Course Syllabi Search - Fall 2025

Concert Report - Attend a concert, focus on the conductor, write a two page report on the conductor's technique and effectiveness.
Discussions (5) - Each focuses on an aspect of conducting including fundamental movements, communication, stage fright, energy, differing styles, and conducting choirs.
Materials Videos (8) - Instructional videos that go over chapter materials with video examples. To be watched before class to encourage questions and be efficient in time.
Video Assignments (6) - Students are required to show their abilities conducting specific passages. Each video submission focuses on a specific topic: patterns, cues, dynamics, fermattas, fractional entrances, assymetrical patterns.
Final Exam - Video or live conducting opportunity. Given a selected score, students should show good technique learned during the term.

Fundamental Movements: Stance, body position, non-verbal communication, moving through time.
Basic Patterns: Learning proper technique for simple 1, 2, 3, and 4 patterns
Cueing: Left hand use and practice for cueing entrances
Dynanics: Using left hand and pattern size to show loud and soft dynamics
Fermattas: Students learn how to suspend and then restart sound in time.
Fractional Entrances: Focusing on how to bring music in when the music is not on the beat.
Compounds: Adjusting patterns to accommodate subdivisions of 3.
Assymetrical: Adjusting patterns to accommodate patterns that are neither simple or compound, usually amalgamations of both.
Subdivision: Using the subdivided beat to show emphasis and adjust tempo.
Planes: The ability to use more than just the space immediately in front of the student, but highering and lowering the horizontal plane.

What to be and how to get there? - A brief statement about the student's specific ambitions (pre-test)
Study Group Meeting - Student led study sessions on any topic the student is enrolled in
Club Rush - Visit to the club rush to investigate campus opportunities
Ted Talk Stress Discussion - An online discussion response based on a Ted Talk on stress management
Student Panel Discussion - A written response to a student panel of upperclassmen
Personal Spring Registration Plan - Shows that the student learned the process of registration and successfully is registered
Guest Speaker Insights - A written response about which guest speakers were impactful to them, and why
Basic Resume - Create an arts based resume that can be expanded during the collegiate career
Final Paper and Presentation - What to be and how to get there? (post-test)

Building a learning community - discussions on how to become part of the collegiate community
Campus Resources - Technology (degreeworks, canvas, email, etc) and support resources (booth wellness center, clubs, writing center, math lab, etc)
Financial Management - suggestions for learning how to budget in college
Time Management - Focus on learning how to calendar and budget time wisely
Student Panel Q&A - Learn from upperclassmates who are currently music majors through asking questions.
Stress Management - Discussion about using stress as a motivator and not an inhibitor
Writing Center and Library Visit - Find resources to help with library resources for music
Study Abroad - Learn about options for studying music away from campus, especially abroad
Music Strategies - Addresses different music technology apps that can help in college, and preparing for music juries
Guest speakers focusing on Innovation options, music entrepreneurship, designing course schedules, music education as a career, and job preparation.

Select a project (most likely from your research methods class) and complete the following steps: syllabus contract, benchmark meetings, topic proposal, scholarly review, peer review, first chapter, rubric construction, final deliverable, capstone presentation.

There are no units. This is a student run project guided by the professor.

Persuasive Essay, Presentations, Peer Evaluations, Song Attendance, Final

Chapter 1: Introduction to Persuasion
Chapter 3: Historical, Scientific and Ethical Foundations
Chapter 4: Attitudes -Definitions and Structure
Chapter 8: Priming & Prejudice
Chapter 10 Processing
Chapter 11: Charisma, Authority
Chapter 12 Credibility
Chapter 13: Fundamentals of the message
Chapter 14: Fear & Guilt
Chapter 15 Cognitive Dissonance Theory
Chapter 16: Interpersonal
Chapter 17: Advertising & Marketing
Chapter 18: Health Campaigns

Exercise Workbooks/Attendance
My Mentor Project
Final Project
Reflection Paper

Chapter 1: Grounding the work of Mentoring
Chapter 2: Bringing who we are to what we do
Chapter 3: Physical, Virtual, Personal
Chapter 4: Getting Ready for a mentoring relationship
Chapter 5: Establishing Agreements
Chapter 6: Support, Challenge, and Vision
Chapter 7: Engaging in Feedback and Dealing with Stumbling Blocks
Chapter 8: Looking Back and Moving Forward
Chapter 9: Integrating your learning, tips and resources

Exercise Workbooks/Attendance
Quizzes
Midterm Project
Final Project
Evaluations
Reflections
Final

Chapter 1: Grounding the work of Mentoring
Chapter 2: Bringing who we are to what we do
Chapter 3: Physical, Virtual, Personal
Chapter 4: Getting Ready for a mentoring relationship
Chapter 5: Establishing Agreements
Chapter 6: Support, Challenge, and Vision
Chapter 7: Engaging in Feedback and Dealing with Stumbling Blocks
Chapter 8: Looking Back and Moving Forward
Chapter 9: Integrating your learning, tips and resources

Presentations, Attendance, Quizzes, Journal Entries

Chapter 1: Introduction to Group Communication
Chapter 2: Group Development
Chapter 3: Group Member Participation
Chapter 4: Diversity in Groups
Chapter 5: Group Leadership
Chapter 6: Verbal and Nonverbal Communication in Groups
Chapter 7: Listening and Responding in Groups
Chapter 8: Conflict and Cohesion in Groups
Chapter 9: Decision Making and Problem Solving in Groups
Chapter 10: Critical Thinking and Argumentation in Groups
Chapter 11: Planning and Conducting Meetings
Chapter 12: Group Communication

1. University Club Options & Resources

2. Art Career Opportunities

3. Course Syllabi and University communication

4. General Education and Majors

5. Art Application

6. Student Loans and Financial Preparations

7. Student Wellness

8. Effective Study Techniques

9. Learning Style Assessments

10. College Facility Tour

11. Academic Integrity

12. Educational & Occupational Planning

13. Final Presentations

14. Final Presentations

1. University Club Options & Resources

Learn how to assess various university clubs as well as campus resources.

