks of political reconciliation will be critically examined, asking how well these policies fulfill an ethic of peacebuilding as well as justice and help societies address their pasts marred by conflict, violence, and oppression. (Fall 20242026)
Core: WI
PSYC 101 General Psychology (3 SH)
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Courses on a variety of topics in psychology are offered on a rotating basis depending on student and faculty interest. Topics include: intercultural psychology, marriage and family, introduction to clinical psychology, psychology of pop culture and theology, forensics, psychology and spirituality, creativity, and narrative psychology. Open to psychology majors only. Possible topics include PSYC 380 Psychology of Politics and Morality (Fall 2024), PSYC 381 Sports Psychology (Spring 2025), PSYC 382 Health Psychology, PSYC 383 Positive Psychology, and PSYC 384 Attention and Emotional Regulation (Summer 2024). Prerequisite: junior/senior level statusstanding.
PSYC 391 Introduction to Counseling (3 SH)
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Introduces the essentials of designing, conducting, and evaluating research in psychology. Topics include: formulating research questions, understanding variables, research designs, control, conducting a literature review, sampling, measurement, collecting data, validity, reliability, and ethics. Both qualitative and quantitative methods are considered. Prerequisites: two semesters of successful coursework in psychology at EMU, PSYC 312, and STAT 120, PSYC 311 and PSYC 341 or PSYC 342. (Fall only)
Core: WI
PSYC 473 Research in Psychology-Applied (2 SH)
Students complete a research project under the supervision of psychology faculty. Involves formulating a research question, conducting a literature search, collecting and analyzing data, writing and presenting a final report. Open to majors only. Prerequisite: PSYC 472.(Spring only)
PSYC 481 Psychology Career & Internship Preparation (1 SH)
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This capstone course builds on the skills developed in PSYC 482 by engaging in field experience. A written plan must be approved and a contract made with the agency where the practicum work will occur. The agency and the practicum instructor provide supervision. After students complete 80 hours of direct service in an area agency, they apply their learning in supervised settings by developing and presenting a case study, analyzing the integration of faith and practice, and exploring ethical decision making in the helping profession. The internship experience and processing sessions are designed to develop students' professional expertise in psychology. Prerequisites: two semesters of successful coursework in psychology at EMU; declared psychology majors only; PSYC 482481. (Fall only)
Core: CE
PSYC 499 Independent Study (1-3 SH)
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This course is designed as an introduction to key sociological theories, with a focus on how these impact the dynamics of social change. The theories covered range from micro social- psychology perspectives to macro-structural approaches. The course specifically interrogates how ideas about the nature of social relations influence our perceptions of how social systems are constructed, deconstructed and reconstructed. The course opens up the space for students to reflect on their own personal life journeys as well as provides the opportunity for vigorous debate around real-time contemporary issues and engagement with how theoretical frameworks actively shape the macro sphere and our collective lives. Most importantly, students experience how social theories are driving agents of change on the personal, local and global levels. Registration priority is given to students whose programs require this course. Prerequisite: GS 101, PXD 151, SOC 101 or SOC 201. (SOC 225)
Core: WI
PXD 261 Community and Conflict Analysis Techniques (3 SH)
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This course provides an overview of explanations of violence at the personal, group, societal and national levels. Causes of violence are context-specific, multi-causal, multi-dimensional and may result from a variety of political and social, socioeconomic, and resource and environmental factors. The relationship between violence and social change will be explored. There will be special focus on explanations of war, terrorism, gun violence, and identity-based violence (gender-based, hate crimes, etc.). (Fall 20232025)
PXD 341 Mediation and Facilitation (3 SH)
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This course is designed to help students explore the theory and practice of program evaluation, especially if interested in working in social service, business development, mission-related programs or projects, and local or international NGOs. The course will review the current range of thinking on the philosophies, purpose, and structure of program evaluation, with an emphasis on how to use qualitative methods in evaluations. Students will gain hands-on experience in how to design an evaluation, how to determine the appropriate methods and collect data, and an analysis of ongoing program evaluation and evaluation reports. Sociological and anthropological approaches will provide the theoretical and philosophical background for our work, but the focus will be on practical applications of qualitative methodology in evaluation. Prerequisite: SOC 336. (PAX 516) (Fall 20232025)
PXD 485 Global Development (3 SH)
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In this course a team of faculty members coaches will coach students as they further develop their knowledge and skills for dealing with conflict and situations of injustice. Students work individually and in teams to apply new ideas and skills to cases that progress in complexity from the community to the national and to the global level. Students continue to develop their self-awareness as well as their capacity for professional judgment and reflective practice. Accelerated program students only. (PAX 634)
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This course introduces a range of historical and contemporary approaches to the study of religion.
Various theories and methodologies will be examined with special attention given to the functions
of religion within culture and the insights this provides for Christians.
Core: TR
REL 202 Reading the Bible (3 SH)
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Do you believe that the average North American youth has experienced hurt and a sense of abandonment by the adult culture? Drawing from Chap Clark's text, Hurt 2.0, we will explore this theory as we become familiar with current issues in North American youth culture. The basics of ministry for working with youth, prevention of sexual abuse, theories of adolescent faith development and self-care for youth workers are also taught. If you have an interest in working with young people in your profession this course is for you. Learning from guest speakers and observation of local youth work will also be a part of this course.
