Early Childhood Education   |    Economics    |    Education   |   English    |    English as a Second Language

Environmental Science   |    Experiential Learning

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EARLY CHILDHOOD EDUCATION

(School of Education)

Note: Interdisciplinary Early Childhood Education course descriptions are availabl here. 

ECE 111 Educational Foundations of Early Childhood Three hours
Orientation and introduction to the early childhood profession birth through kindergarten serving children with and without disabilities. Provides an overview of significant theoretical and historical foundations as well as issues and current policies affecting young children. Defines the role of early childhood educator including professionalism, ethics, professional standards, and advocacy. Examines Kentucky’s vision for young children and resources for supporting children and families. Other topics include observation, developmentally appropriate practice, program types, regulations, accreditation, inclusion, cultural and linguistic diversity, curriculum and quality initiatives. Reflects on personal dispositions for working with young children and their families. Required: 10 hours of field experience observing various age levels and types of early childhood programs. Prerequisite: None

ECE 130 Child Development I Three hours
Examines the interdisciplinary field of human growth and development. An in-depth study of developmental processes from conception through infancy and toddlerhood with emphasis on the biological and environmental aspects of physical, cognitive, language, social, emotional, and personality development. Processes are discussed within the framework of historical and contemporary theories and current research. Includes strategies for documenting individual children’s development and learning. Required: 6 hours of field experience. Prerequisite: None

ECE 140 Guidance of the Young Child Three hours
Explores positive guidance strategies for young children in order to create safe, respectful environments where unconditional acceptance is practiced and membership in the group is never threatened. Promotes the encouragement of children instead of discouragement. Focuses on the teaching, modeling, and practicing of democratic life skills so that children can solve problems in non-hurtful ways. Emphasis on developing relationships with children, parents, and other professionals will be addressed. Observation and assessment will be used to evaluate teachers and programs and suggest ways to improve the guidance of young children. Required: 6 hours of field experience. Prerequisite: None

ECE 216 Introduction to Special Education Three hours
Overview of philosophical, historical, and legal foundations of special education. Studies characteristics of children with various exceptionalities and service delivery options. Examines and includes processes of identification, referrals, eligibility, diagnostic, treatment, and educational procedures. Topics include development of individual service plans, litigation, inclusion strategies, gifted, advocacy, assistive technology, home-based intervention, and rights and responsibilities of professionals working with families of children with disabilities. Required: 16 hours field experience working in a program that serves children with exceptional learning needs. Prerequisite or Co-requisite: ECE 111, ECE 230

ECE 230 Child Development II Three hours
Applies the basic principles and theories of growth and development to examine children from two years of age through the years of middle childhood. In-depth study of developmental processes with emphasis on the biological and environmental aspects of physical, cognitive, language, moral, social, emotional, and personality development. Investigates the current research on the brain and individual development with implications for educational practice. Includes strategies for documenting individual children’s development and learning. Required: 6 hours of field experience. Prerequisite: ECE 130

ECE 270 Observation and Assessment Three hours
A comprehensive introduction to observation and assessment in early childhood education. Reviews legal provisions, regulations, and guidelines. Develops skills and methods of observing young children in structured and unstructured situations. Training in identification, selection, and implementation of various screening and developmental assessment instruments as well as program evaluation tools and links results to planning, guidance, and instruction. Overviews diagnostic process and implications of evaluation. Required: 20 hours of field experience. Prerequisites: ECE 111, ECE 230

ECE 280 Approaches to Curriculum and Methods Three hours
Introduces the student to the history of early childhood education and the theoretical perspectives of curriculum development in early childhood programs. Teaches the design of curriculum for children with and without disabilities and allows for practice in developing curriculum units. Introduces Kentucky Program of Studies, Core Content, and Early Childhood Standards as a framework in the development of curriculum. Promotes teaching methods that work best to develop concepts and encourage learning with young children. Examines societal factors that impact programming. Explores High Scope, Montessori and Reggio Emilia curriculum approaches. Considers effective arrangement of inclusive indoor and outdoor spaces in early childhood environments in accordance with program philosophy, goals, objectives, and needs of children from birth through kindergarten. Principles of design focus on effective room arrangements and well-organized learning areas. Studies brain research to understand impact of physical environment on development and learning. Required: 4 hours of field experience. Prerequisite or Co-requisite: ECE 111, ECE 230

