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American University Catalog 2022-2023 [ARCHIVED CATALOG]
Course Descriptions
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Education (Graduate Courses) |
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EDU-772 Writing in the Secondary Classroom (3)
This course prepares participants for the thoughtful examination of writers and writing instruction. Throughout the course, participants are introduced to strategies and skills they can use to enhance their own writing and the writing of their students. Using a process approach and workshop model, participants learn how to teach students to communicate ideas effectively in a variety of genres, for different purposes, and for diverse audiences. Explicit attention is paid to reading and writing connections, and technology is used to explore new literacy practices. Data is used to plan lessons, monitor progress, provide on-going feedback, and differentiate instruction. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-773 Genre II: Poetry, Drama, and the Novel (3)
What we read determines our reading process, and adolescents need opportunities to read, respond to, and write in different genres. By gaining an understanding of the structures and conventions of a variety of genres, students improve their reading comprehension. First as learners and then as teachers, participants read and analyze texts in four genres: novel, short story, poetry, and drama. These readings include contemporary texts and those traditionally taught at the secondary level. Emphasis is placed on fostering and developing student stamina and engagement. Participants study the major components used within these genres; investigate the reading, writing, and critical-thinking skills required of students when reading and responding to complex texts; identify the challenges unique to teaching diverse learners; and conceptualize, design, and implement a thematic unit that incorporates at least three genres. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-774 Language Acquisition (2)
Participants look deeply at three major topics that are important to supporting linguistically and culturally diverse students in urban, secondary education settings: language variation, academic language, and second language acquisition. Participants explore these interrelated topics, attending to both socio-cultural and cognitive-linguistic perspectives on learning and learning environments. The purpose of the course is to guide educators to use linguistic awareness to inform their teaching. Participants examine state standards and the role of language in assessment and learning. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-775 Reading Diagnosis and Intervention (2)
In this course, participants deepen their understanding of reading processes, methods of reading assessment, and reading intervention strategies. They assess students’ skills and knowledge in word recognition, fluency, vocabulary, and reading comprehension, and prepare lessons in response to students’ needs. To ensure effective management and clear communication with colleagues and caregivers during the first semester as lead instructors, participants prepare thorough plans for classroom procedures related to reading assessment and instruction, and they develop careful scripts for conferences. Course sessions include time for collaborative lesson planning. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-776 Motivation and Engagement of Adolescent Readers and Writers (1)
In this course, participants examine the factors that support engagement and motivation of adolescent readers and writers. Adolescents have distinct identities that inform their relationship to reading and writing, identities that have been formed over the course of many years of experiences in schools. Participants identify ways to positively engage and motivate students as readers and writers. This work is essential for students entering secondary grades with negative academic identities informed by prior academic experiences. Increasingly negative identities are inversely associated with future academic outcomes. By unpacking the factors that impact identity, motivation, and engagement, participants are equipped to design lessons that positively support positive identity formation by their students. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-777 Literacy in the Content Areas II (3)
This course extends the understanding of the adolescent learner as they explore, apply, and discuss literacy skills across the disciplines. Application of information acquired in EDU-771 is referenced and emphasized to demonstrate understanding and the ability to design, implement and assess effective literacy instruction in the content classroom. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-780 Proportional Reasoning (3)
Participants work with their small group teaching assignments to integrate ideas of proportional thinking, such as using a factor-of-change, using a ratio table, using cross-multiplication, and scaling up and down. This work with their students provides an opportunity for exploring ways to identify a student’s level of understanding for proportional thinking, such as the ability to differentiate between additive and multiplicative relationships and developing tasks and activities that correct and deepen that understanding. In their classrooms, participants observe host teachers’ inclusion of these ideas and students’ understandings and articulations of proportional reasoning. Participants integrate ideas of proportional thinking into the teaching of their small group. Through this work, participants practice the repeating cycle of learning and exploring mathematics, assessing students’ thinking and knowledge, and finding ways to successfully teach these concepts. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-781 Math Methods I (2)
This course provides participants with initial structure and resources to provide a framework for teaching that focuses on data-based decision making to determine the instructional format (e.g., whole-class, small group, or one to one), the instructional response (e.g., analyzing and responding to data that has been gathered), and co-teaching in an inclusive setting. Participants discuss effective methods for lesson planning, incorporating the needs of students with IEPs and 504 plans, and assessment. Participants have the opportunity to rehearse lessons prior to implementation and respond to feedback. This course provides participants with a space for self-analysis of the effectiveness of instructional strategies and techniques for the purpose of making adjustments to better suit the needs of all students, based on assessment data and video observations. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-782 Math Methods II (2)
