(3 credits) Definition and philosophies of law, effect of law on society and the criminal justice system. Specialized topics: functions of criminal law, philosophical perspectives of justice and liberty, objectives of law.
(3 credits) Comprehensive examination of the nature of American delinquency and the juvenile justice system. Involves critical examination of the history of juvenile institutions. Dominant theories of delinquency, and recent developments in the field are explored.
3Corequisites:CJCR 5120 or permission of instructor. Fundamental procedures for handling, collecting, and analyzing questioned or fraudulent documents are presented. Topics include ethical conduct, terminology, investigative principles, case law and legal precedents, expert witness testimony, current research, notable cases, and ASTM standards.
3Corequisites:CJCR 5110 or permission of the instructor. Fundamental procedures for examining and comparing questioned handwriting for purposes of identification. Topics include handwriting characteristic elements, theoretical principles, simulation, handwriting physiology, methodological procedures, internal and external handwriting factors, and collecting specimens for comparison.
3Prerequisites:CJCR 5110 or permission of the instructor. Fundamental procedures for document analysis and examination of ink, paper, and print process. Topics include ink identification and comparison, paper, watermarks, machine-generated documents, print process, alterations, counterfeit documents, and instrumental analysis.
3 Practical application of comprehensive document examination theory involving cases on handwriting identification and document analysis of ink, paper, and print processes. Appropriate use of instrumental analysis, application of document examination standards, report writing, expert opinion terminology, and ASTM standards.
(3 credits) Various theoretical, ethical, moral, and empirical issues surrounding capital punishment will be explored. Students will be exposed to conflicting points of view regarding race, gender, class, and the death penalty. A critical examination of all sides of this debate will be undertaken.
(3 credits)Prerequisites: Dependent on subject matter. Selected topics of current interest in criminal justice and criminology. May be repeated for credit per Graduate School rules. Consultation with the instructor is recommended before enrollment.
(3 credits) Examination of the various issues surrounding violence; exploration of the roots of violent behavior. Theoretical perspectives will be analyzed, with emphasis on biological, psychological, and sociological explanations.
(3 credits) Examination of competing explanations of crime throughout history to include preclassical, classical, neoclassical, positivist, and social reaction schools of thought. Assumptions of each perspective will be analyzed. Major theories and the theorists from each school will be analyzed.
(3 credits)Prerequisites: Undergraduate statistics course, CJCR 3000 or equivalent. Focus on research methodology as it relates to criminological inquiry. Issues in sampling, variable operationalization and measurement and research design will be covered.
(3 credits)Prerequisites: Undergraduate statistics course, CJCR 3000 or equivalent. Introduction to statistical analysis and modern statistical applications using computer software. Hypothesis testing, measures of association, and the general linear model will be covered. Special emphasis will be placed on the role of statistical analysis in criminology.
(1-6 credits)Prerequisites: Dependent on subject matter. Selected topics of current interest in criminal justice and criminology. May be repeated for different topics. Consultation with the instructor is recommended before enrollment.
(1-3 credits) Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a prospectus MUST enroll for Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to document such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Readings and Research credits do not count toward degree requirements. Grading of Readings and Research will be either satisfactory completion (S), satisfactory progress (SP), or unsatisfactory (U).
CUAI 5401 - Pre-Residency: Classroom and Instructional Management K-12 Clinical/Field
(1 credit hour) This supervised clinical/field experience focuses on establishing an effective, learning-centered classroom and practical applications of principles to specific routine and non-routine situations in K-12 classrooms. Scheduled in the summer prior to Residency I and requires 50 clock hours of clinical/field experience.
(1 credit)Prerequisites:EDFN 5000CUAI 5421Corequisites:READ 5437. This course is a clinical field experience that fulfills the performance-based requirements for initial teacher licensure middle grades 4-8.
(9 credits)Prerequisites:CUAI 5450CUAI 5454CUAI 5455CUAI 5458, READ 5453, SCED 5454. The course is a supervised 15-week residency teaching experience in an approved middle school (4-8) setting for Middle School MAT education candidates. Activities include teaching, observing, preparing, planning and co-teaching. Course includes a seminar. Admission to Residency II is contingent upon successful completion of Residency I.