ECE 411 Teaching Practicum in Early Childhood Education    Three Hours

Integration of theory and practice in approved infant/toddler, preschool, prekindergarten, and/or kindergarten settings, with guidence from a classroom cooperationg teacherand/or a university supervisor. Students assume teaching responcibillities and complete professional portfolio documenting competencies in the nine IECE teaching standards. Students are formally and informally assesed including site visits conducted by course instructor. Students demonstrate competency in professional early childhood teaching standardsare held to analyze and reflesct on the experience and engagein collaborative planning. Required: six hours of field experence per week for 15 weeks. Prerequisite: consent of ECE Program Coordinator

ECONOMICS

(School of Business and Economics)

ECO 110 Introduction to Economics Three hours
A survey of the present economic system; price-making forces; production, consumption, distribution of goods and services; wealth, money, credit, banking, public finance; capitalism, and other economic systems. For non-business students and associate degree students. Fall and spring semesters.

ECO 221 Macroeconomics Three hours
A study of modern economic society: economic concepts of national income, inflation, unemployment, and the role of banking. The problems of economic stabilization through monetary, fiscal, and trade policies. Fall semester.

ECO 222 Microeconomics Three hours
A study of modern economic society: the subsystems of consumer and firm behavior; pricing, production, and problems in markets both domestic and international. Spring semester.

ECO 321 Economic History of the United States Three hours
Development of agriculture, manufacturing, trade, banking, transportation, large business, labor unions, farm organization, and foreign trade. See HST 321. Prerequisite: ECO 110, 221, or 222. Every third spring.

ECO 332 Economic Geography Three hours
A study of the influence of geographical factors on development of economic activities, production, location of industries, manufacturing, commerce, international trade, and economic welfare. See GEG 332. Every third spring.

ECO 342 Labor Problems Three hours
This course covers the working force, wages, levels of living, conditions of work, labor unions, industrial conflict, and governmental control of labor-management relations. Prerequisites: ECO 221, 222. Alternate spring semesters.

ECO 343 Consumption Economics/Personal Finance Three hours
This course covers consumers’ incomes and choices, household expenditures, buying homes and cars, money management, financial planning, personal insurance, savings, and investments. Prerequisite: ECO 110, 221, or 222. Every third spring.

ECO 352 Money and Banking Three hours
Principles of commercial and central banking; monetary and income theory; monetary and fiscal policy; history and trends of financial instruments and institutions. Prerequisites: ECO 221, ECO 222. Spring semester.

ECO 361 Social Statistics Three hours
Course designed to acquaint the student with the logic and method of statistics, covering frequency distributions, measures of central tendency and variation, random sampling, and testing of hypotheses. Recommended for students planning graduate study in business, economics, law, or social sciences. See POL 261, SOC 361, and POL 361. Fall and spring semesters.

ECO 370 Managerial Economics Three hours
Problems, cases, and applications of microeconomic theory to business problems. Revenue, demand, and elasticity; the production function, substitutability, and diminishing returns; cost of production, profit analysis, optimization; monopoly, oligopoly, monopolistic competition, and perfect competition; game theory, estimating demand, economic trend analysis and forecasting, pricing and profit strategy, and statistical quality control. Prerequisites: ECO 222; and MTH 111, MTH 130 or ECO 361. Fall semester.

ECO 451 Public Finance Three hours
Growth and finance of the public sector; principles of taxation, tax structures, revenue and expenditures of government fiscal units. Prerequisites: ECO 221, ECO 222. Alternate fall semesters.

ECO 452 Comparative Economic Systems Three hours
Comparisons of economic systems under capitalism, socialism, fascism, communism, and cooperatives. Conditions causing different economic systems; production, distribution, and controls or freedom from control under each system are stressed. Prerequisites: ECO 110, ECO 221 or ECO 222. Every third spring.

ECO 461 International Trade Three hours
Differences between domestic and international trade; foundations of international trade; economic effects of free and restricted trade; mechanisms of international payments and structure of balance of payments; history and contemporary issues of trade policies and world monetary systems. Prerequisites: ECO 221, ECO 222. Fall semester.