This course builds on practices and knowledge established in EDU-781. The transformation of mathematics teaching practices is critical to improving mathematics competency and engagement. Culturally responsive teaching redefines teaching by ensuring students connect mathematics to themselves and their community and challenges them through inquiry and problem solving that underscores strength, interdependence, critical consciousness, and justice. Participants build capacity as culturally relevant/responsive teachers of mathematics through designing and implementing high-quality mathematics lessons and units that engage a wide range of student needs and lived experiences in the urban domain. They explore existing models of culturally relevant teaching of mathematics espoused in best practice and rehearse and enact personal models of practice. Participants apply their work from this course to their fieldwork settings, thereby having the added benefit of being able to reflect, revise, and develop new understandings about student learning. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-783 Data and Community: Statistics and Probability in Action (2)
This course combines an exploration of fundamental principles of data science with essential concepts in K-12 statistics and probability. Participants explore the place and prevalence of real-world data and examine how data is gathered, represented, analyzed and utilized to drive decision-making in today’s world. In the course, participants use statistical tools and work with data to uncover patterns that impact our communities and the world at large. Integrating social justice standards as a basis for problem-solving through statistics and probability empowers participants, and subsequently the students they teach, to be able to unveil data patterns in their communities and lived experiences. Integrating the use of the statistical thinking process, data science and probability help participants and their students to analyze and respond to individual and institutional bias and injustice. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-784 Algebra, Functions, and Modeling in the Real World (3)
This course provides participants with a rich understanding of essential concepts undergirding high school algebra, functions, and the modeling process. Participants consider critical components of how students in grades 6-12 develop algebraic thinking and skill, beyond traditional focus on algebraic manipulations. An in-depth focus on functions in the course allows participants to systematically explore and analyze patterns, change, and relationships among quantities in everyday events and problems in life and society. Participants further their algebra experience by exploring functions as fundamental mathematics objects that allow us to model real-life situations. Understanding and applying components of the modeling process allows participations to examine authentic real-world situations by building mathematical models and applying solutions using the lens of culturally relevant pedagogy and social justice mathematics. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-785 Geometrical Thinking (2)
This course ensures that participants acquire knowledge of the big ideas and topics in middle and high school geometry. Participants learn, rehearse, and enact pedagogical practices to promote, gather, and interpret students’ geometric thinking and reasoning in secondary mathematics classrooms. Standards for mathematical practice and standards-based habits of mind for geometrical thinking serve as theoretical frameworks for defining high-quality geometrical thinking and reasoning. Participants experience and discuss the attributes of secondary mathematics learning environments that promote and foster geometric sense making as it relates to teacher moves and task selection. Participants evaluate the effectiveness of their planning or implementation. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-786 Adolescent Development and Urban Youth (1)
This course builds an understanding of adolescent development and applies that knowledge to practice as teachers of adolescent learners. It creates informed teachers prepared to respond to the abilities, behaviors, and needs of adolescent learners. To that end, residents explore adolescent development through an examination of their physical, cognitive, and socio-emotional development. In addition, as teachers of adolescents in urban communities, they also examine how issues related to race and gender identity inform and impact the development of nurturing and productive classroom environments that create inclusive learning spaces for all students. Grading: A-F only. Restriction: Teaching (MAT) [Urban Teachers] .
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EDU-789 Qualitative Research in Education (3)
Analysis of and practice in the design and development of qualitative educational research. Emphasizes the nature and function of educational research; the epistemological, social, and value assumptions and issues in educational research; the nature and function of specific approaches to qualitative research; attributes of exemplary qualitative research in education; and ethical concerns and principles. Usually Offered: summer. Prerequisite: EDU-610 .
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EDU-790 Quantitative Research in Education (3)
Analysis of and practice in the design of quantitative educational research. Emphasizes the nature and function of quantitative data gathering and analysis and the statistical approaches and techniques utilized to obtain particular outcomes. Usually Offered: fall, spring, and summer. Prerequisite: EDU-610 or EDU-710 .
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EDU-792 Special Education: Learning Disabilities Student Teaching Seminar in Professional Practice (1-9)
This seminar provides teacher candidates focused on special education and learning disabilities an opportunity to enact, practice, and reflect on evidence-based strategies for teaching and learning. It focuses on research-informed teaching practices, including instructional and curricular planning and delivery, classroom interaction processes, and the assessment of student learning across a range of special education settings. Assessment strategies that support PreK-12 students with exceptionalities include assessments for students in self-contained and multiple classroom settings. In addition to various clinically focused assignments, students complete a subject-specific EdTPA portfolio. Students enroll in this seminar in the semester they are completing their clinical placement requirements. Usually Offered: fall and spring. Repeatable for credit. Grading: A-F only.
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EDU-796 Selected Topics: Non-Recurring (1-6)
Topics vary by section. Repeatable for credit with different topic.
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EDU-797 Master’s Thesis Research (1-6)
Grading: SP/UP only.
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EDU-798 Residency Seminar in Education (1)
School of Education system leaders present their problem of practice to students to demonstrate the variety of disciplinary and methodological approaches to educational inquiry. The course also reviews research and statistical methodologies. Usually Offered: fall, spring, and summer. Repeatable for credit. Grading: Pass/Fail only. Note: On-site residency for Education Policy and Leadership (EdD) .
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EDU-880 Pre-Dissertation Seminar (3)
This course provides scholar-activist doctoral learners support and strategies to sustain successful independent doctoral work and an intentional space to deepen their application of wellness practices, research skills, and writing competencies necessary for the completion of an antiracist Dissertation of Practice. Prerequisite: EDU-711 .
