Jun 14, 2024  
2013-2014 Graduate Catalog 
    
2013-2014 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions


 

Sport and Leisure Management

  

Storytelling

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  • STOR 5990 - Readings and Research

    (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). (fall, spring, summer)


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Surveying and Mapping

  
  
  
  
  • SURV 5567 - Positioning with GPS

    (3 credits)
    Prerequisites: SURV 3560 or permission of instructor. A course designed to utilize GPS for data collection and post-processing, methods for adjusting networks, explore the reliability of networks, use of continuously operating reference systems (CORS), geometry of satellite constellation, vector processing strategies, the effects of atmospheric constraints on long baselines, utilization of on-the-fly technology, precise ephemeris generation, and differential corrections. (3 semester rotation)


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Technology

  
  
  
  
  
  
  
  
  
  
  • ENTC 5080 - Strategic International Experience

    (3 credit hours)
    This is a project-based course which analyzes international environments in regard to environmental sustainability. Project topics addressed could include: site adaptation by buildings and cities, health and architecture, related cultural and social aspects, globalization of trade in antiquity and the Renaissance, medieval adaptive reuse, energy conservation in design, environmental economics and the green economy in contemporary Europe.


    View the Spring 2024 Schedule of Classes

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  • ENTC 5640 - Innovative Entrepreneurship

    (3 credits)
    Prerequisites: Graduate Standing. Focus on new business creation based on technology innovation. Provides the innovative prudent risk taker with a practical approach for converting brilliant ideas into wealth. Fundamental methodology is applicable to all who have the desire and drive to start their own business. Lecture with emphasis on teamwork, team exercises, and presentation. This course is helpful to those having new business and/or product innovation responsibility within existing industry. (spring, even years)


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  • ENTC 5717 - Computer Assisted Numerical Control Programming

    (3 credits)
    Prerequisites: ENTC 3710. A study of computerized methods for generating numerical control (N/C) programs utilizing (1) tool path definition software applicable to CAD drawing databases and (2) N/C programming languages including APT and COMPACT II. Source program structure including initialization, geometry definition, and cutter path definition statements. Links and post processors. Syntax conventions. Writing, running, and debugging source programs to generate list/cutter location files and tape files. Lecture and laboratory.


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  • ENTC 5800 - Strategic Experience

    (3 credits)
    Prerequisites: All graduate coursework in Technology concentration completed. Course is designed to be taken last semester of program. Requires graduate committee chair approval. This course is designed to provide the Technology student with an opportunity to apply the skills, knowledge, and experience gained in the program in a realistic problem solving environment. It concludes with the concentration written and oral final examination. (spring)


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  • ENTC 5989 - Internship/Cooperative Education

    (1-3 credits)
    Students must clear arrangements for this course through the Cooperative Education Office prior to registration. Businesses, industries, and government agencies provide opportunities for planned and supervised work assignments. Students may alternate between periods (usually two semesters) of full-time study and employment with a cooperative education employer. Credit received will not apply to degree requirements. Students may receive compensation as full-time employees.


    View the Spring 2024 Schedule of Classes

    View the Summer 2024 Schedule of Classes

    View the Fall 2024 Schedule of Classes


  
  • ENTC 5990 - Readings and Research

    (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).


    View the Spring 2024 Schedule of Classes

    View the Summer 2024 Schedule of Classes

    View the Fall 2024 Schedule of Classes


  
  • ENTC 5999 - Internship/Cooperative Education

    (1-3 credits)
    Students must clear arrangements for this course through the Cooperative Education Office prior to registration. Businesses, industries, and government agencies provide opportunities for planned and supervised work assignments. Students may alternate between periods (usually two semesters) of full-time study and employment with a cooperative education employer. Credit received will not apply to degree requirements. Students may receive compensation as full-time employees.


    View the Spring 2024 Schedule of Classes

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    View the Fall 2024 Schedule of Classes


  

Theatre

  
  
  
  
  
  
  
  
  
  
  
  • THEA 5990 - Readings and Research

    (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).


    View the Spring 2024 Schedule of Classes

    View the Summer 2024 Schedule of Classes

    View the Fall 2024 Schedule of Classes



Teaching and Learning

  
  • ASTL 5700 - Portfolio Development

    (3 credits)
    Portfolio Development presents an overview of the portfolio as an authentic assessment tool utilized to document the scholarship of teaching. It introduces educators to the concept of using artifacts/products/teacher work samples as evidence of effective teaching and, then, expands this to include student work samples as supportive evidence of that effectiveness. The course emphasis is focused on collection and presentation of teacher developed instructional examples organized comprehensively to demonstrate the educator’s abilities in six areas: planning and teaching, actual teaching, assessment and evaluation, learning environment, professional growth, and communication. Although the format of the professional portfolio will follow the National Board for Professional Teaching Standards requirements, the student may choose whether or not to submit the portfolio for National Board Certification.