ECO 472 Government and Industry Three hours
The structure, conduct, and performance of American industries; public policies toward business; economic analysis of those policies. See POL 472. Prerequisites: ECO 221, 222. Every third fall.

ECO 475 History of Economic Thought Three hours
Comparative study of economic doctrines of Mercantilists, Physiocrats, Classical and Historical Schools, Social Theorists, Marginal Utility School, Marshall and Neo-Classicists, and the Keynesian School. Prerequisites: Junior standing, ECO 221, ECO 222. Every third fall.

ECO 480 Selected Topics One to Three hours
A special course offered on demand to economics and business students. The course may be repeated for credit provided the topics differ each semester. No more than six hours total from ECO 480 may be counted toward a major or a minor. Consent of instructor. Offered on demand.

ECO 385/485 Internship One to Three hours
Supervised work experience in the current economy. Prerequisite: Junior standing. Faculty approval required before registration. Six hours maximum enrollment. Fall, spring, and summer semesters.

ECO 390/490 Independent Study One to Six hours
Directed research resulting in a paper and presentation on an economic issue. Senior standing required, with GPA of 2.50 overall, and 2.80 in economics. Faculty approval required before registration. Course may be repeated, with maximum six hours earned.

EDUCATION

(School of Education)

ED 102 Introduction to Education Three hours
This is an entry level course into the teacher education program leading to P-5, 5-9, 8-12, or P-12 teaching certification. All entry and exit procedures for teacher education programs and orientation toward completion of exit and certification requirements are covered. This course also introduces students to national, state, and institutional requirements for certification, especially NCATE requirements regarding ethics, professionalism, field experiences, and pedagogy. Students will gain a knowledge of the Kentucky Department of Education curricular guidelines: KERA Goals and Academic Expectations, Core content, Program of Studies, and Transformations, and develop a Unit of Study and lesson plans. Fall or Spring semesters.

ED 210 Basic Concepts and Philosophy of Education Three hours
Explores the various philosophies of education so that students will construct their own philosophy of education. In addition, students will focus on the historical, social, and ethical foundations of American education at the P-5, 5-9, 8-12, and P-12 levels. Fall or spring semesters.

ED 300 Human Development and Learning Theory Three hours
The study of how children develop socially, physically, emotionally, and mentally from birth through adolescence identifying developmental patterns and implications on the learning process. It will also provide purposeful observations of the child. Prerequisites: Admittance to Teacher Education Program, PSY 111 and ED 210. Fall and spring semesters.

ED 310 Instructional Technology Three hours
Explores IT as hands-on aids to teaching and learning. Included is instruction in the usage of various technologies with linked learning elements such as developmental, and cognitive change in the classroom. Deals with pedagogical aspects of integrating technology in the classroom for teachers in all public school disciplines. Introduces prospective teachers to CU’s Instructional Technology program, one committed to preparing P-12 teachers who know the content of their field, promote professional and pedagogical knowledge, demonstrate acquired skills, applying them in such a way all students learn. Prerequisites: Admittance to Teacher Education Program, ED 102; knowledge of MS Office.

ED 311 Assessment and Evaluation of Learning Three hours
A study of the concepts and methods used in the assessment and evaluation of learning. Students will explore research on assessment, create and use a variety of assessments, research grading strategies and their impact upon student learning. Emphasis given to the CATS test and individual assessment for exceptional children. Prerequisites: Admission to Teacher Education Program, ED 210, 300, 310. Spring semester.

ED 325 The Exceptional Child Three hours
This course is devoted to the study of the exceptional child who is developmentally exceptional in physical, cognitive, emotional or social areas. Prerequisites: Admittance to the Teacher Education Program, and ED 210, ED 300. Fall and spring semesters.

ED 331 P-5 Social Studies Methodology Three hours
This social studies methods course requires pre-service teachers to demonstrate an understanding of curriculum and content selection, pedagogy, learning theory, assessment and technology related to elementary social studies instruction. The study of standards, classroom management, social context of school, learning styles, assessment, and other topics will be addressed. The course is designed to prepare pre-service P-5 teachers for teaching social studies. Students will examine social studies education as a process that creates and reflects relations of class, race, sex, caste, nation, and culture. The course is designed to reflect upon the role of teachers in preparing their students to become democratic citizens who can live successfully in a global and culturally diverse world. Prerequisite: Admittance to Teacher Education Program, CAP 2. Fall semester.