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EDU-881 Doctoral Research Seminar (1-9)
This doctoral research seminar supports EdD scholar practitioners to analyze their Dissertation of Practice data, specifically from their intervention. Students choose the appropriate seminars, based on their own scholarly practitioner needs. Seminar topics include strategies for coding and analysis; interrogating positionality; and data visualization. Scholar practitioners also meet in one-on-one meetings with program faculty. Repeatable for credit. Grading: Pass/Fail only. Prerequisite: EDU-880 .
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EDU-897 Doctoral Dissertation Seminar (1)
This course facilitates preparation of the doctoral dissertation proposal and achievement of candidacy and includes strategies for preparation of a project brief to present the Dissertation in Practice to the dissertation committee and other stakeholders. Students workshop components of their dissertation with other students and meet individually with their dissertation chair. Usually Offered: fall, spring, and summer. Grading: Pass/Fail only. Permission: dissertation advisor.
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EDU-898 Doctoral Continuing Enrollment (1-9)
May be taken by doctoral students completing coursework, exams or proposals in preparation for advancement to candidacy. May be taken with or without regular coursework. Tuition is assessed at the 1 credit rate. Academic load will be determined by total enrolled credits for the semester. Repeatable once for credit. Grading: SP/UP only. Restriction: Education Policy and Leadership (EdD) . Permission: program director.
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EDU-899 Doctoral Dissertation (9)
May be taken by doctoral students who are advanced to candidacy with the approval of the faculty supervising the dissertation (or designee). It is a 9 credit course, but tuition is assessed at the 1 credit rate. The course is graded SP/UP and students will be deemed full-time. The Office of the Registrar must be notified when a student has advanced to candidacy. Grading: SP/UP only. Restriction: doctoral students who have advanced to candidacy. Permission: program director.
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English Language and Training Academy (Undergraduate Courses) |
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ELTA-070 English for Academic Purposes (6)
This course introduces students to the necessary knowledge and skills to comprehend written and spoken academic English with a high degree of accuracy, and to speak and write it precisely and fluently in both formal and informal academic contexts. Grading: A-F only. Permission: advisor. Note: No academic credit is received for this course. Credit equivalent is listed only for the purpose of determining full-time student status.
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ELTA-071 AU in the World (3)
This course explores American University and the Washington, DC region through study of history, culture, and politics. It considers historical and current factors that shaped our diverse structures and communities and the powerful interactive influence between this region and the wider global community. Grading: A-F only. Permission: instructor. Note: No academic credit is received for this course. Credit equivalent is listed only for the purpose of determining full-time student status.
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ELTA-072 Critical Reading Skills (6)
This course introduces students to the skills necessary for critical reading in an academic context and serves as a complement to ELTA-070 . The course focuses on developing students’ rhetorical reading skills in order to actively engage with texts in a deeper and richer way. The content of the course covers an identified theme that integrates a variety of academic subject areas, utilizing lectures, films, podcasts, and other listening materials to provide background and context to the texts. Grading: A-F only. Permission: advisor. Note: No academic credit is received for this course. Credit equivalent is listed only for the purpose of determining full-time student status.
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ELTA-100 Media and Culture (3)
This course is organized thematically by the type of media, including newspapers, radio, film, the web, and social media. For each media genre, students engage in a related activity, such as writing a newspaper article, producing a pilot radio show, launching a new magazine, analyzing a TV show, and developing a website. Students work both individually and collaboratively in small groups and pay close attention to any language issues that arise during their activities and tasks. Grading: A-F only. Permission: advisor.
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ELTA-101 Academic Writing Skills (3)
Students develop and sharpen their academic writing skills. Students read texts in a variety of content areas that range across disciplines including the natural sciences, history and government, literature, psychology, and the social sciences. Students write critical and rhetorical analyses in response to the readings with a goal of writing logically reasoned arguments. Students also write a culminating argumentative research paper in the field of their intended major. Particular attention is given to the issue of academic integrity throughout the semester. As a result, students become better writers across the curriculum. Grading: A-F only. Permission: advisor.
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ELTA-160 The Culture of Higher Education in the United States (3)
This course explores cultural assumptions underlying academic practices and personal interactions in U.S. university communities, with special attention on how U.S. cultural norms are viewed by observers from other countries. Includes understanding the educational institutional context including the role of academic integrity; examining student-faculty interactions; conducting research; and successful cultural adaptation. Permission: advisor.
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ELTA-196 Selected Topics: Non-Recurring (1-6)
Topics vary by section. Repeatable for credit with different topic.