Core: TR
REL 235 Spiritual Formation, Sacred Pauses (3 SH)
In the midst of a crazy paced world would you like to find some peace? Join us on a journey of Christian spiritual formation where we search for daily spaces that April Yamasaki calls "Sacred Pauses." Using texts by Yamasaki and Foster we will learn to practice twelve spiritual disciplines, such as prayer, simplicity and meditation and we will discern their impact on our inward and outward journeys of faith. A weekly small group experience, a day-long silent retreat, and periodic meetings with a spiritual director are also also be a part of this course.
Core: TR
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In this course, you will learn to distinguish between and appreciate the specific select religious and spiritual approaches of indigenous and so-called New Age traditions. Depending on the specific semester, this might include European Paganism, North American indigenous traditions, West African traditions, Voodoo, or others. Origins, historical developments, rituals and practices, the religious situation of indigenous people in the postcolonial world, and issues/conflicts arising out of contemporary socio-political contexts will be explored.
Core: TR
REL 235 Spiritual Formation, Sacred Pauses (3 SH)
In the midst of a crazy paced world would you like to find some peace? Join us on a journey of Christian spiritual formation where we search for daily spaces that April Yamasaki calls "Sacred Pauses." Using texts by Yamasaki and Foster we will learn to practice twelve spiritual disciplines, such as prayer, simplicity and meditation and we will discern their impact on our inward and outward journeys of faith. A weekly small group experience, a day-long silent retreat, and periodic meetings with a spiritual director are also part of this course.
Core: TR
REL 301 Gender in the Bible (3 SH)
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This course guides advanced undergraduates in discovering their authentic theological vision for ministry with children and adolescents. Learnings from cultural studies, sociology, psychology, neurology and human development will contribute to understanding the developmental needs of children, youth and emerging adults. We will explore the complex dynamics of faith formation for diverse identities that emerge from ability, class, ethnicity, gender, nationality, race and sexuality. This course addresses ministry contexts with young people in congregations, community-based ministries and beyond. Prerequisite: REL 212 Faith, Meaning, and Adolescence or permission of instructor. (SMCL512)
Core: TR
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This course is designed to introduce students to the interdisciplinary field of missiology by examining Christian mission, as well as the issues raised by its critics, from various perspectives. These perspectives include biblical foundations of mission, a historical overview of missions, critical reflections on empire and globalization, current issues in mission, practical applications, and personal considerations for intercultural missionaries.
Core: CE & TR & CE
REL 341 African American Religions (3 SH)
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This course examines the construction of “disability” as a historical concept with real live consequences. We will learn about the different theoretical approaches to disability (“models of disability”), and explore issues regarding sexuality, relationships, rights, representation, and advocacy. We will also keep in mind the intersections with other bodily and social markers, such as gender, race, sexuality, class, and nationality. We will focus on the role culture and religion, particularly Christianity (its doctrines and practices), has played in how we understand disability as a concept, and persons with disability as members (or not) of our communities. We will analyze historical and contemporary sources like art, literature, religious and medical discourses to explore how images of the “normal,” “healthy,” and “beautiful” are generated and contested by embodied differences. For the purposes of this course, “disability” will include various ways in which bodies/minds can be seen as “abnormal,” including physical and cognitive disabilities as well as chronic illness and emotional/mental difference.
Core: TR
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A survey of the Anabaptist movement and Mennonites throughout the world from the sixteenth to twenty-first centuries. Issues include pacifism, wealth, political participation, community and tensions between faith and the dominant culture. Particular attention is given to the Anabaptist vision and its relevance for 21st 21st-century American life. (HIST 365) (Spring Fall 2025)
Core: HI
REL 410: Hebrew Bible: Text in Context (3 SH)
This course is an introduction to the Hebrew Bible, that considers its history, formation, and reception, and surveys its varied texts within their historical, socio-economic, political, literary, and theological contexts. This includes a particular an emphasis on Near eastern culture, religion, and politics as well as the various ways that these texts have been received and appropriated, so that students might become knowledgeable and critical interpreters of the text.
Core: TR
REL 411: New Testament: Text in Context (3 SH)
This course is an introduction to the New Testament, that considers its formation and canonization, and surveys its varied texts within their historical, socio-economic, political, literary, and theological contexts. This includes a particular emphasis on the life of Jesus, Roman imperialism, their Jewish context, and the distinctly socio-economic and political message of the kin-dom of God.
Core: TR
REL 412 Liberation Theologies (3 SH)
Liberation theology names the effort to understand and interpret the gospel through conscious and reflective deliberation within experiences of injustice, inequality, violence, and oppression. This course will explore some of the various expressions that have arisen under the banner of liberation, such as Black theology, feminist theology, queer theology, and theology in the face of empire. (Fall 20232024)
Core: TR
REL 423 Elementary Greek (3 SH)
This course is a basic introduction to the language of the Greek New Testament. The course focuses on the basic grammar necessary for reading/translating the Greek New Testament as well as for doing more advanced Greek studies. Through classroom study, written exercises, quizzes and readings in the Gospel of John, students develop ability in discovering the form and function of words/phrases, build a basic vocabulary and discover the value of language study for biblical interpretation. (BIBL 531) (Does not satisfy EMU Core Language Learning Requirement.) Prerequisite: senior status, or permission of instructor. (BIBL 531)
REL 424 Greek Readings (3 SH)
This course builds on the foundations of REL 423 (Elementary Greek), continuing to develop skills in reading and analyzing Koine or Hellenistic Greek, the language of the New Testament. The course focuses on basic grammar, vocabulary, and reading skills necessary for translating the Greek New Testament. After completing foundational grammatical concepts, the course focuses primarily on in class Greek reading and independent translation. Intermediate Greek concepts are introduced in order to further build students’ understanding of grammar and syntax that will aid in the reading and interpretation of the New Testament. (BIBL 541) (Does not satisfy EMU Core Language Learning Requirement.) Prerequisite: REL 423. (BIBL 541)
REL 451 Church Work Practicum (3 SH)
Would you like to experience the inner workings of a congregation, and test your gifts for ministry? A program of study and supervised field experience in a congregation, church agency or related ministry. Special emphasis is placed on personal development for ministry, developing leadership skills and experiencing the many facets of ministry in the congregation.