(3 credits)Corequisites:CUAI 5103. The course involves an in depth exploration of lesson design using a backward design model. This model of lesson and unit design focuses on conceptual understanding. This process will help teachers strategically design work for students that will result in understanding of the standards taught. These practices and principles will to develop teaching methods that will engage student and enhance learning. Class content will emphasize the development of the three stages of backward design. Students will learn how to lead peer reviews of lesson designs in their grade levels, departments, and schools.
(3 credits)Corequisites:CUAI 5102. The course provides a foundation for understanding and applying the concepts of a balanced assessment system. Students learn how to differentiate assessment of learning from assessment for learning. They learn about different types of assessment and appropriate uses for each. Students learn how to design effective assessments, implement those assessments, provide effective descriptive feedback, use grading and scoring to boost student achievement, match assessments with various standards. Students learn to use assessments to effectively monitor the curriculum. Students learn how to lead this work in their grade levels, departments, and schools..
(3 credits) This course is designed to investigate the current issues and trends related to curriculum development in the early elementary grades (K-6). Emphasis is placed on developing teachers’ leadership skills for initiating positive change in the school curriculum.
CUAI 5113 - Instructional Excellence in Mathematics (K-8)
(3 credits) This course is designed to integrate research on the teaching and learning of elementary school mathematics and to address current issues and topics in grades K-8. Students will be required to design an action research project for this course.
CUAI 5114 - Instructional Excellence in Science (K-8)
(3 credits) This course provides elementary teachers (K-8) with innovative approaches to organizing, teaching, and assessing science learning. Emphasis is placed on understanding how students learn science and strategies that enable students to have successful learning experiences.
CUAI 5115 - Instructional Excellence in Social Studies (K-8)
(3 credits) This course is designed to investigate the current trends and issues that affect methodology and content in a social studies curriculum (K-8).
(3 credits) This course is designed to integrate research on the teaching and learning of elementary school mathematics and to address current issues and topics in grades K-6. Students will be required to design an action research project for this course.
(3 credits) This course provides elementary teachers (K-6) with innovative approaches to organizing, teaching, and assessing science learning. Emphasis is placed on understanding how students learn science and exploring strategies that enable students to have successful learning experiences. (spring, odd years)
(3 credits) This course is designed to investigate the current trends and issues that affect methodology and content in a social studies curriculum. (fall, odd years)
(3 credits) Through a broadening of the students’ knowledge base on issues related to diversity, this course will prepare teachers for the changing demographics of U. S. society. The course will examine and synthesize theories of teaching and how they can be applied to diverse student populations. This course will enable students to become effective action researchers. (spring, summer)
(3 credits) This course explores the development and dynamic nature of the middle school/junior high curriculum. Current and new visions for middle level education will be discussed in relationship to the resources and support necessary for middle/ junior high school reform.
(3 credits)Corequisites:ELPA 6555. Documenting the Scholarship of Teaching I has been designed to address theoretically and pragmatically the process of collecting, recording, and reflecting on teaching as a scholarly, creative, and research activity contributing to the knowledge base in the discipline of education. The coursework includes reflection on the nature of scholarship, questions about accountability, examination of the task of improving pedagogical activities, and finding the best ways to record and evaluate teaching and learning.
(3 credits)Prerequisites:CUAI 5215 and 6555. Corequisites:ELPA 6556. Documenting the Scholarship of Teaching II has been designed to address the development and presentation of the professional portfolio. The coursework includes identification, selection, and reflection about artifacts, mapping the plan for the portfolio, self-assessment of artifacts and design, designing, selecting and reflecting about appropriate media and technology, putting the portfolio together, and presenting the portfolio.
(2 credits)Corequisites:CUAI 5401 Classroom and instructional management K-12. Focuses on establishing an effective, learning-centered classroom and practical applications of principles to specific routine and non-routine situations in K-12 classrooms. Course is scheduled in the summer prior to Residency I. (fall, spring)
(6 credits)Prerequisites: Admission to Teacher Education or permission of M. A. T. coordinators; EDFN 5405 and EDFN 5411. Corequisites:CUAI 5419. hing reading, writing, listening, and speaking in grades K-8 with emphasis on planning, implementing, and evaluating an integrated program. This course incorporates the analysis and evaluation of children’s literature, including multicultural literature, and its use in language arts and across the curriculum.
