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CONTACT PERSON FOR THE FOLLOWING COURSE INFORMATION:
Dee Holisky, College of Arts and Sciences, 3-8721, dholisky@gmu.edu

New courses for approval

EVPP 620. Development of U.S. Environmental Policies (3:3:0)
Prerequisites: A course in policy process and a course in ecology or permission of instructor.
Through lectures, guest speakers, class discussions and assigned reading the course will examine the nature and historical development of environmental policy in the U.S., including consideration of the social, political, economic and environmental factors which affect and determine it, and the ways in which it is expressed and implemented. The course will conclude with considerations of sustainability and emerging issues.

EVPP 652. The Hydrosphere (3:3:0)
Prerequisites: 2 semesters of calculus and partial differential equation.
The components and transfer processes within the hydrosphere. The hydrosphere consists of the aqueous envelope of the earth including the oceans, lakes, rivers, and snow, ice, glaciers, soil, moisture, ground water and atmospheric water vapor.

EVPP 791. Colloquium in Earth Systems Science (1:1:0)
Prerequisites: None.
Introduction in a colloquium format covering the various parts of the Earth systems. Invited talks by GMU faculty and primarily Earth Science experts in the Washington Metropolitan Area will be conducted. Students will be graded on written reports demonstrating and understanding of the wide topics covered.

EVPP 792. Seminar in Earth Systems Science (1:1:0)
Prerequisites: 15 graduate credits and courses on the atmosphere, hydrosphere and lithosphere.
Seminar for Earth Systems Science graduate students who have background in the earth's major systems. Intended to be a capstone experience. Seminars will be presented by faculty and students. Topics will vary from semester to semester.

GEOG 791. Colloquium in Earth Systems Science (1:1:0)
Prerequisites: None.
This is an introduction in a colloquium format covering the various parts of the Earth systems. Invited talks by GMU faculty and primarily Earth Science experts in the Washington metropolitan area will be conducted. Students will be graded on written reports demonstrating an understanding of the wide topics covered.

GEOG 792. Seminar in Earth Systems Science (2:2:0)
Prerequisites: 15 graduate credits and courses on the Atmosphere, Hydrosphere and Lithosphere.
Seminar for Earth Systems Science graduate students who have background in the earth's major systems. Intended to be a capstone experience. Seminars will be presented by faculty and students. Topics will vary from semester to semester.

GEOL 601. The Lithosphere (3:3:0)
Prerequisites: Graduate standing.
A global-scale overview of the lithosphere, the solid non-living earth, its materials, cycles, plate tectonic and geomorphic processes, and history, including interactions with and history of the hydrosphere, atmosphere and biosphere, and methods of analysis.

Modified course for approval

PSYC 701. Cognitive and Affective Bases of Behavior
Change title to Cognitive Bases of Behavior.

New concentration for approval

MAIS, Concentration in Community College Teaching

This MAIS concentration combines 18 hours of College Teaching courses, including most of the coursework required for the new Certificate in College Teaching, with 18 hours of graduate work in English, Mathematics, Psychology, or TESL--all knowledge areas for which there is a growing demand for trained teachers in community colleges. [In time other knowledge areas like IT&E may be added.]

Students in this concentration will take a total of 36 hours, including:

(1) CTCH 601: The Community College (3 hours), and four of the five courses (12 hours) required for the College Teaching Certificate:

• CTCH 602: College Teaching
• CTCH 603: Teaching with Technology
  • either CTCH 604: The Scholarship of Teaching and Learning
  • or CTCH 605: Curriculum and Program Design and Assessment, and
• CTCH 885: Internship in Community College Teaching.

(2) A College Teaching elective (3 hours), which might be an appropriate course from the knowledge area. (Examples include LING521: Applied Linguistics: Teaching English as a Second Language, or ENGL610: Proseminar in Teaching the Reading of Literature, or ENGL615: Proseminar in Composition Instruction.)

(3) 18 hours in a knowledge area, including whatever research methods course is appropriate.

Students in English will take ENGL701, either ENGL610 or ENGL615 (or both), and additional courses in English chosen in consultation with a faculty advisor.

Students in Mathematics will take MATH 675, MATH 621, and additional courses in Mathematics and related disciplines (including Statistics and OR) chosen in consultation with a faculty advisor.

Students in Psychology will take PSYC 611-612 (Advanced Statistics), plus one graduate course each in cognitive psychology [PSYC 701, 766, or 768], neurosciences [PSYC 702, 558, or 559], and either developmental psychology [PSYC 704, 669, or 669] or social psychology [PSYC 703, 667, 668]. In addition in consultation with a faculty advisor students will either do a one-credit directed readings course or take an elective.

Students in TESL will take LING 520, 521, 522, 523, and 582, and one (or two) electives chosen in consultation with a faculty advisor. LING507 may be substituted for LING521. (In TESL, the research is distributed among several of the required courses.)

(4) For most students in this concentration, a supervised internship in Community College Teaching (CTCH 885) will serve as the MAIS project.

Admission Requirements:
In addition to fulfilling George Mason admission requirements for graduate study, applicants must have a Bachelor's degree or equivalent in the knowledge area or a closely related knowledge area.

Applicants for admission must submit the following:

• Three letters of reference
• Scores from the GRE or the Miller Analogies Test (MAT).
• A 1,000 word analytical writing sample.