Core: CE & TR
REL 462 Mission Practicum (3 SH)
The purpose of the practicum is first-hand involvement in Christian ministry and witness in an intercultural setting. Radical Journey, SALT, and YES and other similar short-term programs may meet this requirement if arrangements are made with an adviser before beginning the placement. Summer placements in global South settings, or participation in a Washington Community Scholars' Center internship or other urban context are encouraged. Religion and intercultural studies minors may integrate their practicum with a required practicum in their major, or within a semester-long intercultural, if arrangements are made beforehand with an advisor.
Core: CE & TR
REL 499 Independent Study (1-3 SH)
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The significance and meaning of health, physical education, recreation, leisure, play, and sport in modern society are examined. Includes the theories of play, models of sport, and the recreational and sport movement in the U.SUnited States. Role and scope of health, physical education, recreation and sport programs in the community, schools, commercial, and industrial settings are examined along with an introduction to professional and career issues in the field. (PE 101)
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This course on human behavior in the social environment focuses on theories of social stratification and inequality. Students will explore various interpretations of the causes and consequences of inequality within the United States. Enrollment priority given to majors in the departmentApplied Social Sciences majors (social work, sociology, peacebuilding, sustainability, global studies). (SOWK 210)
Core: SB
SOC 225 Theories of Social Change (3 SH)
This course is designed as an introduction to key sociological theories, with a focus on how these impact the dynamics of social change. The theories covered range from micro social- psychology perspectives to macro-structural approaches. The course specifically interrogates how ideas about the nature of social relations influence our perceptions of how social systems are constructed, deconstructed and reconstructedperspectives to macro-structural approaches. The course specifically interrogates how ideas about the nature of social relations influence our perceptions of how social systems are constructed, deconstructed and reconstructed. The course opens up the space for students to reflect on their own personal life journeys as well as provides the opportunity for vigorous debate around real-time contemporary issues and engagement with how theoretical frameworks actively shape the macro sphere and our collective lives. Most importantly, students experience how social theories are driving agents of change on the personal, local and global levels. Registration priority is given to students whose programs require this course. Prerequisite: PXD 151 or , SOC 101 or SOC 201. (PXD 225)
Core: WI
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This course begins with a history of social justice and social change as concepts in the field of sociology and then sees how this foundation influenced contemporary social justice practitioners and theorists. Particular attention is given to social movements, the role of organizing, and civil society. Theory is integrated into practical social justice methodologies and community-based learning. Particular attention is paid to issues of power and powerlessness in domestic and/or international contexts. Prerequisite: SOC 152101. This course may be taken as part of the Peace and Conflict Studies minor. Offered Offered through Bluffton University
Core: SB
SOC 334 Cultural Anthropology (3 SH)
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The course provides an introduction to social research methods and prepares students to analyze, interpret, and critique quantitative social science research. Over the course of the semester students design and develop a research proposal. At various times during the semester the class will meet in a computer laboratory in order to access research tools and statistical software. Enrollment priority given to majors in the department. Prerequisites: STAT 120 and one of the following: SOC GS 101, SOC 201, POL 111, POL 113, PXD 151, GS SOC 101, or SOC 201.
Core: TI
SOC 340 Family in Social Context (3 SH)
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This course is an introduction to crime and society centered on criminological theories and methods and the ways such theories are integrated within public policy and the criminal justice system. Content also includes an examination of alternative forms of justice and restorative approaches. Prerequisite: SOC 101 or SOC 201. (Spring 20242026)
SOC 363 Criminal Justice (2 SH)
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Faculty and staff at the Washington Community Scholars' Center (http://emu.edu/wcsc/) work with students to place them in internships in and around DC that meet their disciplinary and career goals and that fall within the diverse fields of community organizing and community development. Both community organizing and community development are rooted in efforts to address place-based disadvantage and draw on a common set of analyses of the geography of inequality and the ways that race contours that landscape. Refer to the WCSC website for a directory of recent internship placements: http://emu.edu/wcsc/internships/.
SOC 392 Junior Seminar in Social Research (3 SH)
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This course provides an examination of structural patterns of injustice around environmental harms and benefits. We We examine the history and construction of environmental problems and paradigms and the development of an environmental justice discourse brought about through social movements. Through Through selected case studies we explore an array of issues, including climate justice, electronic waste trade, water rights, urban greenspace, “natural” disaster, internal colonialism, and war. The The course is designed to complement and enrich students’ studies in a host of fields, including public health, urban planning, public administration, community organizing, humanitarian aid, engineering, and law. Prioritized Prioritized enrollment is given to students completing the environmental justice minor. Prerequisite Prerequisite: junior or /senior standing. (Spring 20242026)
SOC 442 Teaching of Sociology (1-3 SH)
Students interested in mentored teaching practice have the opportunity through this class to cultivate professional skills and to deepen understanding of discipline-specific content. Students can earn credit by serving as teaching assistants for SOC 101 or PXD 151. Enrollment is limited to majors or minors in the department. Prerequisite: junior/senior status standing by permission only.