2. Art Career Opportunities

Assess and create employment inquiries regarding potential future occupational endeavors.

3. Course Syllabi and University communication

Learn how to accurately utilize course syllabi and assess university accommodations.

4. General Education and Majors

Learn how to effectively manage general education and major specific requirements.

5. Art Application

Learn how to effectively create an art piece utilizing composition management.

6. Student Loans and Financial Preparations

Learn how to utilize student loans and financial plans to adequately achieve financial success and health.

7. Student Wellness

Learn techniques on how to manage stress levels while studying at the university.

8. Effective Study Techniques

Learn how to add effective study techniques into daily research and application.

9. Learning Style Assessments

Learn how to use ones own learning style to achieve more effective academic results.

10. College Facility Tour

Explore the art department and all of its majors, mediums and specialties.

11. Academic Integrity

Learn how to understand more fully how to academically navigate without compromising integrity.

12. Educational & Occupational Planning

Create a five year plan that will successfully allow for future objectives to be met within time constrictive goals.

13. Final Presentations

Present five year plan to the instructor and the class.

14. Final Presentations

Present five year plan to the instructor and the class.

1. University Club Options & Resources

2. Art Career Opportunities

3. Course Syllabi and University communication

4. General Education and Majors

5. Art Application

6. Student Loans and Financial Preparations

7. Student Wellness

8. Effective Study Techniques

9. Learning Style Assessments

10. College Facility Tour

11. Academic Integrity

12. Educational & Occupational Planning

13. Final Presentations

14. Final Presentations

1. University Club Options & Resources

Learn how to assess various university clubs as well as campus resources.

2. Art Career Opportunities

Assess and create employment inquiries regarding potential future occupational endeavors.

3. Course Syllabi and University communication

Learn how to accurately utilize course syllabi and assess university accommodations.

4. General Education and Majors

Learn how to effectively manage general education and major specific requirements.

5. Art Application

Learn how to effectively create an art piece utilizing composition management.

6. Student Loans and Financial Preparations

Learn how to utilize student loans and financial plans to adequately achieve financial success and health.

7. Student Wellness

Learn techniques on how to manage stress levels while studying at the university.

8. Effective Study Techniques

Learn how to add effective study techniques into daily research and application.

9. Learning Style Assessments

Learn how to use ones own learning style to achieve more effective academic results.

10. College Facility Tour

Explore the art department and all of its majors, mediums and specialties.

11. Academic Integrity

Learn how to understand more fully how to academically navigate without compromising integrity.

12. Educational & Occupational Planning

Create a five year plan that will successfully allow for future objectives to be met within time constrictive goals.

13. Final Presentations

Present five year plan to the instructor and the class.

14. Final Presentations

Present five year plan to the instructor and the class.

Final Grade Breakdown
Assignments 30%
Quizzes 10%
Exams 20%
Attendance 40%

In XSCI 4020 it is an interactive course putting your learned coaching skills from XSCI 4010 into practife, you will be required to attend class weekly via zoom ready to discuss the reading and study material for the week. Attendance will be required for this course, as live instruction is one of the requirements for applying to take the National Board of Health and Wellness Coaching (NBHWC) exam. You will get to know yourself, each other, and methods for change and helping others to change.

Final Grade Breakdown
Assignments 30%
Quizzes 10%
Exams 20%
Attendance 40%

This is a really interactive course as we learn more about health coaching, the psychology behind change, and how to help motivate and inspire ourselves and others to make health related changes in their lives. This course will provide opportunities to practice your newly learned skills with yourself, friends, family, and classmates.

Online Get to Know You Discussion (25 points) = 25 points
McGraw Hill Connect Quizzes 1-26 (10 points each, lowest 4 dropped) = 220 points
Practice Exams 1-10 (25 points each, lowest dropped) = 225 points
Exams 1-4 (100 points each, lowest dropped) = 300 points
Final Exam (200 points) = 200 points

Sci Method: This lecture covers the steps of the scientific method, objective/subjective observations and deductive/inductive reasoning.

Atoms and Bonds: This lecture explains the basics of chemistry - atomic structure, bond formation, isotopes and radioactivity in medicine.

Water: This lecture covers the properties of water and their importance for life, the pH scale and buffer systems.

Macromolecules I and II: These lectures cover the building blocks carbs, fats, proteins and fats, examples of each, and their importance to life.

Cell I and Cell II: These lectures cover cell structures and their functions, diffusion, osmosis, tonicity and membrane transport.

Cell Respiration: This lecture covers the process of cell respiration, fermentation, and enzyme catalyzed reactions.

Mitosis: This lecture covers the basics of chromosome biology, the cell cycle, cell reproduction and the steps of mitosis.

Meiosis: This lecture covers the basics of sexual reproduction, steps of meiosis I and II, mutations, and chromosomal disorders.

Cancer: This lecture covers mutations, the development of cancer, characteristics of cancer cells, development of cancer in cyclins, causes of cancer and it's treatment. We also discuss the development of cancer in the following genes: proto-oncogenes, tumor suppressor genes, Her2, Ras, p53 and BRCA1.

Patterns of Inheritance I and II: In these lectures, we discuss the basics of inheritance, and complete monohybrid crosses, dihybrid crosses, pedigree charts, blood typing and colorblindness inheritance.

DNA Biology: This lecture covers the basics of DNA and its replication. We outline the processes for using DNA as a blueprint for protein production (transcription and translation).

Nervous System I and II: In these lectures, we learn the basics of neuron anatomy and the mechanism of the action potential and synapse. We identify the major structures in the central / peripheral nervous systems and their functions.

Sensory Systems: In this lecture we introduce the basics of sensory receptors and focus on the sense of vision. We identify structures of the eye, the mechanism of visual perception and processing, and pathophysiology of the eye.

Homeostasis and Epithelial Tissue: In this lecture we explain the basics of homeostatic pathways and feedback loops. We also explore the structure and classification of epithelial tissue.

