2001-2003 Catalog - University of Arkansas at Monticello

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Computer Information Systems 80 Arkansas-Monticello CIS 3423 COBOL CIS 3443 Object-Oriented Programming Languages CIS 3523 Structured System Analysis and Design CIS 3553 Advanced COBOL CIS 4503 Business Data Communications CIS 4623 Database Management Systems CIS 4633 Application Software Development Project 1033 Elementary Computer Keyboarding early in her/his college career. Keyboarding ability will be especially helpful in many Computer Information Systems and business courses. All baccalaureate degrees require at least 124 hours of college credit, courses at the 1000-level or above. These courses must include the General Education requirements found on pages 57, the Bachelor of Science mathematics and/or science requirements found on page 60, and at least 40 hours of 3000-4000 level courses. Major Requirements ........................... 33 hours CIS 1013 Introduction to Computer Based Systems CIS 2203 Programming Microcomputer Systems CIS 2223 Microcomputer Applications CIS 3103 Advanced Microcomputer Applications Supportive Requirements .................... 24 hours ACCT 2213 Principles of Accounting I ACCT 2223 Principles of Accounting II ECON 2213 Principles of Microeconomics ENGL 3253 Technical Writing GB 3713 Business Statistics One of the following: MGMT 3473 Principles of Management MGMT 4613 Mgmt. Information Systems MKT 3403 Principles of Marketing One of the following: SPCH 3483 Communication in Small SPCH 3533 Groups Communication in Organizations NOTE: Computer Information Systems majors are limited to a maximum of 30 hours of course work in the School of Business. One hour of electives must be at the 3000- 4000 level. Minor in Computer Information Systems ............................... 24 hours CIS 2203 Programming Microcomputer Systems CIS 3423 COBOL CIS 3523 Structured System Analysis and Design CIS 3553 Advanced COBOL 12 additional hours of Computer Information Systems courses
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ Arkansas-Monticello Education 81 School of Education LOCATION: Willard Hall CAMPUS TELEPHONE: (870) 460-1062 FAX: (870) 460-1563 WWW: http://cotton.uamont.edu/~education/ main.htm MAILING ADDRESS: P.O. Drawer 3608, Monticello, AR 71656 Faculty/Mission Professors: Dillard, Gleason, Jones, O’Connor, and Terrell; Associate Professors: King and Richards (Dean); Assistant Professors: Hector, Holbrook, Lang, and C. Smith; Instructors: M. Carpenter, Frazer. The University of Arkansas-Monticello School of Education is committed to the development of high quality teacher leaders who are caring, competent professionals dedicated to meeting the needs of a changing, diverse society. The UAM School of Education faculty and teacher education students serve their communities through active participation in academic studies and field experiences that develop highlevel competencies in content knowledge, pedagogy, professionalism, and equity. The UAM School of Education, in close partnership and collaboration with partnering schools and the arts and sciences, is dedicated to providing the highest level of teacher training and excellence in southeast Arkansas. Title II – Higher Education Act of 1998 The University releases information on the quality of its teacher preparation program according to the requirements of Section 207 of Title II of the Higher Education Act as amended in 1998. The institutional pass rate on Praxis I and II examinations for candidates in the teacher preparation program at UAM is 100 percent for all program completers in the 1999- 2000 cohort. Conceptual Framework The Conceptual Framework of the School of Education is organized around four strands which promote the following in teacher candidates: acquisition of a knowledge base; development of pedagogical skills; demonstration of equity and social justice; and attainment of professionalism. Because programs within the School of Education target P-12 student achievement and learning as its critical mission, the academic needs of the learner are placed at the core of the four strands of the Conceptual Framework. Each strand represents an essential component of the teacher education program that is further refined through the identification of indicators of competence within each strand. Realizing that the acquisition of skills to become an exemplary teacher are developmental and cumulative, the School of Education faculty have identified three stages through which
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2001-2003 Catalog - University of Arkansas at Monticello

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