SOC 470 Community Organizing and Nonviolent Mobilization for Social Change (3 SH)
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This course provides an overview of social welfare policy (including social insurance, public welfare, and social services) in the global context. Generalist social work practitioners need to understand how global, national, state, and local policies affect the delivery of human services, and the importance of social work advocacy both on behalf of vulnerable populations, and the organizations and programs that address human social problems. Students engage in research, analysis and critique of a national or state level social problem and its historic and contemporary social welfare policy responses. This course builds on content introduced in SOWK 220 Social Welfare History and Philosophy.
Core: WI
SOWK 360 Race and Gender (3 SH)
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A Topics in Social Work course is an upper-level elective course from any department chosen to deepen understanding of a topic relevant to social work practice or a special population of interest. Students are encouraged to work with their advisor to choose a course that furthers the student's unique interests and professional use of self for practice. The following courses are pre-approved social work topics courses: PSYC 331 Abnormal Psychology, PSYC 391 Introduction to Counseling, PXD 341 Mediation and Facilitation, PXD 331 Restorative Justice and Trauma Awareness, PXD 451 Program Evaluation through Qualitative Methods, PXD 335 Understanding Violent Conflict, PXD 341 Mediation and Facilitation, PXD 375 Globalization and Justice, PXD 451 Program Evaluation through Qualitative Methods, SOC 330 Family in the Social Context, SOC 360 Criminology, SOC 334 Cultural Anthropology, SOC 360 Criminology, and CCSSC 387 The Urban LandscapeWCSC 387 Race, Space, and Inequality.
SOWK 430 Senior Practicum in Social Work (12 SH)
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Continuation of SPAN 110. Regular oral practice with a native-speaker language assistant. A student may not receive credit for both SPAN 120 and SPAN 130. This course is typically appropriate for students who have completed SPAN 110 Elementary I or who have had one to two years of high school Spanish. Prerequisite: SPAN 110. Note: Additional Core Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit.
Core: LL
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This conversational course is an exploration of the art of storytelling. Students will tell, read, and write short stories. We will focus on important decisions authors make regarding how to write a story: the nature of narrative voice, plot details, character development, symbols, and metaphors. Students will examine the structure and themes of short stories authored by Esteban Echeverría, Jorge Luis Borges, Juan Rulfo, Julio Cortázar, Elena Poniatowska, Isabel Allende, and Rosario Ferré (Fall 2024) Note: . Spanish is the primary language of instruction for all courses in the 300-and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive). (Fall 2024)
Core: LI, LL
SPAN 302 Flavors of Hispanic Culture (3 SH)
This conversational course offers a close understanding of Hispanic culture through a variety of food that mirrors diversity, history, traditions, believes, national and cultural identity, collective memories and taboos. The course covers from ancestral food practices prior to the encounter with the European colonists to contemporary culinary expressions of Hispanic dishes existent in many homes, poetry, novels, movies and songs of the diverse and multifaceted Hispanic kitchen. (Fall 2023) Note: Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive).
Core: LL
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This conversational course explores the dictatorships and social movements surrounding the Mexican Revolution, Cuban Revolution, The Spanish Civil War, and the dictatorships of the Southern Cone, and others. Students will examine the sociohistorical circumstances that lead to dictatorship, characteristics of dictatorships, and the various methods activists took up to denounce them and free their countries from oppression. Through a deep understanding of these histories, students will question the nature of democracy and evaluate the post- dictatorship societies. Note: Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive).
Core: HI, LL
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Advanced Conversation and Readings is designed to improve grammatical analysis, increase accuracy, and develop speaking and listening skills as well as students’ knowledge of Hispanic cultures and societies. This course is intended to prepare native and non-native speakers of Spanish for the reading demands and academic language expectations of upper-level SPAN courses through the use of authentic texts and practical exercises. (Offered every 4 years, Fall 2024) Note: Spanish is the primary language of instruction for all courses in the 300-and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive). (Offered every 4 years, Fall 2024)
Core: LL
SPAN 320 Constructing Identities (3 SH)
SPAN 320 is one of two critical thinking and composition courses at the 300-level with emphasis on analytical reading and writing skills necessary for upper-level coursework. Students will practice journalistic and analytical writing while reading and discussing topics related to love, globalization, and gender. The successful SPAN 320 student will be able to discuss the interaction between the self and environment both in the spoken and written modalities. (Can fulfill a portion of Spanish Ed. Pre-K-12 licensure requirements.) (Fall 2024) Note: Spanish Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive). (Fall 2024)
Core: LL & WI
SPAN 325 The Latino Experience (3 SH)
SPAN 325 is one of two critical thinking and composition courses at the 300-level with emphasis on analytical reading and writing skills necessary for upper-level coursework. The topic of Critical Thinking and Composition B is The Latino Experience. Students will practice argumentative writing while reading and discussing topics related to Spanish-speaking populations in the United States and the world. The successful SPAN 325 student will be able to discuss the role of voice in identity both in the spoken and written modalities. (Can fulfill a portion of Spanish Ed. Pre-K-12 licensure requirements.) (Fall 2023) Note: Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive).
Core: LL & WI
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This course combines experiential community learning in the local Latino community with in-depth research and reflection on local, national and global immigration/migration issues. Community-learning combines academic study with concrete service to the community. It engages students in understanding the community in which they work, requires thoughtful reflection on their experiences, and stimulates critical thinking and academic research. Class discussions will focus on readings, documentary films, personal immigrant stories, student service experiences, etc. (Spring 2024) Note: Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive).