Applications will be reviewed by faculty in the DACCE program and by faculty in the knowledge area, as well as by faculty in MAIS. Once accepted, a student will be assigned a faculty advisor from DACCE and an advisor from the knowledge area.

New degree program for approval

Master of Arts in Political Science.

Overview
A Master of Arts in Political Science will encompass the institutions and processes of American, international and comparative politics. Such a program is needed in the Northern Virginia region because of the area's close links to the work of governments and to the firms and non-profit organizations that support the work of government. The proposed degree will prepare students for advanced work in political science, for teaching and research about government, and will offer the preparation in analytic and critical thinking skills needed for work in government and politics. It will serve the needs of regional students for advancement in their fields and the needs of national and international students for an institutionally focused program at a public university near the nation's capital. A master's degree will also make use of the extraordinary capabilities of the faculty of the Department of Public and International Affairs in American government institutions and engage the expertise of the international and comparative politics faculty. It will make use of the already strong graduate course offerings to achieve efficiencies in the delivery of the degree. The degree will increase George Mason University's growing visibility in American government and international politics.

Rationale for the M.A. in Political Science
George Mason is uniquely placed to offer an excellent, state-supported masters program that can attract and prepare today's students to play important roles in the active public-oriented sector of the twenty-first century. The Department has long desired a master degree in political science, and this is the right time to augment the applied, professional aims of the MPA with a program focused on the broad range of ideas about institutions and politics.

1. The Changing Public Sector
The public sector is changing as government moves into the twenty-first century. New actors are making decisions that shape the boundaries of political, economic, legal, and even social relationships. For-profit and non-profit organizations not only lobby governments, but also act on their own or serve as contractors for a wide variety of formerly governmental functions. At the same time the world is becoming increasingly interconnected. International and transnational organizations are joining governments in taking on new cooperative and competitive roles that take them beyond the borders of their home countries.

Today, students of the public-oriented sector at home or abroad must understand a new range of institutions and dynamic relationships that are complex, increasingly international, and highly politicized. In this environment there is a need for teachers, writers, and researchers with an encompassing understanding of government and politics. The M.A. in Political Science will give graduates a grounding in the changing American political system as well as knowledge they need to understand an increasingly global context. Because the rate of change appears to accelerate, the core courses of the program will also emphasize tools for continuous learning: courses in political theory and methodology. The rest of the program will direct students to a more specialized focus in American Politics or in International and Comparative politics. Other departments and centers engaged in inquiry about the processes of domestic and foreign politics and governance can also contribute to the new M.A. offerings. The emphasis throughout the program is on building the foundation to carry on the learning endeavor even after the degree is completed.

2. Life-long Learners
Experts predict that college graduates will, on average, experience five different careers in the course of their work lives. This means that academic programs must be prepared to serve a variety of students at very different points in their careers. The M.A. in Political Science is designed to serve the needs of this mixed community of life-long learners.

New graduates in political science and related majors may wish to continue their education at the masters level, some in preparation for the PhD elsewhere. Other candidates for the degree will be mid-career students, such as high school teachers who want to build upon their expertise and may be challenged by the pace of change in government institutions. Employees of federal government agencies, the military, and employees of public sector-oriented firms and nongovernmental organizations can all use the broad-based intellectual preparation that the program offers. Foreign students who want a graduate degree from an American university may also be good candidates for the program. For all the prospective students, the combination of broadly conceived core courses and specialized seminars will enrich and compliment their existing knowledge. The opportunity to take other courses in other departments and schools in the University will also allow them to pursue more specialized concerns.

3 Serving Unmet Needs
The proposed program offers students an opportunity to study political ideas and institutions in an intellectual context distinguishable from applied professional degrees like the Masters of Public Administration and the Masters in Public Policy. The proposed M.A. in Political Science would focus instead on providing students with a foundation for work in political science including American political institutions, comparative and international politics, research methodologies, and political theory.

4. Serving University Goals
A M.A. in political science is in step with the University's dedication to high-quality and rigorous graduate programs. It will serve to strengthen the University's offerings in domestic and international politics, and the College of Arts and Sciences' commitment to education for democracy. Course offerings could serve a number of other graduate programs as well, including the Public Administration, Environmental Science and Policy, and the School of Public Policy.

5. George Mason University, Fairfax Virginia
Our location near Washington, DC makes a political science degree especially attractive to students coming to the area from other states or other countries-and keeps matriculation feasible for those who have already begun careers linked to the nation's capital. Our reasonable tuition rates, even for those who are coming from outside the state, should draw interest both from employers paying for education and those who must stretch personal resources. The excellence and range of knowledge of the faculty in the Department of Public and International Affairs will challenge and enrich mid-career students as well as students at the beginning of their careers. It is especially fitting to propose a masters degree in political science for George Mason University. Indeed, the University named after the author of the Virginia constitution should have had one long ago.

Feasibility and Resources
Three central issues affect the feasibility of a new Master of Arts in Political Science: 1) the level of student demand for such a degree; 2) availability of faculty and supporting resources necessary to offer and administer the required and elective courses necessary for a high quality graduate degree program; and 3) capacity to manage the difficult period of start-up and transition to a full fledged, self supporting degree program. Each of these issues is examined in detail below.