Muscular System I and II: In these lectures we identify the major structures of skeletal muscle and the steps of the muscle contraction mechanism. We go over motor units and their role in motor control, how muscles get energy and explore some aspects of muscle pathophysiology.

Digestive System I and II: In these lectures, we identify the layers of the digestive tract, digestive organs and their accessory organs and their functions, the functions of digestive enzymes, and explore pathologies of the digestive system.

Respiratory System: In this lecture we identify the major structures and functions of the respiratory tract, we discuss the importance of pulmonary surfactant, explore how gases diffuse through the system, and how CO2 and O2 are carried in the blood.

Heart and Blood Vessels I and II: In these lectures we identify the major structures of the cardiovascular system and their functions. We track the order of blood through this system, and talk about electrical conduction of the heart. We define blood pressure and describe the changes in blood pressure through the system. We learn of capillary exchange and explain several pathologies of the heart.

Red Blood Cells: In this lecture, we identify the parts of blood. We focus on red blood cells: their structure, function, development and relationship with hemoglobin, and the major steps in blood clotting.

White Blood Cells: In this lecture, we identify the functions of the various blood cells, how these cells fight infections, and some white blood cell pathophysiology. We learn about blood compatibility and how the RH factor can complicate pregnancies.

Immune System I and II: In these lectures, we contrast innate and adaptive immunity and dive into details of each (focusing on adaptive immunity and B and T cell development). We cover active and passive immunity, how vaccines work, allergies, anaphylactic shock, transplants and autoimmune disorders.

Infectious Disease: In this lecture we learn of bacteria: types, classification, structures, functions and how antibiotics work. We learn about viruses: structures, functions, viral life cycles and the action of anti-viral drugs. We explore the classification of disease and focus on the current pandemics on the planet.

Reproduction: In this lecture we give the basics of male and female external and internal anatomy and their functions. We explain sperm production and the role of various hormones in male reproduction. We explain egg production, the ovarian cycle, the role of hormones and what the first steps after fertilization. We also briefly examine different common birth control methods.

Human Development: In this lecture, we list the steps of egg fertilization, outline the development of an embryo up to 8 weeks, and focus on major developmental milestones at the cellular and tissue level. We also explore the differences in fetal circulation as compared to an adult.

Evolution I and II: In this lecture, we explore chemical vs biological evolution, the different theories of evolution and evidences of evolution. We identify how phylogenetic trees work and trace human evolution of the Homo genus.

Online Get to Know You Discussion (25 points) = 25 points
McGraw Hill Connect Quizzes 1-26 (10 points each, lowest 4 dropped) = 220 points
Practice Exams 1-10 (25 points each, lowest dropped) = 225 points
SI Attendance 1-13 (5 points each, lowest dropped) = 60 points
SI Quizzes 1-13 (10 points each, lowest dropped) = 120 points
Exams 1-4 (100 points each, lowest dropped) = 300 points
Final Exam (200 points) = 200 points

Sci Method: This lecture covers the steps of the scientific method, objective/subjective observations and deductive/inductive reasoning.

Atoms and Bonds: This lecture explains the basics of chemistry - atomic structure, bond formation, isotopes and radioactivity in medicine.

Water: This lecture covers the properties of water and their importance for life, the pH scale and buffer systems.

Macromolecules I and II: These lectures cover the building blocks carbs, fats, proteins and fats, examples of each, and their importance to life.

Cell I and Cell II: These lectures cover cell structures and their functions, diffusion, osmosis, tonicity and membrane transport.

Cell Respiration: This lecture covers the process of cell respiration, fermentation, and enzyme catalyzed reactions.

Mitosis: This lecture covers the basics of chromosome biology, the cell cycle, cell reproduction and the steps of mitosis.

Meiosis: This lecture covers the basics of sexual reproduction, steps of meiosis I and II, mutations, and chromosomal disorders.

Cancer: This lecture covers mutations, the development of cancer, characteristics of cancer cells, development of cancer in cyclins, causes of cancer and it's treatment. We also discuss the development of cancer in the following genes: proto-oncogenes, tumor suppressor genes, Her2, Ras, p53 and BRCA1.

Patterns of Inheritance I and II: In these lectures, we discuss the basics of inheritance, and complete monohybrid crosses, dihybrid crosses, pedigree charts, blood typing and colorblindness inheritance.

DNA Biology: This lecture covers the basics of DNA and its replication. We outline the processes for using DNA as a blueprint for protein production (transcription and translation).

Nervous System I and II: In these lectures, we learn the basics of neuron anatomy and the mechanism of the action potential and synapse. We identify the major structures in the central / peripheral nervous systems and their functions.

Sensory Systems: In this lecture we introduce the basics of sensory receptors and focus on the sense of vision. We identify structures of the eye, the mechanism of visual perception and processing, and pathophysiology of the eye.

Homeostasis and Epithelial Tissue: In this lecture we explain the basics of homeostatic pathways and feedback loops. We also explore the structure and classification of epithelial tissue.

Muscular System I and II: In these lectures we identify the major structures of skeletal muscle and the steps of the muscle contraction mechanism. We go over motor units and their role in motor control, how muscles get energy and explore some aspects of muscle pathophysiology.

Digestive System I and II: In these lectures, we identify the layers of the digestive tract, digestive organs and their accessory organs and their functions, the functions of digestive enzymes, and explore pathologies of the digestive system.

Respiratory System: In this lecture we identify the major structures and functions of the respiratory tract, we discuss the importance of pulmonary surfactant, explore how gases diffuse through the system, and how CO2 and O2 are carried in the blood.

Heart and Blood Vessels I and II: In these lectures we identify the major structures of the cardiovascular system and their functions. We track the order of blood through this system, and talk about electrical conduction of the heart. We define blood pressure and describe the changes in blood pressure through the system. We learn of capillary exchange and explain several pathologies of the heart.

Red Blood Cells: In this lecture, we identify the parts of blood. We focus on red blood cells: their structure, function, development and relationship with hemoglobin, and the major steps in blood clotting.