Core: CE & LL
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This course provides a critical overview of the linguistic practices of Spanish-speaking communities in the United States. The class focuses on the historical migration paths of Honduran, Salvadoran, Guatemalan, and Mexican communities. The main goal is to develop critical and linguistic awareness about the dynamic encounter between Spanish and English in the United States: the shaping of Spanish and English, practices of language use, attitudes, and stereotypes. (Spring 2025) Note: Spanish Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive). (Spring 2025)
Core: LL
SPAN 340 Introduction to Spanish Translation and Interpretation (3 SH)
This course provides an introduction to two different professions and skill sets: translation (written translation from Spanish to English and English to Spanish) and interpretation (oral translation from Spanish to English and English to Spanish). Emphasis is on the practice of translating from Spanish to English in a variety of prose styles and working as translation teams. Additionally, students will be introduced to and practice consecutive and simultaneous oral interpretation. Upon completion, students should be able to demonstrate an understanding of the processes involved in and skills necessary and professional and ethical standards for translation and interpretation. Offered in alternate years. Note: Spanish is the primary language of instruction for all courses in the 300-and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive).
Core: LL
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This course enables students to develop their proficiency in medical Spanish and inter- cultural competence so that they are able to communicate effectively with Spanish-speaking patients or to be a competent patient in a variety of health care situations. Key global health issues and the role of new health technologies are explored in the context of global health challenges and medical ethics as well as the role of national health care systems, international organizations, NGOs, and social movements in promoting health. (Spring 2025) Note: Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive). (Spring 2025)
Core: CE & LL
SPAN 395 Survey of Hispanic Literature (3 SH)
This course offers a panoramic view of Hispanic literature, both from Spain and Latin America, from its origin as a dialect of Latin to the present global language, pointing out its most important stages. The student will develop the necessary tools to read literary texts for analysis. Students will engage with texts produced by the formative voices in the Spanish languages. Texts such as Lazarillo de Tormes, Don Quijote, the works of Borges, Rulfo, Garcia Marquez, Allende, Poniatowska, Garcia Lorca and others will become an important base from which reading and writing strategies, general culture and humanistic values can be learned through the rest of the upper-level SPAN courses. (Offered every 4 years, Spring 2024) Note: Spanish Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive). Intensive). (Offered every 4 years)
Core: LI, LL
SPAN 415 Introduction to Spanish Phonetics and Pronunciation (3 SH)
Intro to Spanish Phonetics and Pronunciation serves any advanced level Spanish speakers, both heritage speakers and speakers of Spanish as a foreign language, in their desire to gain clarity and accuracy in their own pronunciation. In the course of the semester the students will travel through the phonology of the Spanish language, including the phonetic landscape and minor variations. The course will provide an introduction to transcription, phonology, morphology and syntax in the language as well as provide an overview of linguistic change and brief introduction of geographic variation and will guide students as they hone their own accents in Spanish into a clear and easily understood variation free of influence from other languages. (Can fulfill a portion of Spanish Ed. Pre-K-12 licensure requirements.) (Fall 2024) Note: Spanish is the primary language of instruction for all courses in the 300-and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive). (Fall 2024)
Core: LL & TI
SPAN 425 Indigenous People and Conquest (3 SH)
This course first explores the rich history, culture, and sociopolitical structure of the Aztec, Maya, and Inca civilizations prior to the conquest of the Americas. Additionally, this course prepares students to engage in the study of myths surrounding the conquest of the Americas and the role indigenous allies, Africans, and traitors to the Spanish crown played in the conquest and exploration of the New World. This course will also provide students with contemporary cultural knowledge of present-day indigenous culture, transculturation, struggles, and survival in the modern nationstate. (Fall 2023) Note: nation-state. Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive).
Core: HI, LL
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Hispanic Linguistic Variation and Advanced Grammar focuses on how Spanish is spoken in different places, how linguists observe such variation, and how recognizing linguistic variation can become a bridge to the individual. Students will be exposed to variations in morphology, phonology, and syntax based on diachronic (historic) variation, diatopic (geographic) variation, diastratic (social) variation, and diaphasic (level of formality) variation. Students will learn historical methods of classifying the variations of Spanish and will be trained to recognize origins of Spanish speakers based on their accents. (Can fulfill a portion of Spanish Ed. Pre-K-12 licensure requirements.) (Offered every 4 years, Fall 2025) Note: Spanish is the primary language of instruction for all courses in the 300- and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive). (Offered every 4 years, Fall 2025)
Core: LL
SPAN 470 Spanish Internship (1-3 SH)
The Professional Internship Program is a cooperative endeavor among upper-level students, the community and the language and literature department. An internship provides an opportunity for students to explore career options and to extend their classroom experiences and learning with both job-related and academic responsibilities. Department approval needed one semester in advance. This course is graded on a P/F basis. Note: Spanish is the primary language of instruction for all courses in the 300-and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive).
Core: CE & LL
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Advanced work in literature, conversation or composition. Note: Spanish is the primary language of instruction for all courses in the 300-and 400- levels. Note: Additional Language Learning courses beyond the first may fulfill EMU Core Communication Intensive (CI) credit. At the 200-level and above, they may be used to fulfill the Communication Foundations requirement if they are not being used to fulfill another Core requirement (History, Literature, or Communication Intensive).
Core: LL
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This is an introduction into the study of statistics. The The goal of the class is to expose the student to basic statistical ideas and concepts. The The emphasis of the class is on statistical logic, recognition of basic statistical methods, and evaluation of statistical research. There will be a minimum of mathematical theory and computation. (Intended for LOM students)
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Various theater topics are offered depending upon student interest and faculty availability. Recurring topics courses are in technical theater and other areas of specialization that provide students with a broad understanding of the discipline. Possible topics include THR 230 Solo Performance, THR 231 Musical Theater, THR 232 Yoga and Movement, THR 233 Dance and Movement, THR 234 Advanced ActingPuppet and Mask Making (Fall 2024), and THR 235 Summer Musical Theater Program.