ED 341 P-5 Mathematics/Science Methodology Three hours
This course is designed to familiarize pre-service teachers with processes of thinking about integrated concepts of science and mathematics that are taught to students in the P – 5 level. Pre-service teachers will explore national and state standards for science and mathematics including the Program of Studies, Transformations, Core Content for Assessment, and Implementation Manual for the Program of Studies as well as other appropriate standard documents. Instructional materials, strategies and evaluation tools will be investigated noting response to developmental and diverse needs of learners. Course will include research on effective schools and best practices (implications for teaching). Prerequisites: Admittance to Teacher Education Program, CAP 2, MTH 201 and MTH 202. Spring semester.

ED 351 Reading Methodology, P-8 Three hours
This course consists of an overview of reading theories and methods. It emphasizes the topics of emergent literacy, phonemic awareness, phonics, whole language, and the balanced approach to reading instruction, vocabulary growth, fluency, reading comprehension, and reading in the content areas. Students are required to have field experiences with diverse learners in the public school. They will administer a reading skills assessment and teach a KTIP lesson in a P-5 or 5-9 classroom. Prerequisite: Admittance to the Teacher Education Program and CAP 2. Fall and spring semesters.

ED 361 Language Arts Methodology, P-8 Three hours
This course is designed for exploration by the student in the basic related languages arts abilities and skills, with emphasis on a continuum of strategies. Includes field projects in the school setting. Prerequisites: Admittance to the Teacher Education Program, ED 210, 300, 310. Fall and spring semesters.

ED 363 Teaching Reading in Middle and High Schools Three hours
See ENG 363 for description of this course. Prerequisite: Admittance to the Teacher Education Program.

ED 371 P-5 Children’s Literature Three hours
This course is designed to introduce the pre-service teacher to the wide variety of quality literature available to P-5 students. Candidates will understand that children’s literature contributes to empowerment process of teacher knowledge, skills and dispositions regarding diverse issues and diverse authors of literature that enhance children’s appreciation of diversity in the world. The nine genres of children’s literature (picture books, poetry, traditional fantasy, modern fantasy, contemporary realistic fantasy, historical fiction, multicultural and international, informational, and biographies) will enhance instructional strategies by effectively using literature across the curriculum. Pre-requisite: Admittance to the Teacher Education Program and CAP 2.

ED 390 Assessment and Instructional Strategies Three hours
This course is designed for 8-12 certification level students. Students will explore the methods, materials, and assessment appropriate to their teaching field. Field experiences will be designed to place students in professional development sites for in-depth pre-student teaching experiences. Preferably taken in conjunction with major teaching area methods course. Prerequisites: Admission to Teacher Education Program, ED 210, 300, 310, 325. Fall and spring semesters.

ED 400 Special Topics One to Three hours
This course includes topics of individual interest and need. Course may be repeated for credit provided that topics differ.

ED 411 P-5 Classroom Management Three hours
This course is designed for candidates to learn about and reflect upon differing classroom management theories and techniques with the expressed purpose of creating classroom environments that focus on empowering students to become self-regulated learners. This course also explores various teaching and assessment strategies. Students will apply for CAP 3, entry to student teaching, during this course, including the CAP 3 portfolio. Students will complete at least 20 field hours in their assigned student teaching placements. Pre-requisite: Admittance to the Teacher Education Program and CAP 2. Fall and spring semesters.

ED 416 Curriculum and Methodology Three hours
Course is designed to learn about and reflect upon differing classroom management theories and techniques, as well as various teaching and assessment strategies, with the purpose of creating classrooms environments that focus on ways of empowering students to become self-regulated learners. The professional portfolio will be completed and submitted for further evaluation by the School of Education faculty. Students will complete at least 20 field hours in their assigned student teaching placements. Students will apply for CAP 3, entry to student teaching, during this course. Prerequisites: Admission to Teacher Education Program, ED 210, 300, 310, 325. Fall and spring semesters. 