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English Language and Training Academy (Graduate and Advanced Undergraduate Courses) |
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ELTA-030 Reading, Writing and Grammar-Level 3 (0)
In this course students move from writing single paragraphs to short essays of three-to-five paragraphs while focusing on cohesion and unity. They also learn how to develop compound and complex sentences and use more advanced verb tenses, such as the progressives and present perfect. In conjunction, students improve their reading skills and strategies for short texts, including book excerpts, magazine and newspaper articles, and short fiction. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-031 Listening and Speaking-Level 3 (0)
In this course students strengthen their listening and speaking skills while exploring various contemporary topics related to American politics, culture, and society. Students give both individual and group presentations and engage in active in-class discussions on a variety of topics and issues. Students learn to confidently analyze and report information, express their opinions, and compare and contrast information, while improving their fluency and pronunciation. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-040 Life and Culture in Washington, DC (0)
In this course students study and experience the life and culture of the U.S. capital. Through readings, discussions, films, guest lectures by local experts, and site visits in Washington, DC, students gain a more profound understanding about this exciting and intriguing city. Students also compare and contrast the life and culture of DC to that of the United States as a whole. In the process, students strengthen all aspects of their English language skills and deepen their understanding of U.S. culture. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-041 Writing and Grammar-Level 4 (0)
This course develops students’ writing skills with a particular focus on writing academic essays according to American academic conventions. After reviewing and honing their ability to write clear, focused, and well-developed paragraphs, students learn to state and defend a thesis while composing a variety of academic essays, such as compare and contrast, cause and effect, and process. Students engage in all aspects of the writing process, including peer review workshops, and learn the value of feedback and revision. In addition, students analyze and address the typical grammatical trouble spots for non-native speakers. Throughout the course, students pay close attention to the norms of academic integrity and the issue of plagiarism. The course culminates with an introduction to the research paper. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-042 Academic Discussion-Level 4 (0)
This course focuses on improving students’ aural and oral skills in order to be confident and successful in U.S. academic settings, including comprehension of aural communication (i.e., listening for content, note-taking, paraphrasing, and summarizing) as well as participation in oral communication (i.e., utilizing verbal and non-verbal communication skills, managing conversations/discussions, and giving oral presentations) in the classroom. Students increase their fluency and accuracy in expressing their ideas, expand their academic and idiomatic vocabulary, and sharpen their critical thinking skills. Students research and give a variety of individual and group presentations on topics from class discussions, current events, and the course texts, and are also given support in academic skills such as time-management and group work. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-043 Reading and Vocabulary-Level 4 (0)
This course offers students the opportunity to develop critical academic reading skills and to expand their academic vocabulary. Students read a variety of texts, such as essays, newspaper articles, short stories, and novels. They become close readers by responding critically to the texts in a variety of modes, including writing journals and essays, giving presentations, and actively engaging in small and whole group discussions. Students keep a vocabulary journal composed of new words they encounter from texts and presentations. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-051 Writing and Grammar-Level 5 (0)
This course develops students’ academic writing skills with a particular focus on how written academic essays can be used to develop a short research paper. Students build their essay writing skills, incorporating complex grammatical structures and using different rhetorical genres such as classification, definition, problem/solution, and compare/contrast to increase the sophistication of their writing. Students engage in all aspects of the writing process, including peer review workshops, and learn the value of feedback and revision. In addition, students analyze and address the typical grammatical trouble spots for non-native speakers with a particular focus on tone, hedging, and boosting. Throughout the course, students pay close attention to the norms of academic integrity and the issue of plagiarism as they research and document their work. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-052 Academic Discussion-Level 5 (0)
This advanced level course builds students’ academic aural and oral skills. The focus is on comprehension of oral communication in the classroom (i.e. listening for content, note-taking, paraphrasing, and summarizing) as well as participation in oral communication in the classroom (i.e. utilizing verbal and non-verbal communication skills, managing conversations/discussions, and giving oral presentations). Particular emphasis is placed on understanding and responding to long-form academic lectures from a variety of disciplines. In addition to several individual and group presentations, students also give a short lecture and lead a discussion on a topic of their interest. In the process students increase their fluency and accuracy in expressing their ideas, expand their academic vocabulary, and sharpen their critical thinking skills. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-053 Reading and Vocabulary-Level 5 (0)
This course further develops critical thinking skills, academic reading skills, and expanding academic vocabulary. Students read and interpret literary works, academic texts, and media articles, write on assigned topics and apply a range of learning strategies and research skills effectively. Students participate in debates, lead classroom presentations and discussions, and work collaboratively in preparing group presentations. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-054 American TV and Culture Studies-Level 5 (0)
Students deepen their understanding of media and culture by evaluating and responding to how American culture is represented on television sitcoms. Through readings, discussions, presentations, and watching various shows students gain insight into the way TV portrays the culture and people of the U.S. Students specifically examine the representations of gender, race, ethnicity, family, sexual orientation, and politics while also viewing how these representations have evolved over the history of TV sitcoms. In the process, students also strengthen all aspects of their English language skills. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-060 American Film and Culture Studies-Level 6 (0)
By viewing and discussing films about important social and political issues in the United States such as civil rights, feminism, and teenage alienation, students learn about U.S. culture, history, and society. Presentations on topics related to the films help students gain a better understanding of the issues and how they have evolved over the past several decades. In the process, students improve all aspects of their English language skills. Grading: A-F only. Permission: program director.