Core: CA
THR 281 Acting Practicum (1-3 SH)
Students may earn 1 credit semester hour per 40 hours of work on an EMU theater production. A total of 3 credit semester hours may be earned in one semester.
Core: CE
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THR 350 Technical Theater Practicum (1-3 SH)
Students may earn 1 credit semester hour per 40 hours of work on an EMU theater production. A total of 3 credit semester hours may be earned in one semester. Practicum credits may be earned.
Core: CE & TI
THR 351 Stage Management Practicum (1-3 SH)
Students may earn 1 credit semester hour per 40 hours of work on an EMU theater production. A total of 3 credit semester hours may be earned in one semester.
Core: CE
THR 352 Assistant Directing (1-3 SH)
Students may earn 1 credit semester hour per 40 hours of work on an EMU theater production. A total of 3 credit semester hours may be earned in one semester.
Core: CE
THR 353 Dramaturgy (1-3 SH)
Students may earn 1 credit semester hour per 40 hours of work on an EMU theater production. A total of 3 credit semester hours may be earned in one semester.
Core: CE
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VACA 112 Digital Photography (3 SH)
VACA 112 This course is an introduction to photography using the digital format. The The emphasis will be on composition, artistic personal expression and the use of new media technology. Aesthetics Aesthetics and the creative process begin the class. Understanding Understanding fundamental photography issues, light, composition, camera operation, and digital editing are covered. Photographing Photographing people, communicating an idea, and design assignments are explored.
Core: CA
VACA 121 Drawing I (4 SH)
This course is designed to develop confidence in drawing and build basic drawing and perceptual skills. A variety of drawing media, techniques and conceptual approaches will be used.
Core: CA
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Three-Dimensional Design develops a fundamental understanding of a variety of techniques, processes, and styles in three-dimensional media. Students will be challenged to become thoughtful of formal and conceptual concerns in art, while investigating the technical aspects of three-dimensional design. Students will gain practical experience by using various materials as well as by employing compositional and conceptual theories to create sculptures. (Fall 20232025)
Core: CA
VACA 142 Graphic Design I (2 SH)
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This foundational class for VACA emphasizes visual skills and creative problem-solving related to principles of design in two-dimensional art. Students explore the elements of composition and color theory throughhands-on studio work.
Core: CA & TI
VACA 144 Foundations of Design II: Digital (2 SH)
This follow up to VACA 143 Foundations of Design 1 I: 2D introduces students to digital tools such as Photoshop as they further their understanding of principles of design. Prerequisite: VACA 143.
VACA 151 Photography I (2 SH)
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This course provides an introduction to watercolor for beginning painters and those interested in adding color drawings and sketches. This course covers a variety of techniques including washes, wet-in-wet, wet-on-dry, monotypes, pen-and-ink with color tinting. Students will also have opportunity for skill development following demonstrations with guided and independent practice. When the weather is especially lovely, we'll move the classroom outside and enjoy plein air painting. Offered summers only.
Core: CA
VACA 222 Painting I (4 SH)
An introduction to painting in water-mixable oil or acrylic media. This course is designed to develop confidence in painting along with basic techniques and perceptual skills. A variety of approaches are used. It is recommended to take VACA 121 Drawing prior to this course.
Core: CA
VACA 232 Ceramics I (4 SH)
Ceramics is a comprehensive course designed to explore a variety of techniques and processes in clay. Sculptural and functional pieces will be created using both hand building and wheel techniques. Students will be challenged to become proficient in creating work, glazing, and will learn about firing processes.
Core: CA
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Using the creative process approach, students will work with typography and imagery in order to create effective layout solutions for print and digital media. Focus will be on Adobe InDesign and how it works in conjunction with Illustrator and Photoshop. Prerequisite: VACA 142. (Spring 2026)
VACA 243 Graphic Design III-Illustration and Drawing (2 SH)
The focus will be on Adobe Illustrator and the use of the its tools to create digital illustrations and logo design. The emphasis will be on technical and creative process in order to provide a final visual solution. Prerequisite: VACA 142. (Spring 2026)
VACA 252 Photography II (4 SH)
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Relief printmaking is an ancient form favored by contemporary artists in which images are printed on paper from wood and other materials. Screen printing is a newer process in which ink is forced through fabric onto paper and other materials. These processes are used to develop rich, colorful prints with an emphasis on visual ideas and technique. An introduction to watercolor covers a variety of techniques including washes, wet-in-wet, wet-on-dry, mono-types, pen-and-ink with color tinting. Students will also have opportunity for skill development following demonstrations with guided and independent practice. When the weather is especially lovely, we'll move the classroom outside and enjoy painting en plein air. (Spring 2025)
Core: CA
VACA 332
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Ceramics II (2 SH)
Building on the foundation of ceramics, students are challenged to expand their vocabulary of ceramic form and function. Hand building and wheel throwing techniques will be explored for both vessel and sculptural work. Technical understanding of surface treatments, firing techniques, glaze formulation, and ceramic processes are emphasized as tools used toward formal and conceptual success. Students have the opportunity to pursue more individual concerns in tandem with class directed assignments. In conjunction with increased technical proficiency, students will expand critical awareness through the investigation of conceptual, historical and contemporary art issues, ultimately increasing professionalism and the development of a personal aesthetic. Prerequisite: VACA 232.