ED 450 Student Teaching Twelve hours
Student teachers are placed in a clinical setting for 16 weeks. Students’ certification levels determine whether the placement is a continuous 16 weeks or is divided into two eight-week periods. See the Director of Student Teaching for details concerning placements. Student teachers have opportunity to teach their content, implement management strategies and translate theory into professional practice. Prerequisites: CAP 1, 2, 3 approval. Fall and spring semesters.ED 380/480 Independent Study One to Six hours
A student must have a minimum of 72 semester hours of credit, at least eight hours of which were earned in residence at Campbellsville University, including at least five hours of professional education courses. A P-5 student must have had the basic education course at Campbellsville University in the area in which he/she does the special study. A student must have earned a 2.50 overall GPA; must have permission of the professor directing the study, divisional chair, and the Vice President for Academic Affairs; and must submit a prospectus in conjunction with the professor directing the study.

ED 380/480 Independent Study one to Six hours

A student must havw a minimum of 72 semerster hours of credit, at least eight hours of which were earned in residence at Campbellsville University, including at least five hours of professional education courses. A p-5 student must have had the basic education course at Campbellsville University in the areain which he/she doesthe special study. A student must have earned a 2.50 overall GPA; must have permission of the professor directing the study, divisional chair, and the vice President for Academic Affairs; and must submit a prospectus in conjunction with the professor directing the study 

ENGLISH (College of Arts and Sciences)

ENG 090 Writing Skills Three hours
This course is intended to prepare students for ENG 111 and ENG 112 through the acquisition of basic writing and grammar skills, the modicum for self-expression and communication. The students will write compositions paying close attention to the mechanics of and relationships between words, sentences, paragraphs, and ideas. Students whose final grades are lower than a “C” must retake ENG 090. Credit for this course does not count toward graduation, but the course should propel students toward success in their college careers.

ENG 110 Basic English Three hours
A course for students whose placement tests indicate a lack of readiness for ENG 111. The students experience writing as a self-expressive act resulting in self-knowledge and as a social interaction resulting in communication. They write whole compositions with attention to relationships among the components (sections, paragraphs, sentences, and sentence parts) in order to develop writing skills and to practice the conventions of academic writing. Students whose final grades are lower than “C” must retake ENG 110 the next semester.

ENG 111 Freshman Composition I Three hours
A course in writing as a recursive process involving the discovery and communication of meaning. The students write, revise, and edit texts with the aim of communicating with various audiences of readers. Students whose final grades are lower than “C” must retake ENG 111 the next semester.

ENG 112 Freshman Composition II Three hours
A course in argumentative and persuasive writing and academic discourse. Students practice rhetorical strategies and scholarly methods as they perform assigned research and writing projects. Students whose final grades are lower than “C” must retake ENG 112 the following semester. Prerequisite: ENG 111.

ENG 210 Literary Studies Three hours
Practice in reading, interpreting, evaluating, and writing about literature. The purpose of the course is to enable students to cultivate a critical appreciation of literature, its aesthetic qualities, and its relevance to the real-life experiences and concerns of individuals and cultures. Prerequisite: ENG 112.

ENG 234 Foundations of World Literature  Three hours
A survey of literature from the ancient world, the middle ages, the Renaissance. Content varies, but an emphasis will be placed on texts in translation that have had a significant influence on the development of world literature. Prerequisite: ENG 112.

ENG 311 Effective Business Writing Three hours
A writing-intensive workshop approach to the development of skills and business writing that emphasizes clear, concise writing as a necessary tool in business communication. It invites students to consider writing as a meaning-making process and to produce and edit text with the aim of communicating with various audiences of readers and for various types of business purposes. Prerequisites: ACC 223, ACC 224, BA 100, ENG 111, and ENG 112.

ENG 320 World Mythology Three hours
A course in comparative mythology. Provides an overview of numerous cultural myths with an emphasis on classical Greek and Roman mythology.

ENG 331 Survey of British Literature Three hours
A survey of British literature from the Anglo-Saxon invasion to the end of the Neoclassical Period. Prerequisites: ENG 112 and ENG 210.

ENG 332 Survey of British Literature II Three hours
A survey of British literature from the Romantic Period to the recent twentieth century. Prerequisites: ENG 112 and ENG 210.