White Blood Cells: In this lecture, we identify the functions of the various blood cells, how these cells fight infections, and some white blood cell pathophysiology. We learn about blood compatibility and how the RH factor can complicate pregnancies.

Immune System I and II: In these lectures, we contrast innate and adaptive immunity and dive into details of each (focusing on adaptive immunity and B and T cell development). We cover active and passive immunity, how vaccines work, allergies, anaphylactic shock, transplants and autoimmune disorders.

Infectious Disease: In this lecture we learn of bacteria: types, classification, structures, functions and how antibiotics work. We learn about viruses: structures, functions, viral life cycles and the action of anti-viral drugs. We explore the classification of disease and focus on the current pandemics on the planet.

Reproduction: In this lecture we give the basics of male and female external and internal anatomy and their functions. We explain sperm production and the role of various hormones in male reproduction. We explain egg production, the ovarian cycle, the role of hormones and what the first steps after fertilization. We also briefly examine different common birth control methods.

Human Development: In this lecture, we list the steps of egg fertilization, outline the development of an embryo up to 8 weeks, and focus on major developmental milestones at the cellular and tissue level. We also explore the differences in fetal circulation as compared to an adult.

Evolution I and II: In this lecture, we explore chemical vs biological evolution, the different theories of evolution and evidences of evolution. We identify how phylogenetic trees work and trace human evolution of the Homo genus.

Online Get to Know You Discussion (25 points) = 25 points
McGraw Hill Connect Quizzes 1-26 (10 points each, lowest 4 dropped) = 220 points
Practice Exams 1-10 (25 points each, lowest dropped) = 225 points
SI Attendance 1-13 (5 points each, lowest dropped) = 60 points
SI Quizzes 1-13 (10 points each, lowest dropped) = 120 points
Exams 1-4 (100 points each, lowest dropped) = 300 points
Final Exam (200 points) = 200 points

Sci Method: This lecture covers the steps of the scientific method, objective/subjective observations and deductive/inductive reasoning.

Atoms and Bonds: This lecture explains the basics of chemistry - atomic structure, bond formation, isotopes and radioactivity in medicine.

Water: This lecture covers the properties of water and their importance for life, the pH scale and buffer systems.

Macromolecules I and II: These lectures cover the building blocks carbs, fats, proteins and fats, examples of each, and their importance to life.

Cell I and Cell II: These lectures cover cell structures and their functions, diffusion, osmosis, tonicity and membrane transport.

Cell Respiration: This lecture covers the process of cell respiration, fermentation, and enzyme catalyzed reactions.

Mitosis: This lecture covers the basics of chromosome biology, the cell cycle, cell reproduction and the steps of mitosis.

Meiosis: This lecture covers the basics of sexual reproduction, steps of meiosis I and II, mutations, and chromosomal disorders.

Cancer: This lecture covers mutations, the development of cancer, characteristics of cancer cells, development of cancer in cyclins, causes of cancer and it's treatment. We also discuss the development of cancer in the following genes: proto-oncogenes, tumor suppressor genes, Her2, Ras, p53 and BRCA1.

Patterns of Inheritance I and II: In these lectures, we discuss the basics of inheritance, and complete monohybrid crosses, dihybrid crosses, pedigree charts, blood typing and colorblindness inheritance.

DNA Biology: This lecture covers the basics of DNA and its replication. We outline the processes for using DNA as a blueprint for protein production (transcription and translation).

Nervous System I and II: In these lectures, we learn the basics of neuron anatomy and the mechanism of the action potential and synapse. We identify the major structures in the central / peripheral nervous systems and their functions.

Sensory Systems: In this lecture we introduce the basics of sensory receptors and focus on the sense of vision. We identify structures of the eye, the mechanism of visual perception and processing, and pathophysiology of the eye.

Homeostasis and Epithelial Tissue: In this lecture we explain the basics of homeostatic pathways and feedback loops. We also explore the structure and classification of epithelial tissue.

Muscular System I and II: In these lectures we identify the major structures of skeletal muscle and the steps of the muscle contraction mechanism. We go over motor units and their role in motor control, how muscles get energy and explore some aspects of muscle pathophysiology.

Digestive System I and II: In these lectures, we identify the layers of the digestive tract, digestive organs and their accessory organs and their functions, the functions of digestive enzymes, and explore pathologies of the digestive system.

Respiratory System: In this lecture we identify the major structures and functions of the respiratory tract, we discuss the importance of pulmonary surfactant, explore how gases diffuse through the system, and how CO2 and O2 are carried in the blood.

Heart and Blood Vessels I and II: In these lectures we identify the major structures of the cardiovascular system and their functions. We track the order of blood through this system, and talk about electrical conduction of the heart. We define blood pressure and describe the changes in blood pressure through the system. We learn of capillary exchange and explain several pathologies of the heart.

Red Blood Cells: In this lecture, we identify the parts of blood. We focus on red blood cells: their structure, function, development and relationship with hemoglobin, and the major steps in blood clotting.

White Blood Cells: In this lecture, we identify the functions of the various blood cells, how these cells fight infections, and some white blood cell pathophysiology. We learn about blood compatibility and how the RH factor can complicate pregnancies.

Immune System I and II: In these lectures, we contrast innate and adaptive immunity and dive into details of each (focusing on adaptive immunity and B and T cell development). We cover active and passive immunity, how vaccines work, allergies, anaphylactic shock, transplants and autoimmune disorders.

Infectious Disease: In this lecture we learn of bacteria: types, classification, structures, functions and how antibiotics work. We learn about viruses: structures, functions, viral life cycles and the action of anti-viral drugs. We explore the classification of disease and focus on the current pandemics on the planet.

Reproduction: In this lecture we give the basics of male and female external and internal anatomy and their functions. We explain sperm production and the role of various hormones in male reproduction. We explain egg production, the ovarian cycle, the role of hormones and what the first steps after fertilization. We also briefly examine different common birth control methods.

