Part6-e Pg. 1 of 7 Economics Douglas C. Haines, Dept. Chair of Business (301F J. A. Albertson Bldg. 83844-3161; phone 208/885-7146; mreyes@uidaho.edu). Notes: No course (CBE or outside the college) that is required in a CBE student's curriculum may be taken by CBE undergraduates on a P/F basis, with the exception of courses that are taught only on a P/F basis. Only upper-division CBE courses used as free electives may be taken by CBE undergraduates on a P/F basis. The combination of credits for Econ 201, 202, and 272 may not exceed 6 credits. Prerequisite: Enrollment in 300- and 400-level economics courses is restricted to students who have completed at least 58 credits. In addition, CBE students must have earned at least a 2.4 GPA in the CBE predictor courses. Students who have not completed the prerequisites to a course for which they are otherwise eligible may register for the course with the instructor's approval. Econ 201 Principles of Economics (3 cr) May be used as core credit in J-3-d. Econ 201 and 202 may be taken in either order. Organization and operation of American economy; supply and demand, money and banking, macroeconomic analysis of employment, aggregate output and inflation, public finance, and economic growth. Econ 201 or 202 carry only two cr after 272. May involve some evening exams. Econ 202 Principles of Economics (3 cr) May be used as core credit in J-3-d. Econ 201 and 202 may be taken in either order. Microeconomic principles governing production, price relationships, and income distribution. Econ 201 or 202 carry only two cr after 272. May involve some evening exams. Econ 204 (s) Special Topics (cr arr) Econ 272 Foundations of Economic Analysis (4 cr) May be used as core credit in J-3-d. One-semester introductory course on the principles of economics, covering both micro- and macro- concepts, theory, analysis, and applications. May involve evening exams. Carries no credit after Econ 201 and 202; carries 3 credits after either Econ 201 or 202. Students who have successfully completed this course, have not completed Econ 340, and later decide to major in economics are required, in consultation with the advisor, to take either Econ 201 or 202 for 2 credits. Econ 299 (s) Directed Study (cr arr) Econ 340 Managerial Economics (2 cr) May only be repeated once. Student may petition to repeat a second time in consultation with the Dean and course faculty team. This course covers the fundamental economic principles in applied business decisions from both micro and macroeconomic perspectives. Coreq: Bus 340 Econ 343 Money and Banking (3 cr) Influence of money and banking on economic activity; influence of monetary policies to achieve society's economic goals. May include evening exams. Econ 351 Intermediate Macroeconomic Analysis (3 cr) Theory of the economy as a whole; national income accounting as a tool of analysis; national output and income, employment, price levels, and growth. May include evening exams., or Permission Econ 352 Intermediate Microeconomic Analysis (3 cr) Theory of the consumer, firm, industry, market, price determination, and allocation of productive resources. or Permission Econ 353 Quantitative Economics and Forecasting (3 cr) Quantitative economic analysis including data collection, modeling, regression analysis, forecasting methods, and time series analysis; computer applications. ; and Stat 251, 271, or 301 Econ 385 Environmental Economics (3 cr) Theory of externalities and public goods, and application of economic principles to environmental issues. Prereq: Econ 202 or 272 or Permission Econ 398 (s) Economics Internship Program (1-3 cr, max 6)
Part6-e Pg. 2 of 7 Enrollment restricted to economics majors; may not be used to fulfill upper-division economics requirement in any of the three economics degree programs. Graded P/F. Relevant learning experience in business and government. Econ 400 (s) Seminar (cr arr) Econ 404 (s) Special Topics (cr arr) Econ 407 Public Finance (3 cr) Role of government in a market economy; public choice and collective decision-making; tax-shifting and incidence; structure and economics of federal taxes; governmental budgeting; public debt; special topics. Econ 415 Market Structure and Governmental Policy (3 cr) Analysis of economic behavior under different market structures, e.g., competition, monopoly, oligopoly, monopsony, oligopsony, bilateral monopoly and cartels; theory of contestable markets; antitrust; regulation; selected case studies. Prereq: Econ 202 or 272 or Permission Econ J427/ID-J527 Mathematics for Economists (3 cr) WSU EconS 527 See AgEc J427/J527. Econ ID430 Regional/Urban Economics (3 cr) WSU Econ 475 Location of economic activity, transportation problems, resource and product distribution methods, urban structure and growth, and related policy issues. Econ 441 Labor Economics (3 cr) Structure and composition of the labor force, wages and employment, human