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ELTA-061 Writing and Grammar-Level 6 (0)
This course develops students’ academic writing skills with a particular focus on how to write research papers and graduate-level research proposals. Students build on their previous essay writing skills, incorporating complex grammatical structures and using different rhetorical styles to increase the sophistication of their writing. Students engage in all aspects of the writing process, including peer review, while paying close attention to the norms of academic integrity and the issue of plagiarism as they research and document their work. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-062 Academic Discussion-Level 6 (0)
This course prepares students to be engaged and ready for graduate-level lectures and discussions. Students improve listening and speaking skills, pronunciation, vocabulary, note-taking, presentation skills, and critical thinking. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-063 Reading and Vocabulary-Level 6 (0)
Students develop their critical thinking skills, academic reading skills, and advanced academic vocabulary by close reading and analyzing academic texts across a diverse array of disciplines as well as scholarly articles and a novel. In addition to writing analytical responses to the texts, students apply a range of learning strategies and research skills, participate in debates, lead classroom presentations and discussions, and often work collaboratively. Grading: A-F only. Restriction: English Language and Training Academy (ELTA) program.
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ELTA-090 Independent Study (0)
Permission: program director.
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ELTA-096 Selected Topics: Non-Recurring (0)
Topics vary by section. Repeatable.
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English Language and Training Academy (Graduate Courses) |
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ELTA-080 Graduate Academic Communication (3)
This course gives incoming students the opportunity to sharpen the listening and speaking skills essential for graduate study. The focus is on listening for content, giving effective presentations, note taking, and summarizing. Students also develop an understanding of verbal and nonverbal communication and become comfortable and confident with actively participating in class discussions. Grading: A-F only. Permission: advisor. Note: No academic credit is received for this course. Credit equivalent is listed only for the purpose of determining full-time student status.
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ELTA-081 Introduction to Graduate Academic Writing (3)
Students improve their grammatical skills, employ advanced structures in their writing, and become familiar with the rhetorical patterns in their fields of study. Students choose a unique research question, develop a hypothesis, conduct secondary research, and propose additional research methods suitable for their projects. These activities reinforce the content of course readings that examine the expectations and conventions of academic style, form, and ethical conduct within American graduate institutions. Finally, students synthesize their course work and construct a research proposal that illustrates their understanding of academic reading, writing, and research and share their research and proposal via a final presentation. Grading: A-F only. Permission: advisor. Note: No academic credit is received for this course. Credit equivalent is listed only for the purpose of determining full-time student status.
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Environmental Studies (Undergraduate Courses) |
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ENVS-102 Seminar in Environmental Issues (1)
This seminar for beginning environmental studies majors introduces students to the domain of environmental science as a discipline. The scientific, economic, and social issues underlying major environmental problems are presented through faculty and guest speakers, readings, and discussions.
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ENVS-150 Nature of Earth FA5 (4)
This course, which includes a weekly laboratory, covers the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world; to identify and analyze environmental problems; and to evaluate potential solutions. The course explores the topics of biodiversity and convention, ecology and evolution, population dynamics, nutrient cycling, and ecosystems resources. AU Core Habits of Mind: Natural-Scientific Inquiry.
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ENVS-160 Biodiversity and Ecosystems: Foundations of Environmental Science FA5 (4)
Part of a two-course introduction to environmental science focusing on biological aspects of environmental science such as evolutionary biology, ecology and biodiversity, populations, food and agriculture, environmental health, and the impacts of climate change. Usually Offered: fall. Note: Intended for students pursuing an Environmental Science (BS) , Environmental Studies (BA) , or Environmental Science (Minor) .
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ENVS-194 Community Service-Learning Project (1)
Grading: Pass/Fail only. Permission: instructor and Center for Community Engagement & Service.
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ENVS-196 Selected Topics: Non-Recurring (1-6)
Topics vary by section. Repeatable for credit with different topic.
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ENVS-220 Energy and Resources FA5 (3)
An overview of the key ecological, chemical, and physical concepts, principles, and processes that underlie the major natural resource questions currently under public discussion, with a focus on energy and climate. Students examine the pros and cons of various sources of energy (coal, oil, natural gas, nuclear, hydropower, wind, biomass, tidal, and geothermal) within the framework of sustainable development, including its environmental, economic, and social dimensions. Usually Offered: fall, spring, and summer.
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ENVS-230 Parks (3)
Parks, especially national parks, play an important role both in the cultural life of Americans and as areas of protection of biodiversity. This course examines the history of parks, the conflicts, both historical and present-day, over the role of parks, and has a special focus on the role of science and scientists in national parks. Usually Offered: spring.
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ENVS-250 Living on Earth FA5 (3)
This course covers the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems, to critically examine the relative risks associated with these problems, and to evaluate potential solutions. The course explores the topics of water and air pollution, solid waste, weather and climate, energy, and regulations and policy in the context of sustainability. Usually Offered: fall and spring.
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ENVS-260 Energy and Pollution: Foundations of Environmental Science FA5 (4)
Part of a two-course introduction to environmental science focusing on physical science aspects such as geology, water and air pollution and their causes, solid waste, weather and climate, and both conventional and sustainable energy options. Emphasis is on sustainability and meeting environmental challenges. Laboratory relates to lecture topics, emphasizing quantitative tools (lab and field) to gather data for analysis and hypothetical testing, and developing models to project future status based on current information. Usually Offered: spring. Note: Intended for students pursuing an Environmental Science (BS) , Environmental Studies (BA) , or Environmental Science (Minor) .
