fcc-catalog

132-133 / 226

• 301.846.2400 127 126 • 301.846.2400
2019 - 2020 FCC Academic Catalog
ECON 202-Principles of Microeconomics (3)
• Gen Ed Economics
Prerequisite: ECON 201
(formerly EC 202)
Explores the behavior of individual consumers
and business firms and emphasizes price theory,
the impact of different market structures upon
economic activity, distribution, international
trade, and economic development with an
essentially micro-economic approach.
EDPS: Educational
Psychology
EDPS 210-Human Growth and Development (3)
• Gen Ed Education
Prerequisite or Co-requisite: ENGL 101
(formerly ED/PS 208)
Presents central concepts related to parameters of
human development through the life span. Includes
physical, social, emotional and mental development
at the various stages of life. Considers the influence
of culture as well as individual differences.
This course satisfies the Maryland State Department
of Education professional education course
work in child or adolescent development. This
course requires a service learning experience.
EDUC: Education
EDUC 110-Schools and Society (3)
• Gen Ed Education
Prerequisites: (ENGL 70 or ENGL 75)
OR (ESOL 72 and ESOL 73)
(formerly ED 102)
Examines the historical, philosophical, and social
development of American education. Students
will learn methods, concepts, and principles
of education. They analyze and reflect on the
processes of teaching and learning. They explore the
interrelationships of education, social institutions,
and pluralistic culture. Students will also reflect on
ways that values, skills, and experience shape and
are shaped by schooling and society. Observations,
teaching, and a portfolio are required. Fifteen
hours of documented observation are required.
EDUC 220-Educational Psychology (3)
Prerequisite: PSYC 101
(formerly ED 202)
Introduces the nature and theories of learning
processes. Focuses on classroom interaction
and its influence upon the learning process
and the growth and development of the
child. (This course satisfies the Maryland State
Department of Education professional education
course work in human learning.) Fifteen hours
of documented observation are required.
EDUC 230-Foundations of Special Education (3)
• Cultural Competence
Prerequisite: EDUC 110 or ED 102
or ECED 105 or ECD 101
(formerly ED 203)
Provides an overview of critical issues and strategies
related to educating students who have been
identified as exceptional. The course content focuses
on historical and legal foundations of special
education, inclusive education, developmental
characteristics of exceptional students, and
strategies for accommodating students. (This
course satisfies the Maryland State Department
of Education professional education course work
in inclusion of special populations.) Fifteen hours
of documented observation are required.
EDUC 240-Processes and
Acquisition of Reading (3)
Prerequisites: 30 credits including ENGL 101
and PSYC 101 or teacher certification
(formerly ED 214)
Assists pre-service and in-service teachers in
understanding the reading acquisition process
through observation and analysis of reading and
written language development and the study of
current issues in reading research. The course is
organized around current, accepted, research-based
theoretical models that account for individual
differences in reading. The course includes an
introduction to language structures, including
spoken syllables, phonemes, graphemes, and
morphemes. Participants will apply knowledge of
the core areas of language to reading acquisition
in terms of first and second language acquisition,
typical development, and exceptionalities.
Participants will be introduced to current scientific
research related to literacy acquisition.
EDUC 242-Instruction of Reading (3)
Prerequisite: EDUC 240 or ED 214
(formerly ED 215)
Facilitates understanding and use of a representative
array of research-based instructional techniques
and strategies in the area of reading. The course
emphasizes instructional routines and strategies in
the five major components of reading instruction
(phonological and phonemic awareness; phonics,
spelling and word study; fluency; vocabulary
development; and comprehension) suitable
for various age and ability groups. Throughout
the course, students will demonstrate their
skill with instructional routines and strategies
through role-play, live demonstrations, and
critique of models, and review the research
evidence relevant to those approaches.