resources, income-maintenance program, and related policy issues. Econ 446 International Economics (3 cr) Analysis of international trade and financial transactions; trade policy; foreign exchange markets; adjustment processes; and international monetary system. May include evening exams. Econ 447 Economics of Developing Countries (3 cr) Same as AgEc 447. Characteristics of underdevelopment; historical perspective; theories and policies; development problems, e.g., poverty and income distribution, population, urban-rural migration and unemployment, agriculture, trade, aid, investment, debt; future prospects., or Permission Econ 453 Econometrics (3 cr) Same as Stat 433. Use of quantitative techniques to analyze and test economic theories. Prereq: Stat 251, Stat 271 or Stat 301; and Math 160 or 170 Econ ID-J455/J555 History of Economic Thought (3 cr) WSU Econ 402 Development of economic thought; special focus on selected schools, including Greeks, Scholastics, Mercantilists, Physiocrats, Classicals, and neo-classicals. Additional projects/assignments reqd for grad cr.. Econ 490 Economic Theory and Policy (3 cr) A capstone course for economics majors. Integrates theory, quantitative methods, and policy in the economics major; will involve independent research projects. Prereq: Econ 351, Econ 352, and Econ 353; or Econ 453 or Permission Econ 499 (s) Directed Study (cr arr) Econ 500 Master's Research and Thesis (cr arr) Econ 501 (s) Seminar (cr arr) Econ 502 (s) Directed Study (cr arr) Econ 504 (s) Special Topics (cr arr) Econ ID&WS522 Macroeconomic Analysis (3 cr) WSU Econ 500 Theory of national income determination and stabilization policy in a monetary economy.
Part6-e Pg. 3 of 7 Prereq: Econ 351 or Permission Econ ID525 Econometrics (3 cr) See AgEc 525. Econ ID&WS526 Master Microeconomics (3 cr) WSU EconS 526 Same as AgEc 526. Master-level, calculus-based producer and consumer theory with selected managerial economics topics. (Fall only) Prereq or Coreq: AgEc 427 or Econ 427 or Permission Econ ID527 Mathematics for Economists (3 cr) WSU EconS 527 See Econ J427/J527. Econ 555 History of Economic Thought (3 cr) See Econ J455/J555. Econ 597 (s) Practicum (cr arr) Econ 599 (s) Non-thesis Master s Research (cr arr) Research not directly related to a thesis or dissertation. Education Paul Rowland, Dean, College of Education (301 Educ. Bldg. 83844-3080; phone 208/885-6772). Related Fields: See Educational Administration, Special Education, and Teacher Education. ED 101 Orientation to the Teaching Profession (1 cr) A dual credit course open to high school students. Provides prospective teachers with experiences in the K-12 educational environment and an examination of current trends, school-based practices, and professional responsibilities of school personnel. Fulfills the 100 hr. College of Education public service requirement. ED 201 Diverse Learners in Schools and Social/Cultural Contexts (3 cr) Introduction to an inquiry-based model to examine student learning and diversity in relation to the purposes and functions of schools in society; focus on K-12 exposure to diverse learners in a variety of contexts. Thirty hours of field experience required. of the College of Education (see College of Education section, part 4) ED 301 Principles of Learning and Development in Education (3 cr) Theoretical and practical applications of the process of human growth, development, and learning within diverse educational communities. Two lec and 2 hrs of lab a wk. Prereq: ED 201 or Permission ED 302 Curriculum, Instruction, and Assessment Strategies (3 cr) Examination of the curriculum development process, knowledge of instructional planning and models of teaching, and an understanding of a wide array of formal, informal, and authentic assessment strategies within and across teaching disciplines; classroom management, exceptionality, philosophical foundations, technology, multi-cultural issues, and instructional inquiry examined within each of these processes. Prereq: ED 301 or Permission ED 401 Professional Role Development (1-3 cr, max 3) Preservice teachers will examine and evaluate the application of foundational knowledge of teaching, learning, and evaluation; school structures and professional roles; family and community resources and concerns; funding processes; legal and legislative issues; and professional development. Prereq: ED 302 and program recommendation Coreq: Enrollment in full-year internship ED 430 Practicum: Elementary School Teaching (7 or 14 cr) Only double program participants enroll for 7 cr. Supervised teaching in elementary schools. Graded P/F. Recommended Preparation: ED 302, EDCI 320, 336, 338, 420. Prereq: Admission to teacher education, cumulative GPA of 2.50, and Permission of department Coreq: ED 445 (Submit application to director of clinical experiences in teacher education by December 1 of school yr before enrolling.)