Human Development: In this lecture, we list the steps of egg fertilization, outline the development of an embryo up to 8 weeks, and focus on major developmental milestones at the cellular and tissue level. We also explore the differences in fetal circulation as compared to an adult.

Evolution I and II: In this lecture, we explore chemical vs biological evolution, the different theories of evolution and evidences of evolution. We identify how phylogenetic trees work and trace human evolution of the Homo genus.

Online Get to Know You Discussion (25 points) = 25 points
McGraw Hill Connect Quizzes 1-26 (10 points each, lowest 4 dropped) = 220 points
Practice Exams 1-10 (25 points each, lowest dropped) = 225 points
SI Attendance 1-13 (5 points each, lowest dropped) = 60 points
SI Quizzes 1-13 (10 points each, lowest dropped) = 120 points
Exams 1-4 (100 points each, lowest dropped) = 300 points
Final Exam (200 points) = 200 points

Sci Method: This lecture covers the steps of the scientific method, objective/subjective observations and deductive/inductive reasoning.

Atoms and Bonds: This lecture explains the basics of chemistry - atomic structure, bond formation, isotopes and radioactivity in medicine.

Water: This lecture covers the properties of water and their importance for life, the pH scale and buffer systems.

Macromolecules I and II: These lectures cover the building blocks carbs, fats, proteins and fats, examples of each, and their importance to life.

Cell I and Cell II: These lectures cover cell structures and their functions, diffusion, osmosis, tonicity and membrane transport.

Cell Respiration: This lecture covers the process of cell respiration, fermentation, and enzyme catalyzed reactions.

Mitosis: This lecture covers the basics of chromosome biology, the cell cycle, cell reproduction and the steps of mitosis.

Meiosis: This lecture covers the basics of sexual reproduction, steps of meiosis I and II, mutations, and chromosomal disorders.

Cancer: This lecture covers mutations, the development of cancer, characteristics of cancer cells, development of cancer in cyclins, causes of cancer and it's treatment. We also discuss the development of cancer in the following genes: proto-oncogenes, tumor suppressor genes, Her2, Ras, p53 and BRCA1.

Patterns of Inheritance I and II: In these lectures, we discuss the basics of inheritance, and complete monohybrid crosses, dihybrid crosses, pedigree charts, blood typing and colorblindness inheritance.

DNA Biology: This lecture covers the basics of DNA and its replication. We outline the processes for using DNA as a blueprint for protein production (transcription and translation).

Nervous System I and II: In these lectures, we learn the basics of neuron anatomy and the mechanism of the action potential and synapse. We identify the major structures in the central / peripheral nervous systems and their functions.

Sensory Systems: In this lecture we introduce the basics of sensory receptors and focus on the sense of vision. We identify structures of the eye, the mechanism of visual perception and processing, and pathophysiology of the eye.

Homeostasis and Epithelial Tissue: In this lecture we explain the basics of homeostatic pathways and feedback loops. We also explore the structure and classification of epithelial tissue.

Muscular System I and II: In these lectures we identify the major structures of skeletal muscle and the steps of the muscle contraction mechanism. We go over motor units and their role in motor control, how muscles get energy and explore some aspects of muscle pathophysiology.

Digestive System I and II: In these lectures, we identify the layers of the digestive tract, digestive organs and their accessory organs and their functions, the functions of digestive enzymes, and explore pathologies of the digestive system.

Respiratory System: In this lecture we identify the major structures and functions of the respiratory tract, we discuss the importance of pulmonary surfactant, explore how gases diffuse through the system, and how CO2 and O2 are carried in the blood.

Heart and Blood Vessels I and II: In these lectures we identify the major structures of the cardiovascular system and their functions. We track the order of blood through this system, and talk about electrical conduction of the heart. We define blood pressure and describe the changes in blood pressure through the system. We learn of capillary exchange and explain several pathologies of the heart.

Red Blood Cells: In this lecture, we identify the parts of blood. We focus on red blood cells: their structure, function, development and relationship with hemoglobin, and the major steps in blood clotting.

White Blood Cells: In this lecture, we identify the functions of the various blood cells, how these cells fight infections, and some white blood cell pathophysiology. We learn about blood compatibility and how the RH factor can complicate pregnancies.

Immune System I and II: In these lectures, we contrast innate and adaptive immunity and dive into details of each (focusing on adaptive immunity and B and T cell development). We cover active and passive immunity, how vaccines work, allergies, anaphylactic shock, transplants and autoimmune disorders.

Infectious Disease: In this lecture we learn of bacteria: types, classification, structures, functions and how antibiotics work. We learn about viruses: structures, functions, viral life cycles and the action of anti-viral drugs. We explore the classification of disease and focus on the current pandemics on the planet.

Reproduction: In this lecture we give the basics of male and female external and internal anatomy and their functions. We explain sperm production and the role of various hormones in male reproduction. We explain egg production, the ovarian cycle, the role of hormones and what the first steps after fertilization. We also briefly examine different common birth control methods.

Human Development: In this lecture, we list the steps of egg fertilization, outline the development of an embryo up to 8 weeks, and focus on major developmental milestones at the cellular and tissue level. We also explore the differences in fetal circulation as compared to an adult.

Evolution I and II: In this lecture, we explore chemical vs biological evolution, the different theories of evolution and evidences of evolution. We identify how phylogenetic trees work and trace human evolution of the Homo genus.

Online Get to Know You Discussion (25 points) = 25 points
McGraw Hill Connect Quizzes 1-26 (10 points each, lowest 4 dropped) = 220 points
Practice Exams 1-10 (25 points each, lowest dropped) = 225 points
SI Attendance 1-13 (5 points each, lowest dropped) = 60 points
SI Quizzes 1-13 (10 points each, lowest dropped) = 120 points
Exams 1-4 (100 points each, lowest dropped) = 300 points
Final Exam (200 points) = 200 points

Sci Method: This lecture covers the steps of the scientific method, objective/subjective observations and deductive/inductive reasoning.

Atoms and Bonds: This lecture explains the basics of chemistry - atomic structure, bond formation, isotopes and radioactivity in medicine.