ENG 341 Survey of American Literature I Three hours
A survey of American literature from the colonial times to the 1860s. Prerequisites: ENG 112 and ENG 210.

ENG 342 Survey of American Literature II Three hours
A survey of American literature from the 1860s to the 1960s. Prerequisites: ENG 112 and ENG 210.

ENG 351 Seventeenth-Century British Literature Three hours
The course surveys Renaissance literature from the early modern through the Restoration periods, both fiction and nonfiction. It covers a wide range of works antecedents, criticism, and contexts, with close readings of selected authors. The focus is mainly on British literature, although selections from other countries may be included. Prerequisites: ENG 112 and ENG 210 or ENG 234

ENG 352 Eighteenth-Century British Literature Three hours
The course includes intensive reading from the age of Dryden, Swift, Pope, and Johnson. Chiefly British in focus, the course covers drama, poetry, novels, and nonfictional prose. Prerequisites: ENG 112 and ENG 210 or ENG 234

ENG 358 Modernism and Postmodernism Three hours
The course explores the Twentieth- and Twenty-first-century movements modernism and postmodernism. The course will represent a variety of national literatures with texts by writers of America, Great Britain, and other countries and will include discussions of cultural and political contexts. Prerequisites: ENG 112 and ENG 210 or ENG 234

ENG 361 Linguistics: Modern English Grammar Three hours
An investigation of the elements of the English language and their syntactical relations and functions.

ENG 363 Teaching Reading in Middle and Secondary School Three hours
Designed to assist the secondary English teachers-in-training in the organization of programs with emphasis on reading in the content areas. Clinical and field experiences are provided for appraisal of reading abilities, appropriate materials, and evaluation. Prerequisite: Admission to Teacher Education.

ENG 364 Adolescent Literature Three hours
Emphasizes the subject matter, materials, and methods of teaching and learning the various forms of literature suitable for middle grade and adolescent readers.

ENG 371 P-5 Children’s Literature Three hours
See ED 371 for description of course.

ENG 373 Creative Writing Three hours
Study and practice are provided in writing poetry, fiction, and non-fiction. Students are encouraged to offer their writings for publication. Prerequisites: ENG 111; ENG 112; and three hours of literature.

ENG 375 Contemporary Drama Three hours
Representative American, English, and continental European plays are studied, beginning with Ibsen and continuing to the present. Prerequisites: ENG 112; ENG 210.

ENG 380/480 Special Topics One to Three hours
This course is designed for special studies of authors, genres, or themes offered for English major or minor credit on demand if qualified instructor is available. Specific topics include Kentucky writers, Victorian poetry and prose, the Romantic period, twentieth-century British literature, English novels, Chaucer, the Age of Realism, and the American Short Story. The course may be repeated for credit provided that topics differ.

ENG 390/490 Independent Study One to Three hours
Superior students with 24 hours in English may apply for permission to do independent reading or research in literature or in the English language. All independent study must be directed by a member of the English faculty, and credit will be based upon the nature and scope of the study done.

ENG 395 Advanced Composition Three hours
The course includes the study of a variety of rhetorical modes, writing styles, and research methods and requires student application of critical thinking and rhetoric as they complete scholarly research and writing assignments. Its primary purpose is to prepare students for graduate-level academic pursuits and professional writing. Prerequisites: ENG 112, ENG 210 or ENG 234 and junior or senior classification

ENG 442 Contemporary American Literature Three hours
A critical study of recent 20th-century American writers of fiction and poetry. Prerequisites: ENG 112 and six hours of literature.

ENG 455 Romantic and Victorian Literature Three hours
The course examines the works of major writers of the nineteenth century and includes poetry, plays, novels, and nonfictional prose written between 1785 and 1900. Prerequisites: ENG 112 and ENG 210 or ENG 234essays,

ENG 465 Teaching English in Middle and Secondary School Three hours
This course is designed to help prospective English teachers develop a pedagogy and learn applications of current developments in the field of English education.