(6 credits)Prerequisites: Admission to Teacher Education or permission of M. A. T. program coordinators; Corequisites:CUAI 5421 and CUAI 5420. The reasoning methods block is an integrated set of learning experiences that encompasses content, process skills, and issues drawn from mathematics, science, and social studies. The course is designed to explore common and unique characteristics of these subjects as they are taught in 1-8 schools.
CUAI 5417 - Secondary School Curriculum and Methodology
(3 credits)Prerequisites: Admission to Teacher Education. Corequisites:CUAI 5426. This course focuses on teaching and learning in secondary school and includes the study of curriculum and methodology suitable for a variety of life and learning styles. Evaluative Level Portfolio required. (fall, spring)
CUAI 5419 - Block I: Communications Field Experience
(1 credit)Prerequisites: Admission to Teacher Education or permission of M. A. T. coordinators: EDFN 5405 and EDFN 5411. Corequisites: CUAI 5415. This course is a school-based field experience that focuses on methods used to teach a holistic language arts program. In this experience students will learn to use teaching techniques that will permit the integrating of language arts components with children’s literature as they cross the curriculum into varied content areas
CUAI 5420 - Elementary and Middle School Curriculum (K-8)
(1 credit)Prerequisites: Admission to Teacher Education or permission of M. A. T. program coordinators; CUAI 5405 and CUAI 5411. Corequisites:CUAI 5421 and CUAI 5416. This course is designed to introduce students to the characteristics of both the elementary and middle school program. Students examine the structure and development of the changing nature of the early-grades (K-4) and middle-grades (5- 8) curriculum.
(1 credit)Prerequisites: Admission to Teacher Education or permission of M. A. T. program coordinators; CUAI 5420. Corequisites: Enrollment in CUAI 5416. The reasoning field experience is a field-based course designed to give prospective teachers an opportunity to plan, teach, and develop educational materials for diverse student groups and instructional settings.
(1 credit)Prerequisites:EDFN 5000. Corequisites:READ 5437SPED 5500. This course is a clinical field experience that accommodates the performance-based requirements for initial secondary teacher licensure K-12 and 7-12. (fall)
CUAI 5430 - Residency I: Middle and Secondary Curriculum: Development, Practice, and Assessment
(3 credits)Prerequisites:CUAI 5400CUAI 5401 Focuses on teaching and learning in middle and secondary schools: national and state curriculum standards, research-based instructional methods, and standards-based assessment for multiple subject areas and student needs. Requires concurrent field experience and a performance-based instructional plan. Admission to Teacher Education required. (fall)
CUAI 5437 - English as a Second Language (ESL) Assessment and Testing
(2 credits) This course is designed to equip participants with the knowledge and skills necessary to use multiple sources of information as they test and assess the English language proficiency of non-native speakers of English, place them for appropriate ESL and academic instruction, and assess their ongoing progress toward native-like proficiency and performance. CUAI 4437. (fall)
CUAI 5438 - Residency I: Secondary Clinical Field II
(1 credit)Prerequisites:READ 5437, CUAI 5426, SPED 5500, CUAI 5400Corequisites: This course is taken concurrently with Content Area methods, CUAI 5430. This course is a classroom and clinical field experience that fulfills that performance-based requirements for initial secondary teacher licensure 7-12 and K-12. (fall, spring)
CUAI 5440 - Elementary School Curriculum and Assessment
(3 credits)Prerequisites:EDFN 5420 or permission of instructor. This course is designed to investigate issues and trends related to curriculum development and assessment in grades K-6. Students examine the structure, development, and changing nature of the K-6 curricula and examine the role of assessment as it supports teaching and learning. (fall, spring)
CUAI 5444 - Reasoning Block Clinical Field Experience K-6
(1 credit)Prerequisites: Students must be admitted to teacher education. Corequisites:SCED 5443. This course is a school-based clinical field experience. The course provides clinical field experiences in elementary mathematics, social studies, and science classrooms (K-6). The candidate is provided with opportunities to assist a mentor teacher with instruction and student learning, planning and preparing instruction that integrates the content areas of mathematics, social studies, and science for the classroom, designing and planning a five day unit of instruction using an interdisciplinary theme infused with technology and multicultural education, and completing related mathematics, social studies, and science performance-based tasks. Pre-service teacher educators plan, implement, and evaluate integrated instruction appropriate for students of diverse backgrounds and abilities. (fall, spring)
CUAI 5447 - English as a Second Language (ESL) Reading and Instruction