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ENVS-294 Community Service-Learning Project (1)
Grading: Pass/Fail only. Permission: instructor and Center for Community Engagement & Service.
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ENVS-296 Selected Topics: Non-Recurring (1-6)
Topics vary by section. Repeatable for credit with different topic.
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ENVS-300 Conservation (3)
This course examines conservation issues, especially as they relate to conservation of biodiversity. The course covers early conservation writing, the development of tools that are used in conservation, and the status of biodiversity. Usually Offered: fall. Prerequisite: BIO-210 or ENVS-250 or ENVS-260 .
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ENVS-306 Environmental Conservation and Social Science (3)
Taught at the Impala Research Centre in Northern Kenya, this course introduces students to the complex dynamics between humans and wildlife. Students learn about how the health of humans and wildlife is maintained when living in close proximity can spread new diseases and pose risks, what techniques pastoralists and ranchers use to maintain their herds and make their livelihoods, and the intersection of conservation and wildlife through the lens of ecotourism. The course includes visits to surrounding conservancies. Usually Offered: spring. Grading: A-F only. AU Abroad: Kenya: Nairobi.
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ENVS-310 Environmental Methods (3)
This is a hands-on, field-based course, with half of the class periods spent outside using environmental science methods to learn about the local environment. Students analyze data from American University’s weather station, collect and identify aquatic insects, core trees, dig soil pits, and measure the quantity and quality of stream and ground water. Usually Offered: fall. Prerequisite: ENVS-150 or ENVS-160 , and ENVS-250 or ENVS-260 , or 8 credits from Habits of Mind: Natural-Scientific Inquiry courses.
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ENVS-311 Environmental Studies: Turkana Basin Institute (3)
Topics vary by section. Students attend lectures at the Turkana Basin Institute (TBI) and conduct research and fieldwork in the Turkana basin in Kenya. Topics include the ecology and geology of East Africa. Repeatable for credit with different topic. Grading: A-F only. AU Abroad: Kenya: Turkana Basin.
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ENVS-312 Oceanography (3)
The study of the sea from a global perspective. Emphasis on chemical and physical oceanography as it affects life in the seas and the world economies. Includes origin of the oceans, basic navigation, marine geography, plate tectonics, heat budgets, climatology, meteorology, winds, currents, waves, tides, productivity, and fisheries. Usually Offered: fall, spring, and summer.
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ENVS-320 Population Growth and Human Demography (3)
Overview of human population growth and structure, the history of human demography (especially Europe), and basic mathematical models of population growth.
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ENVS-324 Environmental Health (3)
Environmental health is concerned with the influence of biological, chemical, and physical agents on human health and potential solutions associated with major environmental problems. This course introduces key terms and concepts used in the field of environmental health, focusing on environmental exposures, human health effects, and appropriate interventions on the local, national, and global scale. Usually Offered: fall. Grading: A-F only. Prerequisite: BIO-110 or ENVS-150 or ENVS-160 or HLTH-110 or SISU-250 . Recommendation: BIO-210 or ENVS-260 .
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ENVS-350 Environmental Geology (3)
This course examines important environmental phenomena strongly influenced by geology, including environmental acidification, sedimentation/weathering, fossil fuels, global warming and efforts at mitigation, plate tectonics, and biogeochemical cycles. The class also explores earthquakes, volcanoes, tsunamis, and other natural hazards. A focus of the course is geology as it relates to, or is impacted by, human activities.
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ENVS-380 Topics in Environmental Science (1-3)
Topics vary by section. Rotating topics providing topical, rigorous science- and policy-based instruction and experiential learning that prepare students for further inquiry in environmental fields. Repeatable for credit with different topic.
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ENVS-390 Independent Reading Course in Environmental Studies (1-6)
Permission: instructor and department chair.
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ENVS-394 Community Service-Learning Project (1)
Grading: Pass/Fail only. Permission: instructor and Center for Community Engagement & Service.
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ENVS-396 Selected Topics: Non-Recurring (1-6)
Topics vary by section. Repeatable for credit with different topic.
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ENVS-410 Environmental Science I (3)
This course starts with the history and overarching concepts of environmental science, and continues with a survey of aspects including population and demographics; agriculture and toxic substances; energy sources, energy utilization, and efficiency; water resources and pollution; local and regional air pollution; and ozone depletion and global warming/climate change. Examples are chosen with a current global perspective and an eye to policy debates. Crosslist: ENVS-610 . Usually Offered: fall.
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ENVS-415 Environmental Science II (3)
This course covers the geological cycling of nutrients and elements that are heavily influenced by biological function as well as geochemical processes. The global geochemical cycles of oxygen, hydrogen, sulfur, nitrogen, carbon, etc. are broken down and quantified. The course also covers the origins of the biosphere, biogeochemistry of land and water, climate change scenarios, carbon sequestration, and environmental acidification. Current research articles addressing important areas of environmental science are presented, linking the science discussed in class with environmental policy decisions and debates. Crosslist: ENVS-615 . Usually Offered: spring.