ENG 473 Advanced Creative Writing Seminar Three hours
This seminar is an upper-division course that assumes previous creative writing training in short fiction, poetry, and drama. It will be focused on the workshopping of multiple original works of fiction, drama, and poetry. Prerequisites: ENG 112, ENG 210 or ENG 234, and ENG 375 or consent of instructor

ENG 480 Special Topics Three hours
This course includes topics of individual interest and need. Course may be repeated for credit provided that topics differ.

ENG 486 Literature of the American South Three hours
This course includes selected works of major writers of the American South, including writers of Kentucky.

ENG 491 Shakespeare Three hours
In this course, representative comedies, histories, and tragedies of Shakespeare are studied. Prerequisites: ENG 112 and six hours of literature.

ENG 496 Literary Theory and Research  Three hours
This capstone course is an introduction to the discipline of advanced literary studies, with an emphasis on reading literary theory, and applying it in producing scholarly writings about literary texts. The course will also include an exploration of graduate programs and job opportunities. Prerequisites: Classifying as a senior pursuing a major in English.

ENGLISH as a SECOND LANGUAGE (English as a Second Language Institute)

ED/TSL 240 Language and Culture Two hours

This course will assist pre-service and currently practicing teachers in understanding the diversity in foundational belief systems and world views and the relationship between the belief system/world view and how language is used to express those systems. It will introduce the student to the idea of universal and particular beliefs of various cultures.

ED/TSL 250 TESL Assessment and Testing Two hours

This course is a survey of the principles and practices of second language classroom and standardized testing and evaluation, and of assessment of levels of proficiency for initial placement. Exposure to various types of test and test items with a view toward designing and critquing classroom test is provided. Various commercial test are evaluated.

ED/TSL 340 L2 Acquisition and the Skill Set Three hours

This course will assist pre-service and currently practicing teachers in understanding how language is learned, and therefore in understanding how to better teach the English language. There will be an emphasis on the impact of the theories of second language acquisition on ESL/EFL pedagogy. There will also be an introduction to the teaching of the ESL skill set, based on the most recent or respected research on how each language skill is learned. These skills will include teaching ESL reading, writing, oral/aural skills, and vocabulary.

ED/TSL 440 Applied Linguistics and English Grammar Three hours

This course will assist pre-service and currently practicing teachers in understanding the linguistic sciences such as phonology, morphology, semantics, psycholinguistics,socio-linguistics, the nature of language and how it is learned, and the history of the English language. There will be an emphasis on the impact of the theories of linguistics on ESL/EFL pedagogy. This course is also a review of modern English Grammar for teachers and of the rules L2 learners need for language decision making and self-monitoring. It will promote an understanding of how the linguistic sciences affect L2 learner processing of English grammar.

ED/TSL 460 TESL Methods and Materials for P-12 Teaching Three hours

This course will assist pre-service and currently practicing teachers in understanding the linguistic sciences such as phonology, morphology, semantics, psycholinguistics, sociolinguistics, the nature of language, and how it is learned, and the history of the English language. There will be an emphasis on the impact of the theories of linguistics on ESL/EFL pedagogy. This course is also a review of modern English Grammar for teachers and of the rules L2 learners need for language decision making and self-monitoring. It will promote an understanding of how the linguistic sciences affect L2 learner processing of English grammar.

ESL 010 Writing Four hours
An introduction to the writing of English for students with little or no English proficiency. The course covers the alphabet, simple phrases, and word order.

ESL 011 Reading/Vocabulary Four hours
An introduction to reading in English with a focus on essential vocabulary for students with little or no English proficiency.

ESL 012 Speaking/Listening Six hours
An introduction to basic necessary conversational English words and phrases for students with little or no English proficiency.

ESL 013 Grammar Four hours
An introduction to basic English structure and word order for students with little or no English proficiency.

ESL 014 Pronunciation Four hours
An introduction to all the sounds used in the English language and practice in production of these sounds for students with little or no proficiency in English.

ESL 020 Writing Four hours
A continuation of the beginning focus on phrase and sentence structure, word order and punctuation.

ESL 021 Reading/Vocabulary Four hours
A continuation of beginning reading and practice with a focus on essential vocabulary.

ESL 022 Speaking/Listening Six hours
A continuation of beginning conversational words and phrases necessary for survival in English.

ESL 023 Grammar Five hours
A continuation of beginning basic English structure and word order.