Core: CI
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In this course students will explore how installation and experimental art immerses the viewer in a multi-sensory experience. Through both traditional and nontraditional media such as photography, video, painting, ceramics, sculpture, etc., students will explore the impact of materials and techniques on form, content and the expressive possibilities of various materials on a space. Through experimentation, boundaries of traditional art practices will be challenged to transform the perception of space. (Spring 20242026)
VACA 344 Web Design and Social Media (4 SH)
This class explores Web design and social media applications as they relate to expression and organizational communication. Students will construct web sites using both HTML coding and contemporary Web design software. Social media applications will be integrated in a holistic way as part of an overall communications strategy. Prerequisite: VACA 141 144 or equivalent. (Fall 2024)
VACA 345 Advanced Photoshop (4 SH)
Students will study advanced Photoshop techniques with special emphasis on masking and compositing photographs. Students will practice layering, digital effects, and photo repair as well as investigating imaging in a theoretical and philosophical context. Prerequisites: VACA 151 and VACA 252. (Fall 2025)
VACA 353 Alternative Photo Processes (4 SH)
Students will experiment with alternative acquisition and printing processes. Acquisition methods will cover pinhole, panoramic, HDR, legacy lens, and infrared processes. The history of photographic methods will be studied. The genre of landscape will be explored with several of the techniques. Students will print on alternative forms such as art and Japanese papers, metal surfaces, canvas, and other media forms. Prerequisites: VACA 151 and VACA 252. (Fall 20232025)
VACA 354 Conservation Photography (4 SH)
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A study of the aims and philosophy of art education in the elementary school with emphasis on child development through art. Students will experience art techniques and materials suitable for children from Pre-K through grade 6 with emphasis on appropriate motivational and teaching methods. Topics to be covered may include: the role of art in society and in the schools; fundamentals of art; sequential and discipline-based art curricula; teaching strategies; art motivation; art integration with the sciences, social studies, and cultural understandings; evaluation; teaching art history, criticism and aesthetics; writing instructional objectives and lesson plans; and teaching art production. For art education majors a 20-hour practicum in the elementary setting is a component of the course. Admission to teacher education may be a prerequisite. A two-credit option without a practicum is available for students who are not pursuing Art Education. (Spring 20242026)
Core: CA & CE
VACA 398 Secondary School Art Methods (3 SH)
A study of the aims and philosophy of art education at the secondary school level. Secondary School Art Methods will include advanced studies of curriculum and lesson design and integration; classroom organization and management techniques; delivery of art courses as electives; teaching art history, aesthetics, and evaluation; teaching art production appropriate to the adolescent; and the function of art in the schools and community. Students will understand contemporary issues in art education by examining research history and philosophy of art education. The relationships between developments in education as a whole and art education will be explored as well as adolescent creative learning styles and development. A 20-hour practicum in a secondary art setting is a component of the course. Admission to teacher education may be a prerequisite. (Fall 2024)
Core: CE
VACA 432
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Ceramics
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III (2 SH)
In Advanced Ceramics 1III, students will balance assignments designed to develop technical skills, while developing projects that explore personal style. Research and experimentation from an array of materials and processes such as wheel and hand building methods, unique firing processes, glaze chemistry, and clay body foundation will be used toward formal and conceptual success. In conjunction with increased technical proficiency, students will investigate conceptual, historical, and contemporary art issues to increase professionalism, develop a personal aesthetic, and create artwork that is suitable for exhibition. Prerequisite: VACA 332.
VACA 434
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Drawing II (2 SH)
Further development of drawing techniques, visual processes and experimental approaches. The capacity to change one's perspective and habits and an openness to taking risks are encouraged. This course is for students who want to explore drawing in its own right, strengthen work in other media through enhanced drawing skills or connect drawing with other arts or disciplines. Advanced investigation into physical, intellectual and emotional aspects of drawing. Content development, individual direction and creative voice are stressed along with further development of drawing skills. This course should be taken in the junior or senior year as a lead-in to VACA 481 Junior/Senior Thesis and Exhibition. Prerequisite: VACA 121.
Core: CI
VACA 435
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Painting II (2 SH)
Further development of techniques and visual strategies using oil and acrylic media. The capacity to change one's perspective and habits and an openness to taking risks are encouraged to understand the various ways artists approach structure and meaning in painting. Advanced investigation into physical, intellectual and emotional aspects of painting. Content development, individual direction and creative voice are stressed along with further development of painting skills. This course should be taken in the junior or senior year as a lead-in to VACA 481 Junior/Senior Thesis and Exhibition. Prerequisite: VACA 222.
Core: CI
VACA 442
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Ceramics
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IV (2 SH)
In Advanced Ceramics 2, students will develop a body of work suitable for exhibition. Research and experimentation from an array of materials and processes such as wheel and hand building methods, unique firing processes, glaze chemistry, and clay body foundation will be used toward formal and conceptual success. In conjunction with increased technical proficiency, students will investigate conceptual, historical, and contemporary art issues to increase professionalism and develop a personal aesthetic. This course should be taken in the junior or senior year as a lead-in to VACA 481 Junior/Senior Thesis and Exhibition. Prerequisite: VACA 432.
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This capstone class offers the opportunity for students to develop an artistic and vocational vision. Students will create a coherent body of work for exhibition and web display and will investigate career options related to their discipline. VACA majors should take Junior/Senior Portfolio and Vocation in the fall semester of the last full year they are on campus. They VACA majors should plan to take VACA 481 Senior Thesis and Exhibition the next semester (where they will exhibit and write about the work they developed in portfolio class). Prerequisites: VACA 151 and VACA 252.