1. Student demand
The anticipated market for this new degree has already been discussed. We anticipate drawing students who need or would benefit from such a degree from several sources: new and recent undergraduates in political science and related fields; secondary school social science teachers; and those in the domestic and international arenas who need to enhance their conceptual and analytic skills and their understanding of political and governmental institutions and processes. In the future, it may prove useful to serve the needs of George Mason undergraduates with a combined, five-year BA and MA program.

Evidence of the desire of students for the kind of program we propose comes from several anecdotal sources. Inquiries about a M.A. in Political Science come to the graduate admissions office regularly. Student information sessions at the Pentagon reveal an unmet desire for an MA in Political Science, especially in international politics fields. Contacts with non-profit associations, inquiries at MPA information sessions and comments from Congressional staff all indicate a strong interest in a graduate political science program at George Mason. Initial inquiries and requests for applications for the MAIS concentration in Political Science, the incubator degree for the proposed M.A., are strong. In the first two months that the program has been advertised on the department website over 25 students have called to request applications and more than 20 came to our table at the recent graduate fair to request information and applications. We are undertaking other online advertising to reach potential student in national government and we are contacting local government and school offices by to tell them about the new degree. Our reputation is growing and prospective students indicate a strong preference for George Mason over other local universities. Nevertheless, we expect to begin with a relatively small cohort of new students. The structure of the proposed program has been designed to enable start up with 20-25 part-time and full-time students, and then to ramp up as demand increases.

2. Faculty and Supporting Resources
The curriculum outlined in this proposal envisions the creation of four new core courses and, in the early stages, four to six advanced seminars, some of which will be cross-listed with existing course offerings. The curriculum plan presupposes a one-year annual rotation of core courses, with a substantial variety of non-core seminars and electives available on a two year rotation period. The opportunities to take courses in the large, current MPA program and in other departments also eases the burden of new course offerings on the Department of Public and International Affairs.

Some of the needed resources will be produced by redesigning courses already taught in the MPA program. Resources can also be maximized by the cross-listing courses with courses offered in the School of Public Policy's programs. To establish and maintain its distinctive identity, however, the program must offer a number of courses dedicated first to the needs of the M.A. students.

Additional faculty lines in the department to sustain this new degree program have been made available by the Dean. A number of new faculty joined the department in 2000 and 2001 and six more assistant professors will be arriving in 2002. These lines will be used to cover new course offerings and to provide faculty direction for the degree program. Existing faculty expertise in the sub-fields of political theory, political behavior, international relations, comparative government, environmental policy and the presidency were especially enriched by these additions.

Especially because this is a new program, additional resources will be needed for advertising, promotion, and administration of the degree. Some economies can be gained by combining student recruitment and program administration tasks with the current MPA program, but existing recruitment and advertising resources are already inadequate for that program alone.

3. Transition and Start Up
Initial start-up is the most difficult period for any new program. Fortunately, these start-up costs can be greatly reduced by maximizing the initial use of cross-listing and enhancements of existing course offerings as well as courses in other departments. The wide variety of existing specialized courses in public administration and public policy will enable the program to respond flexibly to the needs of incoming students and to offer a reasonable variety of advanced electives in the early stages of the program. New faculty resources will also make it possible to offer the courses needed to launch the program.

Program Description
The proposed M.A. in Political Science is needed in this region. Politics is a major occupation in Northern Virginia. Our proximity to the national government makes this region a magnet for those with intellectual and professional interests in domestic politics and international relations. Students from many backgrounds and career interests can benefit from the proposed degree program to educate them to the complexities of the domestic and international systems in which they must operate. The degree is also designed to augment and update the preparation of secondary school teachers in the region in new governmental developments and to assist them in introducing democratic theory and forms to the many new immigrant residents of this region. Military officers and civilians working in the defense sector have requested a course sequence that includes international security. Researchers in legislative, think tank and interest group settings could benefit from courses in American institutions, behavior, and research methods. Foreign students could study politics and democratization in the Washington area.

These groups have a variety of interests in the institutions and processes of government in the United States and other nations. The international political system and the particular political arrangements of other countries are specialties in the department that have until this proposal not been widely available to graduate students. In an increasingly interdependent world, Northern Virginians need access to a program of study in international political systems. The needs for all these subjects are not now met by a public, regional university. We have the capability to offer these subjects and propose a high quality and efficient Masters degree.

Degree Requirements
Students will be required to complete 36 hours of core courses and specialized courses, within the Department of Public and International Affairs and in other departments to pursue related interdisciplinary topics. The core required of all students includes twelve hours of courses in theory and methods, including core courses in: American Politics and Government, International Politics, Research Methods in Political Science, and Political Theory, as described below. Twenty-four course credits should be taken from among the elective offerings. These may be chosen from the Department offerings in American Government and Politics or in International Politics and Comparative Government, or from courses outside the Department. Of these twenty-four hours, up to twelve hours may be taken in other departments as approved in the education plan designed by the student and her or his advisor. As many as six of the twenty-four elective hours may be taken at other local universities. Altogether these elective courses should be chosen to reflect a specialization in one of the following: American Government; International Politics and Comparative Government; or an interdisciplinary specialty that reflects the institutions and processes of contemporary governance as arranged with the advisor in a program plan. Examples of the latter might be patterns of political behavior among new immigrants or democracy and community in developing nations.