ESL 024 Pronunciation Four hours
A continuation of beginning practice in production of the sounds of English.

ESL 030 Writing Four hours
A basic course in writing English with a focus on writing proper sentences with correct word order, structure, and punctuation.

ESL 031 Reading/Vocabulary Four hours
A basic course to practice reading in English with a focus on new vocabulary with reading content in American history and culture.

ESL 032 Speaking/Listening Six hours
A basic course for practice in conversational communication to help students understand and be understood clearly in spoken English.

ESL 033 Grammar Five hours
A basic course to begin presenting the formal rules of the English language with practice of new structures in a variety of contexts in controlled and communicative exercises.

ESL 034 Pronunciation Four hours
A basic course to focus on formation and production of the sounds of English.

ESL 040 Writing Four hours
An intermediate course in writing English with a focus on the mechanics, format and organization of a paragraph.

ESL 041 Reading/Vocabulary Four hours
An intermediate course with continued focus on reading practice in English and new vocabulary with content in American history and culture.

ESL 042 Speaking/Listening Six hours
An intermediate course for continued practice in conversational communication to enhance students’ ability to understand and be understood in speaking English.

ESL 043 Grammar Five hours
An intermediate course which continues the presentation of the formal rules of the English language with practice of new structures in a variety of contexts in controlled and communicative exercises.

ESL 044 Pronunciation Four hours
An intermediate course to focus on formation and production of the sounds of English.

ESL 050 Writing Four hours
An advanced course in writing English with a focus on the five-paragraph model of an academic essay.

ESL 051 Reading/Vocabulary Four hours
An advanced course in reading with a focus on academic reading and expansion of vocabulary.

ESL 052 Speaking/Listening Six hours
As advanced course for conversation practice on developed topics, practice in listening to academic lectures and note taking.

ESL 053 Grammar Five hours
An advanced course for the presentation and practice of English structural rules with practice of structures in a variety of contexts in controlled and communicative exercises.

ESL 054 Pronunciation Four hours
An advanced course with focus on individual problem sounds, intonation and rhythm.

ESL 060 Writing Four hours
An advanced course to develop the ability for academic writing of papers with focus on the five-paragraph model.

ESL 061 Reading/Vocabulary Four hours
An advanced course with reading and discussion of academic texts, and use of context to develop vocabulary.

ESL 062 Speech Four hours
An advanced course to develop a topic and speak on that topic in front of a group of people.

ESL 063 Grammar Five hours
An advanced course for continued presentation and practice of English structural rules with practice of structures in a variety of contexts and communicative exercises.

ESL 064 Pronunciation Four hours
An advanced course with focus on individual problem sounds, intonation, and rhythm.

ESL 065 Note-Taking/Study Skills Four hours
An advanced course to practice listening to academic lectures and note taking.

ENVIRONMENTAL SCIENCE

College of Arts and Sciences

ENV 310 Environmental Ethics Three hours
This course addresses human responsibilities and ethical concerns about the environment.

ENV 355 Environmental Chemistry Four hours
The course will provide the student with an introduction to the chemical principles of environmental systems. Topics will include chemical equilibrium, acid-base chemistry, environmental organic chemistry, heavy metal chemistry, and treatment applications. Three lecture hours and one three-hour laboratory per week. Prerequisites: CHE 221 and CHE 223 with grades of “C” or better or consent of instructor.

EXPERIENTIAL LEARNING

EL 480 Experiential Learning Credit by Portfolio  One to 32 hours
Under this listing, credit is granted in various disciplines, for prior learning experiences outside the classroom, which are deemed worthy of credit on an “equivalency” basis. That is, the experience for which credit is granted is deemed to be equivalent to a number of hours of credit by the judgment of departmental faculty, based upon documentation by the student in a portfolio. Such credit is not limited to the courses taught at Campbellsville University, nor is credit granted for specific courses in this manner, although credit may be allowed to satisfy prerequisite requirements, or graduation requirements in departmental programs or general education requirements, upon recommendation by departmental faculty. This listing is not intended to be used for granting credit for current experiential learning, which is covered under other course titles, such as internships and practicals.

Additional information about experiential learning credit may be found on page 156.