EDUC 244-Materials for Teaching Reading (3)
Prerequisite: EDUC 240 or ED 214
(formerly ED 216)
Assists pre-service and in-service teachers in
understanding and using the findings of scientific
research to select, evaluate, and compare
instructional programs and materials for teaching
reading. Participants will learn strategies for
enabling students to become strategic, fluent,
and independent readers using a variety of
texts and other materials. They will develop
techniques to involve parents, school staff,
and members of the community in children’s
reading development and enjoyment.
EDUC 246-Assessment for
Reading Instruction (3)
Prerequisites: (EDUC 240 or ED 214)
and (EDUC 242 or ED 215)
(formerly ED 217)
Assists pre-service and in-service teachers in
becoming proficient consumers and users of
classroom-based assessments and assessment data.
Instruction focuses on the purposes of assessment,
types of assessment tools, administration and use
of several valid, reliable, well-researched formal
and informal assessments of reading and related
skills, effective interpretation of assessments
results, and communication of assessments
results in a variety of contexts. Participants
will show that they can use assessment data
to guide instructional decisions. Participants
will demonstrate their abilities by selecting,
administering, and/or interpreting assessments
appropriate for screening, diagnosis, monitoring
of progress, and measurement of outcomes.
EDUC 248-Teaching Reading in
the Content Areas, Part I (3)
Prerequisites: 30 credits including ENGL 101
and PSYC 101 or teacher certification
(formerly ED 218)
Provides students with an understanding of
the essentials of reading processes necessary
for secondary students to become proficient
readers. Participants gain an understanding of
the following five areas: purposes and types of
reading, methods of assessing reading, strategies
and skills in reading, student-centered reading
instruction, and affective dimensions of reading.
(This course can be used to partially satisfy
the Maryland State Department of Education
reading requirement for secondary teachers.)
Course Descriptions
EDUC 249-Teaching Reading in
the Content Areas, Part II (3)
Prerequisite: EDUC 249 or ED 218
(formerly ED 219)
Expands on Part I, focusing on types of reading,
skills in reading, and instruction. The emphasis will
be on teaching secondary student to learn from
text. Participants will formulate research questions,
complete a literature review, and implement and
evaluate a coherent literacy plan. Participants will
also implement reading and writing strategies
that promote student mastery of subject content.
(This course can be used to partially satisfy
the Maryland State Department of Education
reading requirement for secondary teachers.)
EMGT: Emergency
Management
EMGT 101-Disaster, Crisis, and
Emergency Management (3)
• Gen Ed Emerging Issues
Prerequisite: ENGL 70 OR Prerequisites or Co-
requisites: ENGL 75 or (ESOL 72 and ESOL 73)
(formerly EM 101 and ID 225)
Introduces students to the dynamic and relevant
world of disaster, crisis, and emergency management.
Conducts a review of the history, social, political,
and economic implications of disasters, giving
students the opportunity to explore the world
of Emergency Management and experience
the satisfaction of serving, survivability, and the
heartache of devastation. Provides experience with
effective writing, critical thinking, and historical
and social awareness as students examine the
emergencies of past, present, and future.
EMGT 104-Disaster Response and Recovery (3)
Prerequisites: (ENGL 70 or ENGL 75)
OR (ESOL 72 and ESOL 73)
(formerly EM 104)
Provides students with an understanding of disaster
response and recovery operations in emergency
management. Examines the nature of emergencies
and disasters; presenting opportunities to identify
the human responses in the disaster process, assess
current procedures for response operations, review
recovery policies and programs, and explore methods
to promote the return to normalcy. Places additional
specific focus on the understanding of the roles of
multiple stakeholders in both response and recovery.
EMGT 106-Hazard, Risk, and Mitigation (3)
Prerequisites: (ENGL 70 or ENGL 75)
OR (ESOL 72 and ESOL 73)
(formerly EM 106)
Provides the student with a thorough understanding
of mitigation for disaster management, and the
application of hazard management. The student will
investigate various methods of risk management,
risk reduction, risk avoidance, risk acceptance, and
risk transfer to address both structural and non-
structural mitigation. The concept of sustainability
and its role in local land-use planning is examined.