(2 credits) This course is designed to equip participants with the knowledge and skills necessary to develop appropriate curricula and instructional activities to fit the reading needs of non-English language background students with limitations in English proficiency that negatively affect their comprehension of English in print. CUAI 4447. (spring)
CUAI 5450 - Residency I: Middle Grades Curriculum and Assessment
(3 credits)Prerequisites:EDFN 5420 or permission of instructor. This course is designed to investigate issues and trends related to curriculum development and assessment of adolescents in the middle grades. Students examine the philosophy of middle grades education; the structure, development, and changing nature of the curriculum for grades 4-8; and the many facets of assessment for students grades 4-8. (fall, spring)
(2 credits)Prerequisites: Admission to teacher education, READ 5453, and CUAI 5452. Corequisites:CUAI 5458 A minimum of 30 hours of field experience is included in this block. This course addresses methodology and theories for teaching and learning mathematics in the middle grades (4-8), with attention paid to national standards, problem solving, diversity, current technologies, assessment, current issues in mathematics education, reflective teaching and learning, and the application of mathematics content to everyday life. (fall, spring)
CUAI 5455 - Social Studies Methods for the Middle Grades *
(2 credits)Prerequisites: Prerequisites; CUAI 5400 and admission to teacher education. Corequisites:CUAI 5458. A study of content specific methodology for middle school social studies (grades 4-8). The course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Students design and implement learning experiences that incorporate meaningful uses of social studies concepts during field experiences as well as become familiar with the standards, pedagogy, and assessment in social studies. (Evaluative Level of the Teaching Portfolio is required.) (fall, spring) Notes:* Title changes spring 2014 to Residency I: Middle Grades Social Studies
CUAI 5457 - English as a Second Language (ESL) Methods and Techniques (K-12)
(2 credits) This course explores pedagogical approaches to teaching limited English Proficient (LEP) students in the K-12 arena. Some of the approaches to be explored are the natural approach, total physical response (TPR), cooperative learning, the language experience, integrated language teaching, whole language, and the cognitive academic language learning approach (CALLA). (summer)
CUAI 5458 - Residency I: Middle Grades Clinical Field I
(1 credit)Prerequisites:CUAI 5452READ 5437Corequisites:READ 5453CUAI 5430CUAI 5454CUAI 5455SCED 5454 This course is a classroom and clinical field experience that fulfills the performance-based requirements for initial middle grades teacher licensure 4-8.
CUAI 5467 - English as a Second Language (ESL) Curriculum Development (K-12)
(2 credits) This course exposes K-12 practitioners to curricular strategies that have been field tested in K-12 classrooms and found to support student learning. The strategies under investigation were developed by teachers and researchers working together to provide an education to children beginning to learn English. Strategies were selected on the basis of their usefulness in making rigorous core curriculum meaningful to students whose knowledge of English might otherwise hinder their academic progress. (summer)
(3 credits)Prerequisites: Admission to Teacher Education and completion of all math requirements. Corequisites: This course is to be taken with CUAI 4527/5527 and 4537/CUAI 5537. This course is designed to explore current methodology and materials for teaching mathematics to PreK-4 early childhood students. Appropriate field experiences are required. (fall, spring, summer)
CUAI 5537 - Integrated Field Experience for Early Childhood
(1 credit)Prerequisites: Admission to Teacher Education and successful completion of undergraduate math and science requirements. Corequisites: This course is to be taken with SCED 4527/SCED 5527 and CUAI 4517/CUAI 5517. This course is a school-based course that builds on earlier field experience in the program and is connected to block of methods courses. Students will be expected to work 30 hours in schools and be involved with planning and implementing instruction for students of varying backgrounds and abilities in the areas of math and science. (as needed)
(3 credits)Prerequisites: Admission to teacher education. This course is designed to provide undergraduate and graduate students with a foundation for teaching reading and other literacy competencies to children in pre-kindergarten through grade four. Emphasis is on developing and enlarging understanding of the reading process and the teaching of reading. Strategies and protocols for effective reading and writing instruction are presented. (fall, spring, summer)
CUAI 5560 - Residency II: Clinical Field Experience Elementary (K-6)
(9 credits)Prerequisites:CUAI 5444, SCED 5443 The course is supervised 15-week residency teaching experience for elementary MAT students in an approved elementary K-6 placement. Activities include teaching, observing, preparing, planning and co-teaching. Course includes a seminar. Admission to Residency II is contingent upon successful completion of Residency I.