Water: This lecture covers the properties of water and their importance for life, the pH scale and buffer systems.

Macromolecules I and II: These lectures cover the building blocks carbs, fats, proteins and fats, examples of each, and their importance to life.

Cell I and Cell II: These lectures cover cell structures and their functions, diffusion, osmosis, tonicity and membrane transport.

Cell Respiration: This lecture covers the process of cell respiration, fermentation, and enzyme catalyzed reactions.

Mitosis: This lecture covers the basics of chromosome biology, the cell cycle, cell reproduction and the steps of mitosis.

Meiosis: This lecture covers the basics of sexual reproduction, steps of meiosis I and II, mutations, and chromosomal disorders.

Cancer: This lecture covers mutations, the development of cancer, characteristics of cancer cells, development of cancer in cyclins, causes of cancer and it's treatment. We also discuss the development of cancer in the following genes: proto-oncogenes, tumor suppressor genes, Her2, Ras, p53 and BRCA1.

Patterns of Inheritance I and II: In these lectures, we discuss the basics of inheritance, and complete monohybrid crosses, dihybrid crosses, pedigree charts, blood typing and colorblindness inheritance.

DNA Biology: This lecture covers the basics of DNA and its replication. We outline the processes for using DNA as a blueprint for protein production (transcription and translation).

Nervous System I and II: In these lectures, we learn the basics of neuron anatomy and the mechanism of the action potential and synapse. We identify the major structures in the central / peripheral nervous systems and their functions.

Sensory Systems: In this lecture we introduce the basics of sensory receptors and focus on the sense of vision. We identify structures of the eye, the mechanism of visual perception and processing, and pathophysiology of the eye.

Homeostasis and Epithelial Tissue: In this lecture we explain the basics of homeostatic pathways and feedback loops. We also explore the structure and classification of epithelial tissue.

Muscular System I and II: In these lectures we identify the major structures of skeletal muscle and the steps of the muscle contraction mechanism. We go over motor units and their role in motor control, how muscles get energy and explore some aspects of muscle pathophysiology.

Digestive System I and II: In these lectures, we identify the layers of the digestive tract, digestive organs and their accessory organs and their functions, the functions of digestive enzymes, and explore pathologies of the digestive system.

Respiratory System: In this lecture we identify the major structures and functions of the respiratory tract, we discuss the importance of pulmonary surfactant, explore how gases diffuse through the system, and how CO2 and O2 are carried in the blood.

Heart and Blood Vessels I and II: In these lectures we identify the major structures of the cardiovascular system and their functions. We track the order of blood through this system, and talk about electrical conduction of the heart. We define blood pressure and describe the changes in blood pressure through the system. We learn of capillary exchange and explain several pathologies of the heart.

Red Blood Cells: In this lecture, we identify the parts of blood. We focus on red blood cells: their structure, function, development and relationship with hemoglobin, and the major steps in blood clotting.

White Blood Cells: In this lecture, we identify the functions of the various blood cells, how these cells fight infections, and some white blood cell pathophysiology. We learn about blood compatibility and how the RH factor can complicate pregnancies.

Immune System I and II: In these lectures, we contrast innate and adaptive immunity and dive into details of each (focusing on adaptive immunity and B and T cell development). We cover active and passive immunity, how vaccines work, allergies, anaphylactic shock, transplants and autoimmune disorders.

Infectious Disease: In this lecture we learn of bacteria: types, classification, structures, functions and how antibiotics work. We learn about viruses: structures, functions, viral life cycles and the action of anti-viral drugs. We explore the classification of disease and focus on the current pandemics on the planet.

Reproduction: In this lecture we give the basics of male and female external and internal anatomy and their functions. We explain sperm production and the role of various hormones in male reproduction. We explain egg production, the ovarian cycle, the role of hormones and what the first steps after fertilization. We also briefly examine different common birth control methods.

Human Development: In this lecture, we list the steps of egg fertilization, outline the development of an embryo up to 8 weeks, and focus on major developmental milestones at the cellular and tissue level. We also explore the differences in fetal circulation as compared to an adult.

Evolution I and II: In this lecture, we explore chemical vs biological evolution, the different theories of evolution and evidences of evolution. We identify how phylogenetic trees work and trace human evolution of the Homo genus.

Unit Testing - write some unit tests on existing code
Testing with Test Driven Development (TDD) - write tests first then write code to pass the tests
Testing with Doubles - learn to use mocks and stubs
Testing Systems - develop an end to end test
Testing Behaviors - use behave to test web UI
Testing Continuously, Issue Reporting - github issues, github actions
Game development - build a crowd-sourced adventure game. Test it. Review each other's code
Final Exam - write code, test it using the strategies we learned

Intro - why is software quality important?
Unit Testing - learn to write unit tests
Test Driven Development - learn to write tests first
Testing with Doubles - use mocks and stubs
System Testing - system testing is more straightforward than mocks, but everything in the world can go wrong. how do we control scope?
Behavior Testing - use behave to test UI. Configuration is challenging because we're literally hacking the browser.
Continuous Testing - How do we automate? What is CI/CD?
github and testing - what role does github play in automation.
Code Reviews - best practices
Testing group code - crowd sourced game. How do you test it before the public gets their hands on it?

hello world
Questions 3
ASCII Image
Image File
Action Data, Menu Data
"PPM Menu
"
PPM Operators
Image Filters
Number Grid
Color Table
Complex Fractal
Julia set
Mandelbrot
Threaded Grid
Robot Arena
Final Exam - Bring your battle bot

• Intro - Computer Systems - Source Control. A study of computer system basics and the foundations of compiled languages. A discussion of git as a tool for source control
• Control Structures, Files, Data Structures, Introduce Classes
• I/O, Operators and Overloading - Drawing and Debugging
• Memory and Pointers
• Image Operations
• Cool Programming Party Tricks - make file magic, profiling, function pointers in menus
• Object Oriented Programming
• Fractals
• Concurrency and threading
• Runtime config - how to pass things on the command line
• Exception Handling
• Robot Wars - we'll build a robot war simulation

git Repo
Engineering journal
team repo
flask assignment
ideas list
requirements document
flow diagram
component diagram
project pitch deck - present
kanban board
pair programming
user experience design
refactoring
containerization
unit testing
security
development pipeline
final presentation

Week 1 – Software Engineering – What is it, why is it important. We’ll talk about the ‘Software Crisis’ and review sound engineering practices. We’ll begin keeping an Engineering Journal

Week 2 – Engineering Tools. We’ll learn about source control using git. We’ll experiment with IDEs and command line tools.