Thesis. Three to six hours of Thesis Research is an option. Arrangements for the thesis should be made with the advisor. A director and a committee of two additional faculty must read and approve the thesis if this option is selected.

Internship. Students who wish to begin or alter their career in government and politics are encouraged to take a three hour internship in their area of interest.

Proposed Courses
All of the courses listed below have already been approved and will appear in the 2002-2003 University Catalogue.

Core Courses:

• Govt 510 American Politics and Government
• Govt 540 International Politics
• Govt 500 Research Methods in Political Science
• Govt 520 Political Theory

Specialty Courses:
The Department will offer courses in two specialties: American Government and International Politics and Comparative Government.

Specialization in American Government

Required Seminars:

• Govt 605 Seminar in Congress and the Presidency
• Govt 606 Seminar in Federalism and Policy Governance

Elective Courses

• Govt 703 Seminar in the Courts and Constitutional Law
• Govt 725 Democratic Theory and Democratization
• Govt 715 Statistical Methods in Political Science Research
• Puad 640 Public Policy Making
• Puad 781 Information Management: Technology and Policy
• Puad 615 Administrative Law
• Puad 651 Virginia Politics, Policy and Administration
• Puad 661 Government Budgeting

Specialization in International Politics and Comparative Governments:

Required Seminars:

• Govt 631 Seminar in Comparative Politics and Institutions.
• Govt 641 Seminar in Global Systems

Elective Courses

• Govt 731 Advanced Seminar in Comparative Politics: Content to vary over semesters, but to include courses on: Latin America, Asia, Middle East, Europe and the European Union, Africa, and the Former Soviet Union as well as courses in International Development, and Race and Ethnicity.
• Govt 741 Advanced Seminar in International Politics: Content to vary over semesters but to include: American Foreign Policy, Diplomacy, International law and Organization, International Relations Theory, Humanitarian Intervention, International Ethics, and Human Rights.
• Govt 743 International Political Economy
• Govt 745 Issues in International Security
• Govt 725 Democratic Theory and Democratization

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CONTACT PERSON FOR THE FOLLOWING COURSE INFORMATION:
Ellen Dawson, College of Nursing and Health Sciences, 3-1731, edawson@gmu.edu

New courses for approval

NURS 773. Advanced Clinical Nursing I (3:3:0)
Prerequisite: Admission to the Graduate Program. Prerequisites or corequisites: NURS 550 and NURS 755.
Foundation theory relevant to the emerging roles in advanced clinical nursing, focusing on theraputic nursing interventions in a variety of clinical specialties with attention to health-illness continuum of individuals, families, and communities.

NURS 775. Advanced Specialty Practice I (3:2:7)
Prerequisite: Admission to the Graduate Program and NURS 755. Prerequisite or corequisite: NURS 773.
Focuses on clinical application of theory from NURS 773 to a selected clinical specialty with attention to the health-illness continuum of individuals, families, and communities.

NURS 776. Advanced Clinical Nursing II (3:3:0)
Prerequisite or corequisite: NURS 773.
Expansion of selected content included in NURS 773 for the delivery of advanced nursing care in a variety of settings. Emphasis is on the development and evaluation of the advanced practice nursin role in complex health care systems.

NURS 778. Advanced Special Practice II (3:2:7)
Prerequisites: NURS 773 and NURS 775. Prerequisite or corequisite: NURS 776.
Applies the concepts for the Advanced Practice Nursing role from NURS 776 to a selected clinical specialty.

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CONTACT PERSON FOR THE FOLLOWING COURSE INFORMATION:
Mark Goor, Graduate School of Education, 3-2080, mgoor@gmu.edu

New courses for approval

EDSE 501. Introduction to Special Education (3:3:0)
Prerequites: None.
Provides a survey of current knowledge on individuals with disabilities within the context of human growth and development across the life span. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, assessment, and support services of/for individuals with disabilities ranging from mild, moderate to severe levels of varying disabilities. The course will study the impact of disabilities on academic and social/emotional performances. Field experience is required.

EDSE 502. Classroom Management and Applied Behavior Analysis (3:3:0)
Prerequisites: none.
This course focuses on identifying, recording, evaluating and changing social and academic behaviors of special and diverse populations. Theories of classroom management will be explored and various approaches to management including use of technological advances will be discussed. Developing classroom and individual behavior management plans will be emphasized.

EDSE 503. Language Development and Reading (3:3:0)
Prerequisites: none.
Provides in-depth coverage of reading instruction for students with special needs. Topics include language development and emergent literacy skills, reading subskills including auditory discrimination and phonemic awareness, decoding and word reading, reading comprehension, and use of technological advances in the teaching of reading.

EDSE 542. Characteristics of Students with Mental Retardation (3:3:0)
Prerequisites: none.
This class covers theories and specific conditions in mental retardation and provides advanced study of persons with mental retardation, ranging in age from preschool to adult. Topics include: historical development of the field of mental retardation; theoretical models of mental retardation; etiological factors; characteristics; models of assessment and intervention, including technological advances; issues and trends, including legislation and litigation. The course will study the impact of mental retardation on academic and social/emotional performances. Field experience is required.