(9 credits)Prerequisites: Completion of all methods courses and permission of advisor. Residency II is required of all students in the MAT graduate-level program. Teacher candidates are placed in an area public school setting, assigned to a mentor teacher, and required to adhere to the same school schedule as prescribed by the local school board.
CUAI 5601 - ESL: History, Practice, and Assessment
(3 credits) Topics for this course include: values underlying ESL assessment and practice; practitioner roles in public schools in historical context; social controversies surrounding ESL practice; introduction to Federal and requirements for ESL programs in public education; sensitivity to cultural differences; techniques of initial and ongoing assessment in ESL.
CUAI 5602 - ESL Literacy Development and Methods of Instruction
(3 credits)Prerequisites:CUAI 5601 This course explores methods of language instruction which prepare the student to function in a variety of English speaking venues with an emphasis on academic language development. Candidates are introduced to the specific issues involved in learning to read and write in a second language. This course also explores challenges of the English writing system; the relationship between reading, writing and speaking; contrastive grammar and the contrast between basic and academic language proficiency and academic language; bi-literacy and the special needs of students who are not yet proficient readers in their native language.
(3 credits) In this advanced course, candidates integrate their earlier preparation in phonetics, linguistic pragmatics and sociolinguistics with what they have learned about ESL methods. The course topics include materials selection; curriculum preparation; age appropriateness;English for particular purposes; the relationship between curriculum and setting: levels of language learning, immersion instruction; differences between ESL and EFL; oral language development; fluency development; vocabulary development; methods of accent modification and their timing.
(3 credits)Prerequisites:CUAI 5601, CUAI 5602, CUAI 5603. Course topics include: theory and practice of working with second language learners; cultural differences; adaptation of materials; the role of ESL instruction in the public schools; oral language development; fluency development; vocabulary development; methods of accent modification and their timing; field work opportunities at both the elementary and secondary levels.
CUAI 5647 - Job Analysis and Curriculum Organization
(3 credits) An introduction to the systematic and orderly processes of identifying and organizing instructional materials for occupational training and curriculum development. Experience in writing job descriptions, preparing and performing analyses, and sequencing selected course content. (summer)
(3 credits)Prerequisites: Student should have completed a minimum of thirty (30) credit hours in the course of study prior to enrolling in the course or have permission of the instructor. Presents an overview of the portfolio as an authentic assessment to document the scholarship of teaching and learning. It introduces educators to use of artifacts/products/teacher work samples as evidence of effective teaching and expands to include student work samples as supportive evidence of that effectiveness.
CUAI 5747 - Instructional Management in Industrial Education
(3 credits) The processes involved in developing a physical learning environment for teaching laboratory courses. Utilizing the teacher and the advisory committee in layout of facilities that reflect efficiency of use, safe working conditions, and industrial orientation. The same criteria will be applied in identifying co-op training stations in the community. (spring)
CUAI 5767 - Coordinating of Student Clubs and Leadership
(3 credits) Coordination of formal student groups, such as VICA and TSA. A study of the management, operation, and planning of these organizations. Leadership activities and exercises. (fall)
CUAI 5787 - Residency I: Methods of Teaching Vocational/Technology Education
(3 credits)Prerequisites: Upper-division standing or permission of instructor, and admission to Teacher Education; for students seeking teaching certification in the applied sciences and technology. Introduction to basic instructional processes appropriate for vocational/technology education. Criteria for selecting instructional method. Emphasis on establishing measurable goals and objectives as well as individualized instruction. Types and utilization of instructional technology materials. (fall)
(3 credits) A supervised and mentored school-based field experience for individuals seeking transitional licensure in Tennessee. Students plan, implement, and evaluate integrated instruction appropriate for students of diverse backgrounds and abilities. May be repeated for credit.
CUAI 5910 - Assessment Techniques in the Classroom
(3 credits) An introduction to assessment at the classroom level. Overview of models for planning and implementing classroom assessment projects. Identification of effective classroom assessment techniques. Implementation, data collection, analysis and reporting of results, and classroom assessment projects. (spring, even years)
(1-6 credits)Prerequisites: Dependent on subject matter. Selected topics of current interest in curriculum and instruction. Offered upon sufficient demand for specific subject matter. May be repeated for different topics. Consultation with the instructor is recommended before enrollment. (as needed)
(1-6 credits) Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a prospectus MUST enroll for Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to document such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Readings and Research credits do not count toward degree requirements. Grading of Readings and Research will be either satisfactory completion (S), satisfactory progress (SP), or unsatisfactory (U).