Week 3 – Teams and Project Intro. We’ll break into teams and learn about the project

Week 4 – Software Development Lifecycle, Process and Requirements. We’ll intro processes, describe the process we’ll use, have an Idea generating session and begin to gather and document requirements.

Week 5 – Architecture and Design. We’ll talk about the role sound architecture practices play in software development and learn how to draw some key diagrams.

Week 6 – Project Estimation and Management. We’ll create user stories and a Kanban board and begin to farm out work on the project.

Week 7 – Effective Presentations. You’ll create a ‘Pitch Deck’ for your project, and present to the class.

Week 8 – Implementation Best Practices. More good coding practices. Team work with git. Code Reviews and pull requests.

Week 9 – Ethics. We’ll talk about the Trolley problem and how ethics plays an important role in software engineering.
Week 10 – Software Quality. We’ll talk about Unit Testing and learn how to unit test our project with Selenium

Week 11 – User Experience Design. How do we ensure that users will be able to use our software? The difference between good and bad UX is vast.

Week 12 – Refactoring. We’ve built a good bit of our project by now. It surely is messy. We’ll learn how to refactor it to keep it clean and maintainable.

Week 13 – Automation and Deployment. We’ll build a CI/CD pipeline to automatically test our solution in github each time we push.

Week 14 – Maintenance and Scalability. We’ll learn how to containerize and deploy our solution.

Week 15 – Security. Attributes of Authentication and Authorization. Application Security from the ground up.

Week 16 – Final Presentation and Demo. Your team will present your solution and demo it.

git Repo
Engineering journal
team repo
flask assignment
ideas list
requirements document
flow diagram
component diagram
project pitch deck - present
kanban board
pair programming
user experience design
refactoring
containerization
unit testing
security
development pipeline
final presentation

Week 1 – Software Engineering – What is it, why is it important. We’ll talk about the ‘Software Crisis’ and review sound engineering practices. We’ll begin keeping an Engineering Journal

Week 2 – Engineering Tools. We’ll learn about source control using git. We’ll experiment with IDEs and command line tools.

Week 3 – Teams and Project Intro. We’ll break into teams and learn about the project

Week 4 – Software Development Lifecycle, Process and Requirements. We’ll intro processes, describe the process we’ll use, have an Idea generating session and begin to gather and document requirements.

Week 5 – Architecture and Design. We’ll talk about the role sound architecture practices play in software development and learn how to draw some key diagrams.

Week 6 – Project Estimation and Management. We’ll create user stories and a Kanban board and begin to farm out work on the project.

Week 7 – Effective Presentations. You’ll create a ‘Pitch Deck’ for your project, and present to the class.

Week 8 – Implementation Best Practices. More good coding practices. Team work with git. Code Reviews and pull requests.

Week 9 – Ethics. We’ll talk about the Trolley problem and how ethics plays an important role in software engineering.
Week 10 – Software Quality. We’ll talk about Unit Testing and learn how to unit test our project with Selenium

Week 11 – User Experience Design. How do we ensure that users will be able to use our software? The difference between good and bad UX is vast.

Week 12 – Refactoring. We’ve built a good bit of our project by now. It surely is messy. We’ll learn how to refactor it to keep it clean and maintainable.

Week 13 – Automation and Deployment. We’ll build a CI/CD pipeline to automatically test our solution in github each time we push.

Week 14 – Maintenance and Scalability. We’ll learn how to containerize and deploy our solution.

Week 15 – Security. Attributes of Authentication and Authorization. Application Security from the ground up.

Week 16 – Final Presentation and Demo. Your team will present your solution and demo it.

1. Welcoming Families & Discussion (CANVAS) (20pts + 10pts)
2. My Family/Parent Involvement file & presentation (40pts + 10pts) Make sure to read the rubric as
you prepare for your presentation.
3. Chapter Reading tasks (8 chapters) - scores differ by chapter
4. Digital Teacher Storybook (50pts)
5. Family Interview (40pts)
6. List of strategies for a successful parent-teacher conference (10 pts)
7. “How to Empower Parent to Help ELL Students” (10pts)
8. Teachers as Leaders (10pts)
9. Challenging Parents and FERPA (10pts)
10. Reading Leads for textbook chapters (8 x 10 = 80 pts)

This is a blended course, so we do not meet every week. Each chapter has a different focus on MLs and families. For each chapter, there are articles and videos that support the students for a deeper understanding of the concept. Students are required to share their understanding of the concept for that week through written or oral assignments. Guest speakers from various areas are invited to speak to the students. The guest speakers are 1) a principal from a Title I elementary school, 2) a director of Special Education from the WCSD, and 3) a panel of elementary classroom and SPED teacher and intermediate classroom and SPED teacher.

