Academic Catalog

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Course Level

Undergraduate courses at William Woods University are assigned a number from 020 to 499. Graduate courses are assigned a number from 500 to 799. These numbers correspond to the materials and activities in the course, as well as how much subject matter knowledge students are expected to have. Below is a broad overview of the expectations related to different course numbers.

Undergraduate Courses


020-099

To develop students’ skill levels in areas such as English composition, math and informatiion.

100-199

Courses introduce students to either a broad aspect or fundamental skill set in the discipline. Students will work to recall elements and details of content, including identification and illustration of important concepts.

Expectations

  1. Students can proceed at a reasonable pace without encountering basic difficulties or comprehension;
  2. Students can complete assignments involving reading and comprehending a specified amount of material, or preparing organized papers

200-299

Courses that explore specific facets of a discipline. Evolving communication and critical thinking skills are used to distinguish central concepts and identify patterns within the subject matter.
Expectations:

  1. Students are acquainted with the basic language, terminology, or methodology of the subject itself;
  2. Students are, in that subject, at a stage of understanding where they can progress towards some significant conclusions, experiments, or explorations.
  3. Students will accomplish a substantial amount of work, for example: study a number of books or work through a comprehensive textbook, write a number of papers, or demonstrate an in-depth knowledge of the material covered.

300-399

Courses that involve the synthesis and application of knowledge in the discipline through making critical distinctions, investigations and critiques.

Expectations:

  1. Students will have completed necessary 100-200 level course work;
  2. Students have the ability to do research, or to obtain relevant information in the field;
  3. Students are fluent in the language of the field so as to read and assimilate relevant information;
  4. Students are able to combine the results of the research, or the reading, into cohesive (and possibly original) statements;
  5. Students are able to produce some substantial work, such as a paper, or a creative or experimental project,

400-499

Courses that culminate the undergraduate immersion, prompting discovery within the discipline. Students will master the ability to analyze and synthesize information independently in original and creative ways.

Expectations:

  1. Students will complete a major research project or paper.
  2. Students’ learning may be designed and applied through seminars, field experiences, internships or other capstone experiences
  3. Students will be expected to work independently under the guidance or supervision of an instructor.

Graduate Courses

500 - 599

Master Level Coursework 

The MA, MBA, MED, MHA, and MAT degrees are designed for students who have successfully completed an academic program at the baccalaureate level and who desire to continue study at a higher level. The degree generally requires a higher level of responsibility and independence from the student. This is reflected in course projects, research in the field, working with teams, individual projects, and the successful completion of capstone presentations and field experience.

600 - 699

Specialist Level Coursework

The Education Specialist degree (Ed.S.). The Ed.S. is a master plus thirty-hour program that builds upon the skills developed in the MED degree. The degree is designed for advanced leadership training for those who desire to become leaders for change in the classroom or in the administration of a school district. In general, this degree has all of the expectations of the Master Degree with more emphasis on critical problem solving in a K-12 setting.

700 – 799

Doctorate Level Coursework

Doctor of Educational Leadership (Ed.D.) is doctorate level of study requiring the student to research the latest theories in educational leadership, determine how those theories apply to current leadership issues, and contribute to the field of educational leadership. The doctorate requires independent motivation, the ability to evaluate the literature related to the area of research, and the completion of a dissertation that is successfully defended before a committee of graduate faculty.