Part6-e Pg. 4 of 7 ED 431 Practicum: Secondary School Teaching (7 or 14 cr) Only double program participants enroll for 7 cr. Supervised teaching in secondary schools. Graded P/F. Recommended Preparation: ED 302, EDCI 463. Prereq: Admission to teacher education, cumulative GPA of 2.50, and Permission of department Coreq: ED 445 (Submit application to director of clinical experiences in teacher education by December 1 of school yr before enrolling.) ED 445 Proseminar in Teaching (3 cr) Orientation to practicum, career placement, and entry-level teaching. Coreq: Enrollment in Senior practicum ED 510 Schools in Context (3 cr) Introduction to an inquiry based model to examine student learning and diversity in the context of the school setting. Course examines the purpose and function of schools in a K-12 setting through the development of a teaching portfolio. Course designed for post baccalaureate students seeking teaching certification. Practicum element required. ED 531 NBPTS Certification I (3 cr) An overview of the National Board for Professional Teaching Standards (NBPTS) certification process and a framework for completion of requirements for National Board certification; gaining an understanding of the purpose of NBPTS certification by reviewing the history of the NBPTS certification process; students examine NBPTS standards and portfolio guidelines for their area of certification and receive guidance and consultation in gathering, organizing, and writing documentation required for the NBPTS portfolio. ED 532 NBPTS Certification II (3 cr) Continuation of ED 531. Students will complete the requirements for National Board certification, submit a complete portfolio, and prepare to take the assessment center exercises. Prereq: ED 531 ED 542 Instructional Design (3 cr) Technology based instructional design, development, evaluation, and revision of curriculum. ED 571 Introduction to Quantitative Research (3 cr) Overview of research techniques, emphasizing experimental, quasi-experimental, descriptive, analytical, single subject designs. Special emphasis on interpreting and critically evaluating research articles; planning, analyzing, and writing quantitative research studies. Prereq: Graduate standing ED WS572 Educational Statistics (3 cr) WSU EDPsy 508 ED 573 Action Research (3 cr) Introduction to action research as a form of systematic applied inquiry conducted by professionals to gain insight, develop reflective perspective, effect change, enhance environment, and improve practice, pedagogy, learner/participant outcomes, policies/procedures. Goals of course include: understanding the theoretical foundations of practical and critical action research, selfstudy, and teacher research; examining the impact of action research on professional knowledge/actions/environment; exploring processes for identifying area of focus, generating data, analyzing and interpreting data, and developing an action plan for change. ED 574 Introduction to Qualitative Research (3 cr) Introduction to historical background and theoretical foundations of qualitative research. Addresses issues of design, methods, analysis, political, and ethical issues as they relate to practice. Goals of course include: developing introductory understanding of designing a qualitative study; exploring framework and methods within qualitative research; appreciation of complexities within approach; and developing beginning skills through conducting a qualitative inquiry project. ED 584 Intermediate Quantitative Analysis in Education (3 cr) An in-depth analysis of quantitative research methods in social and behavioral sciences. The overall goal of the course is to prepare students to apply quantitative research methodology in education. Topics include understanding applied experimental, quasi-experimental and behavioral designs, survey design, measurement and instrumentation, sampling, item analysis, reliability analysis, and validity assessment. Prereq: Introductory statistics coursework or Permission ED 586 Advanced Planning and Design of Educational Research (3 cr) Planning, analyzing, writing, and evaluating research studies appropriate for the dissertation; formulation of conceptual framework relative to analytical process; research designs and control of variables, and interpretation of data; preparation of research presentations and writing for publication. Prereq: ED 572, and ED 571 or ED 574, or Permission ED 587 Advanced Quantitative Analysis in Education (3 cr)