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ENVS-450 Environmental Data Analysis and Visualization (3)
Environmental science draws upon diverse types of data to understand how human actions impact the environment and inform the management of environmental systems. Effective data visualization is also an increasingly important aspect of environmental science communication. This course focuses on the basic data analysis and visualization skills necessary to bring together environmental data that vary in time, space, type, and quality. It includes fundamentals of data management and reproducible workflows, introductory coding, and basic principles of data visualization. Students apply these skills to real data that relate to current environmental issues. Crosslist: ENVS-650 . Usually Offered: spring.
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ENVS-452 Sustainable Seafood: Science and Management (3)
This course provides students with a foundational background of the ecological science and management practices that underpin sustainable aquatic food production. Students learn about aquatic ecosystems, fish populations ecology, and aquatic food webs. Students also learn how these concepts relate to fishery management and conservation, such as traditional practices, market-based tools, and spatial closures. The course takes a social-ecological systems-approach to evaluating both the challenges and opportunities for aquatic foods to contribute to sustainable food systems. Crosslist: ENVS-652 .
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ENVS-454 Geographic Information Systems (3)
Geographic Information Systems (GIS) are tools for managing, describing, analyzing, and communicating spatial data. This course introduces the concepts and components of a GIS. It also teaches the essential skills of operating a functional GIS through the use of the ArcGIS Pro software package. By completing this course, students understand the operational processes of spatial data acquisition, editing, metadata development, geodatabase design, spatial query, spatial analysis, and cartographic presentation. Students are also exposed to Google Earth and common open source GIS tools, as well as the basic concepts of remote sensing and Global Positioning System (GPS). AU Core Integrative Requirement: Quantitative Literacy II. Crosslist: ENVS-654 . Usually Offered: fall and spring. Prerequisite: completion of Quantitative Literacy I requirement and completion of Written Communication and Information Literacy I requirement.
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ENVS-455 Environmental Geographic Information Systems (3)
Geographic Information Systems (GIS) hardware and software are commonly used to map and analyze the drivers and implications of deforestation, urbanization, flooding, air/water/soil pollution, environmental health disparities, and myriad other spatial-environmental phenomena. In this course, students enhance their theoretical and technical knowledge of GIS through analysis and cartographic representation of socio-environmental issues. The course primarily uses ArcGIS, with emphasis on spatial modeling and Model Builder. AU Core Integrative Requirement: Quantitative Literacy II. Crosslist: ENVS-655 . Prerequisite: ENVS-454 and completion of Quantitative Literacy I requirement. Permission: instructor.
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ENVS-460 Climatology (3)
This course investigates the physical and energetic exchange mechanisms within the atmosphere through time and space. Climate is examined by reconstructing the past and modeling future trends. Emphasis is placed on large-scale climate patterns, but the processes involved in storm front development also are explored. Topics covered include atmosphere-ocean interaction, wind circulation patterns, atmospheric water vapor and temperature, hurricane and tornado development, and the climate’s impact on humans and their response to it. AU Core Integrative Requirement: Quantitative Literacy II. Crosslist: ENVS-660 . Usually Offered: alternate falls (odd years). Prerequisite: completion of Quantitative Literacy I requirement.
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ENVS-465 Environmental Risk Assessment (3)
The nature and methods of environmental risk assessment through critical analysis of case histories. The scientific concepts and analytic methods of each case study are explored through solution to sets of specific problems. Case studies include statistical modeling of environmental risk factors, the principle of uncertainty, toxicology, epidemiology, the differing routes of exposure, types of technical risks, basics of decision analysis, and effective communication of risk assessment results. Crosslist: ENVS-665 . Usually Offered: fall.
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ENVS-470 Water Resources (3)
A study of the availability, quality, dynamics, and cycles of water. Emphasizes the hydrologic cycle and relevant atmospheric processes, subsurface movement of water, floods and droughts, drainage basin analysis, and factors affecting water quality. Crosslist: ENVS-670 . Usually Offered: spring.
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ENVS-475 Environmental Toxicology (3)
This course combines elements of many scientific disciplines including biology, chemistry, environmental science, and risk assessment. It is the study of the effects of toxic substances on environmental systems and in living organisms including humans. In this course students gain an understanding of the sources of environmental contaminants; examine toxicological methods to assess the fate and effects of environmental chemicals on organisms and the environment; and explore toxic substances of current and emerging concern. The fundamental concepts are reinforced by discussions and projects that draw upon case studies and the peer-reviewed scientific literature. Crosslist: ENVS-675 . Usually Offered: alternate springs (even years). Prerequisite: BIO-110 or CHEM-110 and CHEM-111 , ENVS-260 , and a minimum of 60 credits.
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ENVS-485 Remote Sensing: Environmental Measurement from Satellites and Drones (3)
Satellite and aerial imagery allow for analysis of environmental conditions and change at every point on earth, nearly every day. This course introduces multispectral (e.g., Landat, MODIS) and hyperspectral imagery as well as lidar (light detection and ranging) data in the context of quantitative ecological analysis. The course includes remote sensing physical bases, sensors, applications, and methods. AU Core Integrative Requirement: Quantitative Literacy II. Crosslist: ENVS-685 . Prerequisite: completion of Quantitative Literacy I requirement.