EDSE 590. Special Education Research (3:3:0)
Prerequisites: none.
Describes fundamental concepts and practices in educational research in special education. Specific applications of educational research methods to problems in special education will be covered. Emphasis is on reviewing and critiquing special education research, and applied classroom research for teachers.

EDSE 626. The Inclusive Classroom (3:3:0)
Prerequisites: none.
Introduces participants to instructional procedures for facilitating inclusive instruction for students with disabilities in general education classes. Participants will be familiarized with characteristics of students with disabilities and with effective strategies for adapting curriculum materials, designing instructional procedures, and evaluation methods to accommodate students with disabilities within general education inclusive environments.

EDSE 627. Psychoeducational Assessment (3:3:0)
Prerequisite: None.
Provides students with knowledge and experiential learning activities related to psychoeducational assessment of students with mild disabilities. Includes statistical and psychometric concepts in assessment. Norm-referenced, criterion-referenced, and curriculum-based measurement, as well as Informal testing will be addressed. Opportunities are provided for administration, scoring, and interpretation of. Provides experiences in administering, scoring, and interpreting academic and behavior assessment instruments commonly used in special education with an emphasis on writing reports and developing the Individualized Education Program using existing and emerging technologies. Considers use of assessment results for instructional and placement decisions.

EDSE 628. Elementary Reading, Curriculum and Strategies for Mild Disabilities (3:3:0)
Prerequisite: none.
Applies research on teacher effectiveness, teacher accountability, instructional approaches, and advances in technology at the elementary level for individuals with emotional disturbance, learning disabilities, and mental retardation. Includes curriculum and instructional strategies in reading, language arts, mathematics, science, social studies, and social skills; cognitive strategies in self-regulation, study skills, attention, memory, and motivation; and peer-mediated instruction including cooperative learning and peer tutoring.

EDSE 629. Secondary Curriculum and Strategies for Mild Disabilities (3:3:0)
Prerequisite: none.
Applies research on teacher effectiveness, teacher accountability, instructional approaches, and technological advances at the secondary level for individuals with emotional disturbance, learning disabilities and mental retardation. Includes curriculum and instructional strategies in reading, language arts, math, science, social studies, and social skills; cognitive strategies in self-regulation, study skills, attention, memory, and motivation; peer-mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitating transition to community, workplace, and post-secondary environments.

EDSE 791. Midpoint Portfolio (1:1:0)
Prerequisite/Corequisite: Must be taken after completion of the fourth EDSE prefix course or concurrently with the fourth or fifth EDSE prefix course in the program.
Provides an opportunity for students to develop their portfolio. Serves as the vehicle to assess whether they are meeting the standards of their professional organization, the Council for Exceptional Children.

EDSE 792. Final Portfolio (1:1:0)
Corequisite: Must be taken concurrently with last EDSE 790 internship and/or the last EDSE course in the program.
Provides an opportunity for students to develop their portfolio. Serves as the vehicle to assess whether they are meeting the standards of their professional organization, the Council for Exceptional Children.

Modified courses for approval

EDCI 667. Advanced Methods of Teaching Social Sciences in the Secondary School
Change prerequisites to: EDCI 567. Omit "Part II" from course title.

EDCI 669. Advanced Methods of Teaching English in the Secondary School
Change prerequisites to: EDCI 569.

EDCI 672. Advanced Methods of Teaching Mathematics in the Secondary School
Change prerequisites to: EDCI 572.

EDCI 673. Advanced Methods of Teaching Science in the Secondary School
Change prerequisites to: EDCI 573. Omit "Part II" from course title.

EDLE 797. Special Topics in Education
Change from variable 1-6 credits to variable 1-9 credits. Change from grade type GR to GT. Change from D to T: repeatable up to 9 credits in same term.

EDSE 534. Communication and Severe Disabilities
Change course description to read:
Introduces professionals to augmentative/ alternative communication (AAC) for individuals with severe speech/language impairments. Emphasizes literacy skills needed to use AAC devices. Addresses the knowledge/skills needed to assess the potential AAC user, make team decisions, develop and implement instruction, and evaluate the effects of instruction, aimed at motivating, building, and expanding reading and writing literacy, communication, choice-making, and social interaction.

EDSE 540. Characteristics of Students with Emotional Disturbance and Learning Disabilities
Change course description to read:
Covers theories and specific conditions in learning disabilities and emotional disorders. Includes the impact of these learning and behavioral differences on academic and social/emotional performances. Addresses diversity within student populations. Experiential, observational, and interactive strategies, including use of technological advances are used to facilitate fulfillment of the outcomes established for the course. Field experience may be required.

EDSE 622. Augmentative Communication
Change course description to read:
Focuses on alternative language, literacy, and communication techniques for children with severe language and speech impairments.

EDSE 661. Curriculum and Methods: Severe Disabilities
Change course description to read:
Focuses on current best practices in curriculum and methods for students with severe disabilities, including specific strategies for teaching students with severe disabilities, general strategies for working with heterogeneous groups of students in inclusive settings, and methods for adapting the general education curriculum to include students with severe disabilities.

New degree concentrations for approval

Advanced Studies in Teaching and Learning (ASTL)

Currently there are seven 18-credit graduate certificate programs associated with Advanced Studies in Teaching and Learning program: alternative education (ALTC), early childhood education (ECEC), literacy (LTYC), science (SCIC), history (HISC), mathematics (MTHC), and instructional technology (INTC). These graduate certificates were approved in October 2000. (Some were subsequently modified.) These certificates will remain and will not be affected by the following request.