Part6-e Pg. 5 of 7 Advanced analysis of quantitative research methods in education and social sciences. The goal of the course is to expose students to multivariate statistics and quantitative research approaches. Topics include multiple correlation/regression, discriminate analysis, exploratory and confirmatory factor analysis, multivariate analysis of variance (MANOVA), multivariate analysis of covariance (MANCOVA), canonical correlation analysis, cluster analysis, log linear model, path analysis and structural equation modeling. Prereq: ED 584 or Permission ED 589 Designing and Conducting Qualitative Research (3 cr) Addresses philosophical foundations underlying qualitative research and extends understanding of design, methods of data generation, and analysis.goals of course include understanding: relationship of design to methodologies; contextual considerations; role of Critique of Literature in developing theoretical framework; approaches to analysis; issues of trustworthiness and credibility; Researcher as Instrument; and ethical issues. Forms of reporting/writing/ representing data are introduced through reporting on newly collected or existing data. Prereq: ED 574 or Permission ED 590 Qualitative Research: Writing, Critiquing, Practice, and Application (3 cr) Advanced course to develop in-depth understanding of qualitativemethodologies and relationship to methods, analysis, reporting, and theoretical framework. Examines diverse perspectives, current issues in research, standards of quality, and ethical issues. Focuses on writing, interpreting qualitative data, and theory building. Goals of course include: understanding various formats for writing/reporting data; presenting and publishing qualitative research; formats for critiquing; understanding the responsibility/ commitment of researcher and research to participants/community; and use of findings from educational/social/political perspectives. Prereq: ED 589 or Permission Educational Administration Russel A. Joki, Dept. Chair, Dept. of Counseling and School Psychology, Special Education and Educational Leadership (UI Boise Center, 322 East Front Street, Suite 440, Boise, ID 83702; phone 208/364-4099; rjoki@uidaho.edu) Program Coordinators Don Wattam; phone 208-667-2588 dwattam@uidaho.edu and Kathy Canfield-Davis; phone 208-667-2588 canfield@uidaho.edu. EdAd 500 Master's Research and Thesis (cr arr) EdAd 501 (s) Seminar (cr arr) EdAd 502 (s) Directed Study (cr arr) EdAd 504 (s) Special Topics (cr arr) EdAd 505 (s) Professional Development (cr arr) Professional development and enrichment of certificated school personnel. Cr earned will not be accepted toward grad degree programs, but may be used in a fifth-yr program. EdAd ID&WS509 Educational Policy and Politics for Educational Leaders (2-3 cr) WSU Ed Ad 580 Principles and problems of organization and administration of American education, including local, regional, and state systems. EdAd 510 Strategic Planning for Educational Practitioners (3 cr) Specifics included in both the discipline and process of strategic planning; team building, internal and external scanning, vision development, generating belief statements and exit outcomes, writing the mission statement, developing strategies to achieve organizational objectives, and establishing action plans. EdAd 513 Administration of Special Education Law (3 cr) Explore in-depth the legal issues related to the delivery of special education and pupil services. The course examines legal frameworks used to address issues in this area. EdAd 521 Higher Education Administration and Governance (3 cr) Administration in colleges and universities; history, basic systems of governance in different states, internal organizational structure, finance, student services, faculty, academic programs, affirmative action, and university relations. EdAd 523 Contemporary Issues in Higher Education (3 cr) Analysis of leading current issues in post-secondary education, including but not restricted to tenure, research/teaching, extended learning-outreach programs, admission, retention, graduation requirements, and student-faculty evaluations. EdAd 524 History and Philosophy of Higher Education in the U.S. (3 cr) Exploration of history and philosophy of higher education from its origins to the present day; emphasis on trends and issues that have impacted higher education and contributed to its evolution.