(3 credits)Corequisites:CUAI 6103. The course involves an in depth exploration of lesson design using a backward design model. This model of lesson and unit design focuses on conceptual understanding. This process will help teachers strategically design work for students that will result in understanding of the standards taught. These practices and principles will to develop teaching methods that will engage student and enhance learning. Class content will emphasize the development of the three stages of backward design. Students will learn how to lead peer reviews of lesson designs in their grade levels, departments, and schools.
(3 credits)Corequisites:CUAI 6102. The course provides a foundation for understanding and applying the concepts of a balanced assessment system. Students learn how to differentiate assessment of learning from assessment for learning. They learn about different types of assessment and appropriate uses for each. Students learn how to design effective assessments, implement those assessments, provide effective descriptive feedback, use grading and scoring to boost student achievement, match assessments with various standards. Students learn to use assessments to effectively monitor the curriculum. Students learn how to lead this work in their grade levels, departments, and schools..
(3 credits)Corequisites:ELPA 6555. Documenting the Scholarship of Teaching I has been designed to address theoretically and pragmatically the process of collecting, recording, and reflecting on teaching as a scholarly, creative, and research activity contributing to the knowledge base in the discipline of education. The coursework includes reflection on the nature of scholarship, questions about accountability, examination of the task of improving pedagogical activities, and finding the best ways to record and evaluate teaching and learning.
(3 credits)Prerequisites:CUAI 5215 and 6555. Corequisites:ELPA 6556. Documenting the Scholarship of Teaching II has been designed to address the development and presentation of the professional portfolio. The coursework includes identification, selection, and reflection about artifacts, mapping the plan for the portfolio, self-assessment of artifacts and design, designing, selecting and reflecting about appropriate media and technology, putting the portfolio together, and presenting the portfolio.
HDAL 5267 - Strategies of Personal Development and Effectiveness
(3 credits) Provides focused study and application of each of Covey’s 7 Habits with an emphasis on personal planning and effectiveness. Students learn each of the 7 Habits and are able to apply them to their own life.
SCED 5443 - Residency I: Mathematics and Science in the K-6 Classroom
(6 credits)Prerequisites:READ 5441. Corequisites:CUAI 5444. This course provides a K-6 science, technology, engineering, and mathematics (STEM) education perspective. Teaching methodology, content, skills, and dispositions are examined with an emphasis on integration with all other appropriate subject areas. (fall, spring)
DIGM 5146 - Character Animation Graduate Laboratory
(1 credit) Experiments and practical exercises dealing with character animation, designed to reinforce and supplement concepts learned in Fundamentals of Character Animation. This lab is oriented specifically for the graduate student. Must be taken with DIGM 5147 Fundamentals of Character Animation. (spring)
(3 credits)Prerequisites: DIGM 2870 or permission of instructor. This course emphasizes the practical and theoretical principles of character animation. Students will explore how to put personality into characters and develop skills to create characters that act. The exercises will provide a foundation for comprehending the underlying techniques for capturing expression of emotions in animation. (Graduate students taking this course must also take DIGM 5146 Character Animation Graduate Laboratory.) (spring)
(1 credit) Experiments and practical exercises in raster-based imaging, designed to reinforce and supplement concepts learned in DIGM 5617. This lab is oriented specifically for the graduate student. Must be taken with DIGM 5617 Advanced Raster-Based Imaging. (spring)
(3 credits)Prerequisites: DIGM 1650 or permission of instructor. Study of advanced raster-based digital imaging and processing. Areas of study will include advanced methods for manipulating and compositing 2D images, photo enhancement, and digital illustration. Customization of software tools for special effects, painting and image manipulation will be covered. Image design, concept development and creativity, and critical evaluation will be emphasized. (Graduate students taking this course must also take DIGM 5616 Raster-Based Imaging Graduate Laboratory.) (spring)
(1 credit) This course must be taken with DIGM 5627 and will incorporate advanced-level laboratory exercises and explorations in digital video compositing. (fall)
(3 credits)Prerequisites: DIGM 2900 or permission of instructor. This course covers techniques and theory concerning motion graphics and compositing for video. Instruction is designed to bridge the gaps between 3D production rendering and final output, live action and computer-generated imagery. Work will be project-based and will provide students with short, demo-reel quality work. Though not required, skills in DVD authoring, vector-based imaging, and advanced 3D skills are helpful. (Graduate students taking this course must also take DIGM 5646 Compositing Laboratory.) (fall)
(1 credit) Experiments and practical exercises dealing with scripting and interface design for interactive product production, designed to reinforce and supplement concepts learned in Advanced Interaction. This lab is oriented specifically for the graduate student. Must be taken with DIGM 5637 Advanced Interaction Design.