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  • ASTL 5701 - Teacher as Learner

    (3 credits)
    Teachers seek to improve their knowledge and practice through a continuing process of professional reading, writing, dialogue, inquiry, and reflection. These processes can be supported by technology in a variety of ways. This course is designed to assist teachers to become comfortable with the hardware and software that can be used to create effective literacy learning experiences. In addition, teachers must also know how to find, access, and assess materials from a variety of sources as well as know how to design and develop multi- and hyper- media learning environments that promote active learning. The design and structure of the course will contribute to the professional development of educators to use effectively technology to promote and develop reflective learners-learners that are able to use technology to enhance and expand their learning environment.


    View the Spring 2024 Schedule of Classes

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  • ASTL 5703 - Knowledge of the Learner

    (3 credits)
    This course addresses the areas of child and adolescent psychological development. The focus is on the science of individual human development. In addition, infant development is covered briefly to provide an understanding of the sequential and hierarchical nature of development. The majority of assignments will deal with children in the kindergarten to eighth grade. However, early childhood and teen assignments will be included to understand the precursors and aftereffects childhood and middle childhood. The course emphasizes an understanding of the important methods, terms, theories, and findings in the field of developmental psychology. The primary focus of the class is the cognitive, socio-emotional and physical changes associated with child and adolescent development. The course is organized in a topical format, exploring the basic theories and tracing development across the pre-adult years for each psychological topic covered. The course requires both independent reading, interaction with online modules, field observations and Berk¿s text. It is strongly recommended that you have passed an introductory Developmental Psychology course before taking this class.


    View the Spring 2024 Schedule of Classes

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  • ASTL 5705 - Assessment of Learning

    (3 credits)
    Assessment of learning for the classroom is an introduction to systematic assessment at the classroom level. The course provides an overview of models for planning and implementing classroom assessment projects. The emphasis in the course, however, is implementation, data collection, analysis, and reporting of results on classroom assessment projects. This course presents a rationale for learning-centered assessment and an overview of the tools, techniques, and issues that educators should consider as they design and use assessments focused on learner needs. Underlying assumptions in the course are: (1) assessment is viewed as deliberately designed to improve and educate student performance, not merely audit it; (2) assessment is a way to help students systematically self-correct their performance; and (3) assessment has two essential qualities (anchoring in authentic tasks and feedback to revise performance). The course examines what it would mean, in reality, if assessment were central to student and teacher work.


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  • ASTL 5721 - Theory and Foundation of Development Literacy (Literacy I)

    (3 credits)
    Literacy I will engage candidates in professional reading about, and discussions of, the following: the nature of learning, the nature of language, how human beings learn language, the differences between receptive and productive language, the nature of the reading process, the nature of the writing process, how children develop their native language, what the relationships are among learning one¿s `mother tongue¿ and learning to read and write that same language, what the typical stages are through which children pass as they develop literacy, and what some of the more obvious implications are for classroom instruction and assessment in reading and writing. This course lays the foundation for all further learning about the teaching of literacy. Among other assessment devices, candidates will take and pass a comprehensive examination to determine their grasp of the concepts for this course., Application of technology, diversity issues, and use of appropriate resources will be part of this literacy course.


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  • ASTL 5723 - Understanding and Implementing Best Practices in Teaching Beginning Literacy (Literacy II)

    (3 credits)
    ASTL 5723/6723/7723 (Literacy II) will engage candidates in reading and discussions to explore theory, understand best practices, and implement best practices in literacy instruction grades PreK-3. It will begin with an exploration of theory and best practices for family literacy from the birth of a child to school age. Theory and best practices will be examined from entrance into school, preschool to kindergarten, followed by explorations of best practices for teaching reading and writing in the primary grates. Candidates will be expected to work with primary grade children as they attempt to understand and implement best practices in emergent and early literacy development.


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  • TEAS 5010 - Specialized Methods of Instructions and Teaching Compreh. (RODP)

    (4 credits)
    Prerequisites: TEAS 4001/5001; TEAS 4003/5003; TEAS 4004/5004; TEAS 4005/5005; TEAS 4006/5006; TEAS 4007/5007; TEAS 4008/5008. This course is designed to give students skills necessary to teach students with physical, health, and multiple disabilities as well as those with emotional and behavioral disorders. The focus will be on the systematic instruction for these students, life skills, transitioning these students, managing behaviors, and medical issues. Students are to complete a 1-hour practicum, spending 30 hours in a Life Skills or Behavioral classroom for those students who are not teaching or a special classroom project for those currently teaching in a special education setting. Course material will be presented via Modules which must be completed in numerical order. Discussion boards will be utilized as part of the Modules.


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  • TEAS 5012 - Instruction: Early Childhood/Special Education (RODP)

    (4 credits)
    Prerequisites: Prerequisite(s):  TEAS 4001, TEAS 4003, TEAS 4004, TEAS 4005, TEAS 4006, TEAS 4007, TEAS 4010. This course will examine intervention strategies to promote optimal development for developmentally delayed and at risk children birth to age 3. Public law 105-17, various service delivery models, intervention techniques and procedures, curriculum and individualized family service programs will be explored. Particular emphasis will be placed on the role of the primary caretaker as major change agent for the child. Fifteen hours of field experience or a service learning project in infant/toddler programs will be required. This course will involve online collaboration, interactive case studies and assignments directly related to service delivery for young children and their family.


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Women’s Studies

  
  
  
 

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