Part6-e Pg. 6 of 7 EdAd 525 Higher Education Accounting, Budgeting, and Finance (3 cr) Provides a foundation for exploring the procedures and processes for providing financial support to institutions of higher education; the focus is on public institutions, and information about private institutions will be discussed as appropriate. EdAd 526 Student Services in Higher Education (3 cr) Overview of administration of, and issues within, student affairs divisions of colleges and universities; includes organizational structures, philosophical underpinnings, history, relationship to missions of universities and colleges, and relationship to other divisions within universities and colleges. EdAd 527 Ethics and Law in Higher Education (3 cr) Comprehensive overview of salient legal issues that have a direct impact on post-secondary education; topics include judicial review process, agency/authority, labor relations/collective bargaining, Affirmative Action, Americans' Disability Act (ADA), accreditation, and the Land Grant university system. EDAD 528 Leading Standards Driven Instruction (3 cr) This course explores the management skills, concepts, and information needed to administer a district-wide standards-based instructional and assessment program, with emphasis at the school principal level. This also includes the role of the administrator in supervising for change through the creation of an inclusive learning environment. The administrator s responsibility in the auditing of content standards and corrective procedures based on assessment results will be covered in depth. The course will also include the various forms of standards-based assessment, both formative and summative, and how to lead organizations to align instruction with state assessments. Both the content and context of instruction and its effect on assessment results will be covered. The formal as well as the informal content of the instructional process and the leader s responsibility to supervise for both is a critical component of creating inclusive learning environments. The effect of technology, articulation, and the role of the administrator in monitoring what is taught will be investigated as a means toward quality control. (Fall only) Prereq: Bachelor s Degree in Education EdAd 530 Ethical Leadership and Law in Education (3 cr) Ethical and legal principles undergirding schools in the U.S.; statutory and case laws focusing on Idaho and surrounding states. EdAd 533 Multicultural Diversity and Educational Leadership (3 cr) An introductory graduate-level course in educational administration with an emphasis on the diverse student population that we serve. Its aim is to examine what it means to lead educational organizations in a changing society. Specifically the course focuses on policy, theory and practice, as they relate to diverse school populations. Issues related to multicultural diversity will be drawn from readings as well as personal experiences. The goal of the class is to assist students in developing their own understanding and skills in becoming more effective leaders in organizations that affirm diversity. EdAd 534 The Principalship (3 cr) Prepare students for assuming the role of elementary or secondary school principal; emphasis on skills reqd for confidence in the role of principal. EdAd ID&WS535 School Finance (3 cr) WSU Ed Ad 585 Theory and application of financing schools; application to Idaho schools. Prereq: EdAd 509 EdAd 566 Leading Continuous School Improvement (4 cr) The focus of this course is the improvement of teaching and learning through the use of student achievement data analysis and application to classroom and school improvement. It is structured around three themes: 1) Interpersonal Communications, 2) Student Achievement Data Analysis and Application and 3) Collaborative Coaching. This course is designed to develop instructional leaders who are able to implement continuous school improvement efforts through the application of these three themes. By demonstrating the use of data as the basis for educational decisions, leaders will be expected to improve achievement through the supervision of learning and the creation of a professional learning organization that promotes the learning of all: students, teachers, parents, and administrators. (Spring only) EdAd 570 Methods of Educational Research (3 cr) This course examines philosophical and theoretical frameworks, methodologies, strategies, techniques, and designs of educational research. The primary themes: (1) the integration of research with educational practices, (2) the