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ENVS-490 Independent Study Project in Environmental Studies (1-6)
Permission: instructor and department chair.
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ENVS-491 Internship in Environmental Studies (1-6)
Permission: instructor and department chair.
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ENVS-492 Senior Capstone in Environmental Studies (3)
This course is designed to put into practice environmental problem solving by having students articulate, design, research, and implement an environmental assessment or improvement project. A key component of the course is team projects dealing with a real-world, local issues as well as engaging in debates around controversial environmental issues. In addition, students examine the role of science in environmental policy, politics, and communication. In this regard, students have an opportunity to identify issues that are of keen interest to them and have those incorporated into the course. Finally, the course covers a range of professional development topics such as resume and cover letter writing and networking. AU Core Integrative Requirement: Capstone. Usually Offered: fall. Prerequisite: senior standing. Restriction: Environmental Studies (BA) or Environmental Science (BS) .
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ENVS-494 Community Service-Learning Project (1)
Grading: Pass/Fail only. Permission: instructor and Center for Community Engagement & Service.
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ENVS-496 Selected Topics: Non-Recurring (1-6)
Topics vary by section. Repeatable for credit with different topic.
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Environmental Studies (Graduate and Advanced Undergraduate Courses) |
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ENVS-096 Selected Topics: Non-Recurring (0)
Topics vary by section. Repeatable for credit with different topic.
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ENVS-500 Ecohydrology (3)
This course examines how hydrological processes at macro and watershed scales influence aquatic ecology. It also examines the influence of velocity, volume, flow path (e.g. overland, groundwater, pipe-flow), and water chemistry on stream biology/ecology. Emphasis is on freshwater and estuarine systems. Students are introduced to quantitative modeling of hydrological processes.
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ENVS-505 Energy (3)
General overview of sources of energy and energy utilization with a focus on the relevant physical concepts, quantification and an emphasis on sustainability. Includes the definition of work, energy, and power; an examination of thermodynamics; different forms of energy and their inter conversion; fossil, nuclear and alternative energy sources; and energy efficiency and conservation. Usually Offered: spring.
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ENVS-520 Biogeochemistry (3)
Description and analysis of the physical phenomena occurring on the earth. Earth as a dynamic planet; two major energy systems: hydrologic and tectonic systems. The relationship between geological changes and human activities: human activities change geological materials and processes on the earth, and natural processes and events affect society.
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ENVS-572 Topics in Conservation Biology (3)
Topics vary by section. Rotating topics on current research in conservation biology, including habitat protection, ecosystem management, and captive breeding. Repeatable for credit with different topic.
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ENVS-582 Environmental Law (3)
An overview of environmental law and environmental regulation for environment scientists and environmental policy analysts.
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ENVS-590 Independent Reading Course in Environmental Studies (1-6)
Permission: instructor and department chair.
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ENVS-596 Selected Topics: Non-Recurring (1-6)
Topics vary by section. Repeatable for credit with different topic.
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Environmental Studies (Graduate Courses) |
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ENVS-610 Environmental Science I (3)
This course starts with the history and overarching concepts of environmental science, and continues with a survey of aspects including population and demographics; agriculture and toxic substances; energy sources, energy utilization, and efficiency; water resources and pollution; local and regional air pollution; and ozone depletion and global warming/climate change. Examples are chosen with a current global perspective and an eye to policy debates. Crosslist: ENVS-410 . Usually Offered: fall.
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ENVS-615 Environmental Science II (3)
This course covers the geological cycling of nutrients and elements that are heavily influenced by biological function as well as geochemical processes. The global geochemical cycles of oxygen, hydrogen, sulfur, nitrogen, carbon, etc. are broken down and quantified. The course also covers the origins of the biosphere, biogeochemistry of land and water, climate change scenarios, carbon sequestration, and environmental acidification. Current research articles addressing important areas of environmental science are presented, linking the science discussed in class with environmental policy decisions and debates Crosslist: ENVS-415 . Usually Offered: spring. Grading: A-F only.
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ENVS-650 Environmental Data Analysis and Visualization (3)
Environmental science draws upon diverse types of data to understand how human actions impact the environment and inform the management of environmental systems. Effective data visualization is also an increasingly important aspect of environmental science communication. This course focuses on the basic data analysis and visualization skills necessary to bring together environmental data that vary in time, space, type, and quality. The course includes fundamentals of data management and reproducible workflows, introductory coding, and basic principles of data visualization. Students apply these skills to real data that relate to current environmental issues. Crosslist: ENVS-450 . Usually Offered: spring.
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ENVS-652 Sustainable Seafood: Science and Management (3)
This course provides students with a foundational background of the ecological science and management practices that underpin sustainable aquatic food production. Students learn about aquatic ecosystems, fish populations ecology, and aquatic food webs. Students also learn how these concepts relate to fishery management and conservation, such as traditional practices, market-based tools, and spatial closures. This course takes a social-ecological systems-approach to evaluating both the challenges and opportunities for aquatic foods to contribute to sustainable food systems. Crosslist: ENVS-452 .
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