EMGT 110-Federal Emergency Management (3)
Prerequisites: (ENGL 70 or ENGL 75)
OR (ESOL 72 and ESOL 73)
(formerly EM 110)
Provides the student with the understanding of
the role of the United States of America federal
government in emergency management on
the national level, and the influence of the
federal government on local, regional, state,
and international emergency management.
Examines the role of federalism in the delivery of
emergency management services. Investigates the
historical development of the federal emergency
management effort with emphasis on significant
events that shaped policy and the level of
involvement of the federal government. Analyzes
current emergency management policies and
efforts of the federal government with discussion
of future trends and their potential outcomes.
EMGT 111-Preparing and
Securing the Homeland (3)
Prerequisites: (ENGL 70 or ENGL 75)
OR (ESOL 72 and ESOL 73)
(formerly EM 111)
Provides students with a thorough understanding
of the strategic, political, legal, and organizational
challenges associated with the protection of the
U.S. homeland. Examines the range of potential
threats to the U.S. homeland, including the historical
foundation of terrorism. Introduces the role of
emergency management in the response to the
growing threat of domestic and international
terrorism. Focuses on the implications of homeland
security challenges and policies for constitutional
rights, legal protections, and civil liberties.
EMGT 115-Foundations of
Emergency Management (0)
Prerequisites: FEMA 131, FEMA 151, and FEMA 205
(formerly EM 115)
Provides an introduction to the position of
emergency manager, including history, key
areas of emphasis, and responsibilities. Surveys
emergency management as an integrated
system with resources and capabilities networked
together to address all hazards. Introduces the
National Incident Management System (NIMS),
the Incident Command System (ICS), and
Emergency Operations center (EOC) operations.
EMGT 125-Emergency Management
Coordination (0)
Prerequisites: FEMA 150, FEMA 161, FEMA 215
(formerly EM 125)
Provides an introduction to the fundamentals
of emergency management coordination.
Surveys how the resources and capabilities of
organizations at all levels can be networked
together in emergency management phases
for effective all-hazard response. Introduces
the National Incident Management System
(NIMS), the Incident Command System (ICS), and
Emergency Operations Center (EOC) operations.
EMGT 130-Integrated Emergency
Management (3)
Prerequisite or Co-requisite: (EMGT
101 or ID 225) or FIRE 107
(formerly EM 130)
Provides students with an understanding of the
concept of Integrated Emergency Response to
disasters and other critical incidents. Students
examine the role of Integrated Emergency
Preparedness in the government environment,
and expand the understanding to public-private
cooperation in emergency management.
Note: While not an official prerequisite,
students are encouraged to take EMGT 106
prior to (or during the same semester as)
they intend to enroll for this course.
EMGT 135-Leadership and Management (0)
Prerequisites: FEMA 132, FEMA 134, and FEMA 221
(formerly EM 135)
Introduces the concepts of leadership and influence
in emergency management. Describes decision-
making and the attributes of an effective decision
maker. Identifies basic communication skills needed
to convey decisions across a diverse workforce in a
timely, inclusive, and motivational manner. Explores
the social, cultural, religious, and accessibility
concerns that have shaped perceptions of disaster
response, and means of addressing them. Discusses
the influence of perception and marginalization on
delivery of equitable assistance to all disaster victims.
EMGT 165-Animals in Disasters (0)
Prerequisites: FEMA 205, FEMA 131,
FEMA 109, FEMA 110, FEMA 138, and FEMA 215
(formerly EM 165)
Provides the basic background knowledge
necessary for developing a coordinated response
to disasters in which animals, livestock, agriculture
assets, and their owners are affected. Introduces
specific challenges posed by animals, livestock,
and agricultural assets during disaster situations,
and provides training on appropriate options for
responding to and planning for them. Heightens
awareness of the special issues that emergency
managers and planners need to consider when
incorporating animal-care annexes into their
emergency operation, mitigation, and recovery plans.