role of diversity in the social/political context of research, and (3) the design and use of research in education. EdAd 571 Educational Leadership in the Global Society (3 cr) This course is designed to empower superintendents to become leaders who are culturally knowledgeable and can function well and initiate change in multicultural and international settings. This need is driven by rapid changes in the educational marketplace, competition in technical and financial resources, and the emergence of a global economy. Students gain an understanding of culture and pluralism as it relates to present organizations and trans-organizations with a global framework. The course emphasizes organizations that are global within as well as outside the United States, multinational organizations, transnational organizations, as well as global, social-change issues. Issues covered include adapting organization development strategies to the cultural blinders, understanding cultural diversity and the effect of cultural values on the organization change process, and applying strategy to dramatically changing environments. Prereq: Bachelor s Degree in Education
Part6-e Pg. 7 of 7 EdAd 584 Bargaining/Mediation/Arbitration (3 cr) For superintendent candidates. This course examines a bargaining model endorsed by state organizations and prepares the superintendent for collective bargaining and other dispute resolution models. EdAd 585 Policies and Perspectives for Educational Leaders (3 cr) For educational leaders, especially superintendents. This course examines interdisciplinary issues from business law, the art and other areas as pathways for personal reflection and renewal. EdAd 586 Advanced School Finance (3 cr) Economic principles to provide insights into practical matters relating to school finance for principals, teachers, business managers, and other school officials; issues of educational productivity, allocation of resources, efficiency, equity, and liberty; review of basic accounting principles and requirements applying to both district and building levels. Prereq: EdAd 535 EdAd 587 The Superintendency (3 cr) Prepare students for assuming the role of superintendent of schools; emphasis on research-based role expectation and practical guidelines for superintendent behavior. EdAd 588 Critique of Research (2-3 cr) (EdAd 688) Research design and methods applicable to the dissertation; dissertation content, format, and style; primarily for educational administration doctoral students who have completed most of their course work; emphasis on review of educational administration doctoral dissertations and peer-reviewed literature. Prereq: Stat 251 or Equivalent, ED 571 or Equivalent EdAd 589 Critical Thinking (2-3 cr) (EdAd 689) Same as AdOL 589. For individuals curious about the thinking process; a variety of ways of learn about Vertical Thinking and Lateral Thinking; emphasis on practice using Lateral Thinking skills. EdAd 592 School-Community Relations (3 cr) Interpreting the schools to the public, two-way flow of ideas between school and community. EdAd 593 School Facilities Planning and Maintenance (3 cr) Planning new school facilities; facility maintenance; legal provisions involving financing; preliminary surveys of need; relationships with architects and contractors. EdAd 594 Theory in Educational Administration (3 cr) Theories from psychology, sociology, and cultural points of view applied to school administration; problem solving/decision making; case study approach. Prereq: EdAd 509 EdAd 595 Administration and Supervision of Personnel (3 cr) School-level personnel issues certified and classified including supervision and evaluation models, resource allocation, professional development, recruitment, contract law, tort law, selection, placement, evaluation and collective bargaining. Case studies in each area are presented, using local district materials, internet searches and text readings. While the principal s role is the main focus, the course also examines district level issues such as personnel organization and school board policies. EdAd 598 (s) Internship (cr arr) Interns assigned for two semesters to practicing administrators in elementary or secondary schools or in district offices or in appropriate offices in higher education. Graded P/F. Prereq: Approval of major professor and substantial completion of certification program EdAd 599 (s) Non-thesis Master s Research (cr arr) Research not directly related to a thesis or dissertation. of major professor EdAd 600 Doctoral Research and Dissertation (cr arr)