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Students will study the video documentary form, from an historic perspective and consider how they are constructed and communicate. Students will use all the production techniques including, research, interview and video production, logging and editing. Particular emphasis will be paid to research, organization, the collaboration required, interviewing, color correction, and creating a cohesive long-form documentary for public viewing. PrereqPrerequisite: VACA 168.
Core: CE
VACA 481 Junior/Senior Thesis and Exhibition (2 SH)
This course explores professional practices related to preparation and installation of the major senior exhibit as well as development of a thesis paper. Students take this class in conjunction with a capstone course in their major. Prerequisite: VACA 450.
VACA 491 Internship (1-4 SH)
Provides students with an opportunity to integrate theory and practice by working in a professional art/media/design-related environment. Consultation with and reporting to the faculty advisor guide the student's experience. Travel and other expenses are the student's responsibility. Can be done during the summer. Grading is on a Pass/Fail basis. Prerequisite: consent of instructor. Core: CL VACA 481 Junior/Senior Thesis and Exhibition (2 SH) This course explores professional practices related to preparation and installation of the major senior exhibit as well as development of a thesis paper. Students take this class in conjunction with a capstone course in their major.
Core: CE
VACA 499 Independent Study (1-4 SH)
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WCSC faculty and staff work with students to place them in community service internships that meet the student's career goals and vocational aspirations. Most WCSC interns are placed in culturally diverse settings with organizations working to address racism, injustice, violence and other social problems. We can place students from any major, including the sciences, the arts, and professional programs. Please refer to our website for recent internship placements: www www.emu.edu/wcsc/internships. Offered in the summer
WCSC 385 WCSC Internship (6 SH)
WCSC faculty and staff work with all students, regardless of their major, to place them in community service internships that meet the student's career goals and vocational aspirations. Most WCSC interns are placed in culturally diverse settings with organizations working to address racism, injustice, violence and other social problems. See the WCSC webpage for recent internship placements: www www.emu.edu/wcsc/internships. Offered in the fall and spring semesters
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This course is an introduction to urban studies, focused in particular on questions of space and place. Through fieldwork, readings, and discussion, we explore the urban landscape of Washington, D.C., seeking to understand the spatial organization of the city, the inequalities it reflects, and the implications for people and communities. What drives racial and economic segregation? How do we make sense of cycles of neighborhood development and disinvestment? This course asks students to consider the breadth of actors and forces that shape the city, and to reflect on what it means to seek justice within this context.
Core: WI . & Fulfills CORE 300 Power, Systems, and Justice.
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The Latinx Caribbean influence on Washington, DC is strong and growing. This class takes a multi-disciplinary approach to understanding that aspect of the city—delving into the push/pull factors of immigration, looking at the many contributions the Latinx community has made and understanding the many forms of injustice that they face. Students will get a chance to experience and interpret the cultural, socio-economic, geographic and political impact of the Latinx community on the metro area. They will gain insight into the current national debate on immigration issues and take the opportunity to critically reflect and analyze relevant issues through speakers, class discussions, readings, movies, visits to various community organizations, advocacy work, and a final research project.
Core: WI . & Fulfills CORE 300 Power, Systems, and Justice.
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This four-genre course allows students to read, write, workshop and revise flash fiction, memoir, poetry, and dramatic scenes. Team taught or with frequent visits from various writing and literature faculty. Prerequisite: WRIT 135 or its equivalentWRIT 140.
Core: CA & WI
WRIT 210 News and Feature Writing (3 SH)
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A workshop on the craft of fiction-writing in the short story form. The course focuses in writing process and revision; explores varieties of characterization, setting, plot and structure, point of view, voice, theme, and figurative language. Reading assignments, writing exercises, and extensive short story workshops culminate in polished prose that may be appropriate for publication or graduate school application. Prerequisite: WRIT 135 or WRIT 140. Open to sophomores and above. (Spring 2024)
Core: CA & WI
WRIT 352 Creative Nonfiction Workshop (3 SH)
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This five-week course will focus on expository elements in the academic discourse produced by writers in the students' major fields. Students will develop an independent, critical, problem-solving attitude with respect to reading the work of others to assist in the revision of their own writing. Prerequisite: WRIT 135 or WRIT 140. (Spring 2024)
Core: WI
WRIT 381 Argumentative Writing (1 SH)
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This five-week course has a practical focus on writing in professional settings. Students will create a portfolio with a cover letter defining their expertise, a resume, and a writing sample specific to the niche in which they want membership. Students will analyze an audience in order to write, edit, and proofread documents that show they understand the audience of a particular profession and can write to a standard required in that profession. Students will become familiar with the ethical issues in professional writing, how to present themselves in writing by creating a positive impression to particular clients, and how to make connections by creating a network via various media. Prerequisite: WRIT 135 or WRIT 140. (Spring 2024)
Core: WI
WRIT 390 Literary Arts Journal-Phoenix (1 SH)
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Students will write new material to be workshopped, fully participating in peer critique, and working with the professor to read and respond to new material focused on a specialized area of their choice in fiction writing. Workshop pieces should be written within the scope of, or as a response to, this specialized area. In addition, students will write a critical essay about this specialized area, 1200 words, MLA documentation style, placing their own work in the context of their chosen readings and noting how their work responds to the published work in both craft and content. Prerequisite WRIT 351. Meets with WRIT 351. By permission of instructor only. (Spring 2024)
WRIT 422 Advanced Creative Nonfiction Workshop (3 SH)
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