The ASTL master's degree program currently includes a 12-credit core and an 18-credit concentration area that is comprised of advisor-approved electives. The program requests that the courses in the seven 18-credit graduate certificates be designated as the 18-credit concentration in the master's degree. A concentration of advisor-approved electives will remain to facilitate appropriate individualized concentrations.

All courses currently exist.

The proposed concentrations in the ASTL program with major and option codes are:

ASTL master's degree with Early Childhood concentration (30 credits)
(Major/Option Code: ASTL-ECE)

12-credit core:

• EDUC 606 (3) Education and Culture
• EDUC 612 (2) Inquiry into Practice
• EDUC 613 (3) How Students Learn
• EDUC 614 (2) Designing and Assessing Teaching and Learning
• EDUC 615 (2) Education Change

18-credit concentration:

• EDCI 603 (3) Trends, Issues, and Research in Early Childhood Education
• EDCI 613 (3) Curriculum and Assessment in Early Childhood Education I
• EDCI 614 (3) Curriculum and Assessment in Early Childhood Education II
• EDCI 615 (3) Advanced Human Development
• EDCI 784 (3) Capstone Seminar in Early Childhood Education Elective (choose one):
  • EDCI 616 (3) The Creative Arts and Play in Early Childhood Education
  • EDCI 601 (3) Applied Study of Communicative Competence and Classroom Discourse
  • EDRD 630 (4) Advanced Literacy Foundations and Instruction: Birth to Middle Childhood

ASTL master's degree with Literacy concentration (30 credits)
(Major/Option code: ASTL-LTY)

12-credit core:

• EDUC 606 (3) Education and Culture
• EDUC 612 (2) Inquiry into Practice
• EDUC 613 (3) How Students Learn
• EDUC 614 (2) Designing and Assessing Teaching and Learning
• EDUC 615 (2) Education Change

18-credit concentration:

• EDRD 630 (3) Advanced Literacy Foundations and Instruction: Birth to Middle Childhood
• EDRD 631 (3) Advanced Literacy Foundations and Instruction: Adolescence through Adulthood
• EDRD 632 (3) Literacy Assessments and Interventions for Groups
• EDRD 633 (3) Literacy Assessments and Interventions for Individuals
• EDRD 634 (3) Advanced Literacy Seminar and Project
• EDRD 635 (3) School-based Inquiry in Literacy

ASTL master's degree with Science concentration (30 credits)
(Major/Option code: ASTL-SCI)

12-credit core:

• EDUC 606 (3) Education and Culture
• EDUC 612 (2) Inquiry into Practice
• EDUC 613 (3) How Students Learn
• EDUC 614 (2) Designing and Assessing Teaching and Learning
• EDUC 615 (2) Education Change

18-credit concentration:

• EDCI 663 (3) Science Teaching in the Schools
• EDCI 597 (3) Special Topics in Science Education I
• EDCI 597 (3) Special Topics in Science Education II
• EDUC 791 (3) Internship in Education Leadership
• For K-8 teachers, six 1-credit courses from 12 Standards of Learning-based courses
• For 6-12 teachers, six credits of science courses approved by advisor

ASTL master's degree with Alternative Education concentration (30 credits)
(Major/Option code: ASTL-ALT)

12-credit core:

• EDUC 606 (3) Education and Culture
• EDUC 612 (2) Inquiry into Practice
• EDUC 613 (3) How Students Learn
• EDUC 614 (2) Designing and Assessing Teaching and Learning
• EDUC 615 (2) Education Change

18-credit concentration:

• EDAE 600 (1) Alternative Education for At-Risk Youth
• EDAE 601 (3) Curriculum and Methods in Alternative Education
• EDAE 602 (2) Preparing Students for Employment and Living Independently
• EDSE 551 (3) Classroom Management: theory and Practice
• EDAE 603 (3) Communication and Management Strategies for Alternative Education
• EDAE 604 (3) Multi-Disciplinary and Interagency Collaboration Elective (3)

ASTL master's degree with Instructional Technology concentration (30 credits)
(Major/Option code: ASTL-INT)

12-credit core:

• EDUC 606 (3) Education and Culture
• EDUC 612 (2) Inquiry into Practice
• EDUC 613 (3) How Students Learn
• EDUC 614 (2) Designing and Assessing Teaching and Learning
• EDUC 615 (2) Education Change

18-credit concentration:

• EDCI 705 (3) Instructional Design and Development
• EDCI 714 (3) Methods of Integration
• EDCI 716 (3) Principles of Integration and Leadership
• EDIT 611 (3) Distance Education
• EDIT 725 (3) Technology and Diversity
• EDIT 750 (3) Emerging Technology

ASTL master's degree with Mathematics concentration (30 credits)
(Major/Option code: ASTL-MTH)

12-credit core:

• EDUC 606 (3) Education and Culture
• EDUC 612 (2) Inquiry into Practice
• EDUC 613 (3) How Students Learn
• EDUC 614 (2) Designing and Assessing Teaching and Learning
• EDUC 615 (2) Education Change

18-credit concentration:

• EDCI 666 (3) Teaching Mathematics in Mid/Sec School Mathematics for grades 6-8
• MATH 601 (3) Analysis I for Teachers
• MATH 604 (3) Geometry for Teachers
• MATH 605 (3) Discrete/Finite Mathematics for Teachers
• MATH 607 (3) Algebraic Structures for Teachers
• MATH 608 (3) Problem Solving in Mathematics Mathematics for grades 9-12
• MATH 601 (3) Analysis I for Teachers
• MATH 602 (3) Analysis II for Teachers
• MATH 604 (3) Geometry for Teachers
• MATH 605 (3) Discrete/Finite Mathematics for Teachers
• MATH 607 (3) Algebraic Structures for Teachers

ASTL master's degree with History concentration (30 credits)
(Major/Option code: ASTL-HIS)

12-credit core:

• EDUC 606 (3) Education and Culture
• EDUC 612 (2) Inquiry into Practice
• EDUC 613 (3) How Students Learn
• EDUC 614 (2) Designing and Assessing Teaching and Learning
• EDUC 615 (2) Education Change

18-credit concentration:

• GEOG 520 (3) Geography for Teachers
• HIST 601 (3) Themes in U.S. History I
• HIST 602 (3) Themes in U.S. History II
• HIST 508 (3) Themes in World History I
• HIST 605 (3) Themes in European History I
• HIST 510 (3) Approaches to Modern World History

ASTL master's degree with individualized concentration (30 credits)
(Major/Option code: ASTL-ATL)

12-credit core:

• EDUC 606 (3) Education and Culture
• EDUC 612 (2) Inquiry into Practice
• EDUC 613 (3) How Students Learn
• EDUC 614 (2) Designing and Assessing Teaching and Learning
• EDUC 615 (2) Education Change

18-credit concentration:

• Advisor-approved electives

Modified degree program for approval

MEd in Special Education

Request approval to restructure the current master's degree and licensure programs in Emotional Disturbances/Learning Disabilities (ED/LD) and Severe Disabilities (SD) in Special Education and to request approval for a new licensure program in Mental Retardation (MR) and a combined licensure program in ED/LD/MR. The proposed semester for students to begin the restructured program is fall 2002. (The Early Childhood Special Education program (EDSE-EC) will not be changed at this time.)

Rationale for Program Restructuring
The EDSE faculty's decision to restructure the program was based upon consideration of the following issues:

• A longer-than-necessary program limits our ability to help alleviate the grave shortages of special education teachers in K-12 schools.
• A restructured program allows us to eliminate some unnecessary redundancy in our program and focus on critical knowledge and skill areas.
• A licensure-only option allows us flexibility in serving students with different backgrounds and different professional goals.
• The present program is not competitive with regional offerings by other universities.

Proposed Framework for Program Modifications
Generally, the proposed program will reduce the total number of credits required for licensure and for a master's degree in special education. The restructured program separates the master's degree from the licensure components. This change will reduce the number of credits to 30 for graduation with a master's degree in special education without licensure. Since the master's degree is presently linked to licensure in ED/LD and SD this represents a decrease from the current 51-54 total credits. In addition, the restructured program will reduce the number of credits for licensure in each respective area. Each area is described in a separate attachment.

Notification of EDSE Students about Proposed Program Changes
Currently enrolled EDSE students were notified of the proposed restructured program and possible modifications to their course requirements. There was a consensus among all students to support proposed changes. If approval is given additional meetings and notification to all currently enrolled students will take place.

Master's Degree (without licensure) in Special Education
Major code: EDSE with no option code.

Special Education Core Classes (17 credits)

• EDSE 501 Introduction to Special Education (3 credits)
  • EDSE 503 Language Development and Reading (3 credits) OR
  • EDSE 557 Language Development and Emergent Literacy for Diverse Learning (3 credits)
• EDSE 517 Computer Applications for Special Populations (3 credits)
• EDSE 590 Research in Special Education (3 credits)
  • EDSE 662 Consultation and Collaboration (3 credits) OR
  • EDSE 665 Collaboration with Families of Children with Special Needs (3 credits)
• EDSE 791 Midpoint Portfolio (1 credit)
• EDSE 792 Final Portfolio (1 credit)
• Electives from all EDSE prefix courses (13 credits)

Master's Degree: 30 credits

Licensure and Optional Master's Degrees in Special Education
Emotional Disturbance/Learning Disabilities (ED/LD) K-12
Existing major/option code: EDSE-EDL

Licensure Component (27-30 credits)

• EDSE 501 Introduction to Special Education (3 credits)
• EDSE 502 Classroom Management and Applied Behavior Analysis (3 credits)
• EDSE 503 Language Development and Reading (3 credits)
• EDSE 540 Characteristics of Students with Emotional Disturbance/Learning Disabilities (3 credits)
• EDSE 627 Psychoeducational Assessment (3 credits)
  • EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities (3 credits) OR
  • EDSE 626 The Inclusive Classroom (3 credits)
• EDSE 629 Secondary Curriculum and Strategies for Mild Disabilities (3 credits)
• EDSE 662 Consultation and Collaboration (3 credits)
• EDSE 791 Midpoint Portfolio (1 credit)
• EDSE 792 Final Portfolio (1 credit)
• EDSE 790 Internship in Special Education (1-4 credits) (two experiences that include elementary and secondary and students with ED, LD)