(3 credits)Prerequisites: DIGM 4400 or permission of instructor. Scripting control programs on advanced digital media platforms to create interactive multimedia works comprising images, animation, digital audio and video. Students are expected to have some computer programming experience. (Graduate students taking this course must also take DIGM 5636 Interaction Design Graduate Laboratory.)
(1 credit) Experiments and practical exercises dealing with techniques in 2D and 3D animation, designed to reinforce and supplement concepts learned in Advanced Animation. This lab is oriented specifically for the graduate student. Must be taken with DIGM 5647 Advanced Animation.
(3 credits)Prerequisites: DIGM 2870 or permission of instructor. A study in advanced animation techniques. Topics may include, but are not limited to, animation procedures with a focus on motion, timing and storytelling. (Graduate students taking this course must also take DIGM 5646 Animation Graduate Laboratory.)
DIGM 5656 - Advanced Web Design Graduate Laboratory
(1 credit) This course must be taken with DIGM 5657 and will incorporate advanced-level laboratory exercises and explorations in production for the Web.
(3 credits)Prerequisites: Digital Media Majors Only—DIGM 3000 or permission of instructor. Other Majors—DIGM 1650, DIGM 3200 or CSCI 1710, and CSCI 1800 or CSCI 1250, or permission of instructor. This course will familiarize the student with techniques used to create fully functional Web applications keeping graphic design and usability in mind. Topics covered include the use of scripting objects, database interaction, session management, and advanced interface design. Emphasis will be placed on incorporating good development practices with front-end design considerations. (Graduate students taking this course must also take DIGM 5656 Web Design Graduate Laboratory.)
(1 credit) This course must be taken with DIGM 5667 and will incorporate advanced-level laboratory exercises and explorations in product visualization.
(3 credits)Prerequisites: DIGM 3300 or permission of instructor. An exploration of the problems, principles, and processes involved in the digital modeling, development, and delivery of product design solutions for virtual and physical industries. In this course students will learn advanced modeling, animation, and surface evaluation techniques, and be able to model, move, and modify innovative product designs for engineering and experience outputs. Students will learn to design for the physical world (to model for manufacture and rapid prototyping) as well as for the virtual (to model for marketing and interactive programs). (Graduate students taking this course must also take DIGM 5666 Product Design Graduate Laboratory.)
DIGM 5816 - 3D Effects Animation Graduate Laboratory
(1 credit) Experiments and practical exercises dealing with 3D special effects for animation, designed to reinforce and supplement concepts learned in 3D Effects Animation. This lab is oriented specifically for the graduate student. Must be taken with DIGM 5817 3D Effects Animation. (fall)
(3 credits)Prerequisites: DIGM 3130 or permission of instructor. This production course focuses on dynamic animation strategies to visualize physical phenomena. Students will explore rigid and soft bodies, particle animation, and rendering in both theory and practice. Additional topics include techniques involving instancing geometry with particle motion, basic fluid dynamics, cloth simulation, and dynamic constraints. (Graduate students taking this course must also take DIGM 5816 3D Effects Animation Graduate Laboratory.) (fall)
(3 credits) This course provides an overview of human communication factors and how they are applied to new media communications, with a particular emphasis on interactive multimedia. Topics for discussion and research will include usability and human computer interaction (HCI), experience design, immersive environments, and the potential for new media to facilitate human communication. Research procedures will be used to determine the effectiveness of multimedia messages. (spring, even years)
(4 credits) An investigation into the historic and current applications of digital media as an art form. By studying the works of 20th and 21st century artists noted for their work in various digital and interactive media, and drawing from aesthetic criteria developed in class, students will produce interactive art projects, and participate in in-depth critical analyses of current digital works. Lecture and Laboratory.