Additional course work to complete optional master's degree (6 credits)

• EDSE 517 Computer Applications for Special Populations (3 credits)
• EDSE 590 Research in Special Education (3 credits)

Licensure and optional master's degree: 33-36 credits

Mental Retardation (MR) K-12
Request new major/option code: EDSE-MR

Licensure Component (30-33 credits)

• EDSE 501 Introduction to Special Education (3 credits)
• EDSE 502 Classroom Management and Applied Behavior Analysis (3 credits)
• EDSE 503 Language Development and Reading (3 credits)
  • EDSE 542 Characteristics of Students with Mental Retardation (3 credits) OR
  • EDSE 547 Medical & Developmental Risk Factors for Children with Disabilities (3 credits)
• EDSE 627 Psychoeducational Assessment (3 credits)
  • EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities (3) OR
  • EDSE 626 The Inclusive Classroom (3 credits)
• EDSE 629 Secondary Curriculum and Strategies for Mild Disabilities (3 credits)
• EDSE 661 Curriculum and Methods in Severe Disabilities (3 credits)
• EDSE 662 Consultation and Collaboration (3 credits)
• EDSE 791 Midpoint Portfolio (1 credit)
• EDSE 792 Final Portfolio (1 credit)
• EDSE 790 Internship in Special Education (1-4 credits) (two experiences which include elementary and secondary and students with MR)

Additional course work to complete optional master's degree (6 credits)

• EDSE 517 Computer Applications for Special Populations (3 credits)
• EDSE 590 Research in Special Education (3 credits)

Licensure and optional master's degree: 36-39 credits

Severe Disabilities (SD) K-12
Existing major/option code: EDSE-SD

Licensure Component (33-36 credits)

• EDSE 501 Introduction to Special Education (3 credits)
• EDSE 531 Transition and Community Based Instruction (3 credits)
• EDSE 547 Medical & Developmental Risk Factors for Children with Disabilities (3 credits)
• EDSE 557 Language Development and Emergent Literacy for Diverse Learners (3 credits)
  • EDSE 532 Positive Behavior Supports (3 credits) OR
  • EDSE 502 Classroom Management and Applied Behavior Analysis (3 credits)
    • EDSE 534 Communication and Severe Disabilities (3 credits) OR
    • EDSE 622 Augmentative Communication (3 credits)
• EDSE 533 Curriculum and Assessment in Severe Disabilities (3 credits) OR
• EDSE 627 Psychoeducational Assessment (3 credits)
• EDSE 661Curriculum and Methods-SD (3 credits)
• EDSE 662 Consultation and Collaboration (3 credits)
• EDSE 669 Interdisciplinary Approaches for Children with Sensory/Motor Disabilities (3 credits)
• EDSE 791 Midpoint Portfolio (1 credit)
• EDSE 792 Final Portfolio (1 credit)
• EDSE 790 Internship in Special Education (1-4 credits) (two experiences which include elementary and secondary and students with SD)
• CPR Certificate

Additional course work to complete optional master's degree (6 credits)

• EDSE 517 Computer Applications for Special Populations (3 credits)
• EDSE 590 Research in Special Education (3 credits)

Licensure and optional master's degree: 39-42 credits

Emotional Disturbance/Learning Disabilities/ Mental Retardation (ED/LD/MR)
Request new major/option code: EDSE-LM

Licensure Component (33-36 credits)

• EDSE 501 Introduction to Special Education (3 credits)
• EDSE 502 Classroom Management and Applied Behavior Analysis (3 credits)
• EDSE 503 Language Development and Reading (3 credits)
• EDSE 540 Characteristics of Students with Emotional Disturbances and Learning Disabilities (3 credits)
  • EDSE 542 Characteristics of Students with Mental Retardation (3 credits) OR
  • EDSE 547 Medical & Developmental Risk Factors for Children with Disabilities (3 credits)
• EDSE 627 Psychoeducational Assessment (3 credits)
  • EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities (3 credits) OR
  • EDSE 626 The Inclusive Classroom (3 credits)
• EDSE 629 Secondary Curriculum and Strategies for Mild Disabilities (3 credits)
• EDSE 661 Curriculum and Methods in Severe Disabilities (3 credits)
• EDSE 662 Consultation and Collaboration (3 credits)
• EDSE 791 Midpoint Portfolio (1 credit)
• EDSE 792 Final Portfolio (1 credit)
• EDSE 790 Internship in Special Education (1-4 credits) (two experiences which include elementary and secondary and students with ED, LD, and MR)

Additional course work to complete optional master's degree (6 credits)

• EDSE 517 Computer Applications for Special Populations (3 credits)
• EDSE 590 Research in Special Education (3 credits)

Licensure and optional master's degree: 39-42 credits

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CONTACT PERSON FOR THE FOLLOWING COURSE INFORMATION:
Sara Cobb, Institute for Conflict Analysis and Resolution, 3-3652, scobb@gmu.edu

CONF 748. Comparative Peace Processes
Prerequisites: CONF 501or 801, 601 or 603, or permission of instructor.
Compares case studies drawn from actual peace processes, both successful and unsuccessful, to illuminate principles and complexities. [Previously run twice as a CONF 695 topic.]

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