1. Teaching Respect and Responsibilities: How do they do it in Japan? Starting a conversation on
comparative education (10pts) – Assignment instructions are in CANVAS
2. Focus Area Quick Writes (Parts 1-3) – 5pts x 4 = 20 pts (These quick writes will be submitted after the
concepts are thoroughly discussed in class)
3. Articles Quick Writes – 5pts x 2= 10 pts (These quick writes will be submitted after the concepts are
thoroughly discussed in class)
4. Lesson Plan/SIOP project (implementation of SIOP, concepts/theories of SLA and justification) and
Self-reflection (Lesson plan – 25 pts, self-reflection – 20 pts)= 45pts
Presentation = 10 pts
5. Funds of Knowledge of yourself & Self-reflection = 10 pts
6. Teaching presentation (50pts) self-reflection and peer review (45pts) = 95pts

Objectives
Focus Area 1 1) Be able to explain the theories of FLA with examples, 2) Be able to apply "theory and research into practice" (TRIP)
Intro to Culture 1) Be able to define culture and its characteristics, 2) Be able to define the four stages of adjustments with examples, 3) Be able to define Communicative Competence with examples
Focus Area 2 1) Define vocabulary, pragmatics, and phonology with examples, 2) Develop activities to teach MLs the three factors of language important for everyday communication
Focus Area 2 Part 1 1) Be able to explain in your own words: Krashen's Monitor Model, 2) Differences between FLA and SLA: Behaviorist and Innatist
Focus Area 2 Part 2 1) Be able to explain in your own words with examples: SLA Cognitive Perspective, Information Processing and Usage-Based Learning
Focus Area 2 Part 3 1) Be able to explain in your own words the Role of Practice, 2) Be able to explain in your own words the differences between scaffolding, i + 1, and ZPD

Pause-and-Reflect Papers or Video Reflections
(12 assignments x 10 points each) 120 pts
Multicultural Experience 20pts
Projects Graded on a Rubric
• Part A-Autobiography 50 pts
• Part B - Biography 50pts
• Part C-Cross Cultural Analysis Paper 50pts
• Group Teaching Project 145 pts

Objectives for each topic:
Culture and Identity 1) Begin to think about the question, "Who am I?", 2) Demonstrate understanding of terms and definitions
Race and Ethnicity 1) Understand and explain the concept of race and ethnicity, 2) Incorporate: Culture, Identity, Race, and Ethnicity into the curriculum, 3) Understand: Culturally Responsive Curriculum, Culturally Responsive Teacher, and Role of Assessment
Class and Socioeconomic Status 1) Be able to define "Terms" with specific examples, 2) Demonstrate understanding of Class and Socioeconomics status through discussions
Gender 1) Understand the changing concept of "gender" in schools
Sexual Orientation 1) Introduce ourselves to the history of LGBTQ+, 2) the role of educators to support LGBTQ+ students
Language 1)Discuss the diversity of languages spoken in US classrooms and around the world, 2) Describe what language is and the role it plays in providing sense of identity, 3) Be able to explain why all languages are equal
Religion 1) Explain the importance of religion to the cultural makeup of an individual and the diversity of religions across the US, 2) Provide examples of what schools can and cannot do with respect to religion
Geography 1) Explore the impact of geography on learning and teaching through reading and discussion
Youth Culture 1) Be able to define youth culture, 2) Be able to discuss issues youth culture face today, 3) Consider teaching strategies to support the issues youth culture face today

Lab assignments, lab midterm, and lab final.

Covers different hands-on aspects of industrial wiring including:
- Workplace safety: Covers safe working practices, PPE use, and hazard identification in an industrial wiring environment.
- Enclosure sub-panel layout and modeling: Covers the physical planning and mock-up of control panel layouts using 3D modeling tools.
- Identification of industrial components: Covers how to identify components using part numbers and data sheets
- Terminal block wiring: Covers how to properly wire to and from terminal blocks and understand their role in panel design.
- Relay-based gate logic: Covers the wiring and operation of basic logic gates using relays.
- Retentive and latching relay logic: Covers the wiring of circuits that maintain state using mechanical or electrical latching.
- Forward and reverse motor control using relays: Covers the design and wiring of latching circuits to control motor direction.
- Industrial sensor wiring and characteristics: Covers the wiring, identification, and functional understanding of different industrial sensors.
- Specialty modules: Covers how to setup and wire specialty modules from a data sheet and wiring diagrams.
- E-stop wiring: Covers the correct implementation and wiring of emergency stop circuits.
- Delay timer wiring and configuration: Covers how to wire and set up industrial delay timers in various control applications.
- Safety relay wiring and configuration: Covers the setup, wiring, and verification of safety relays for use in safety-critical circuits.
- Industrial circuit design from specifications: covers the design and build industrial control circuits based on verbal or written functional descriptions, developing the ability to translate real-world requirements into practical wiring solutions.
- Troubleshooting with wiring diagrams: Covers how to interpret wiring diagrams to identify and resolve circuit faults in lab setups.

Assignments, quizzes, midterm, and final exam.

Covers different aspects of PLCs including:
- Introduction to PLC hardware: Covers the major hardware components of a PLC system and their roles.
- Introduction to numbering systems: Covers the various numbering systems used in PLC programming, such as binary, octal, decimal, and hexadecimal.
- Introduction to logic fundamentals: Covers basic logic principles used in PLC programming, including Boolean logic and logic gate functions.
- Introduction to ladder programs: Covers the structure, interpretation, and development of ladder logic programs.
- PLC file structure: Covers how program files are organized within the PLC and their purpose.
- PLC wiring: Covers wiring practices specific to PLCs, including input/output wiring and communication wiring.
- PLC addressing: Covers the principles of PLC memory addressing and how devices are referenced in programs.
- Timer instructions: Covers the operation and application of timer functions in PLC programming.
- Counter instructions: Covers the operation and application of counter functions in PLC programming.
- Program control instructions: Covers instructions used to control the flow of a PLC program, such as jumps, subroutines, and interrupts.
- Data manipulation instructions: Covers instructions used to move, compare, and manipulate data within the PLC.
- Math instructions: Covers basic arithmetic operations and math functions used in PLC programs.
- Sequencer instructions: Covers the setup and use of sequencer functions for step-by-step control processes.
- Shift register instructions: Covers the use of shift registers for tracking and controlling movement-based processes.
- PLC installation: Covers proper installation practices for PLCs, including mounting, grounding, and environmental considerations.
- PLC troubleshooting: Covers methods for diagnosing and resolving PLC hardware and programming faults.

Test 1 (20% of final grade)

Test 2 (20% of final grade)

Test 3 (20% of final grade)

Test 4 (20% of final grade)
Presentation (10% of final grade)
Attendance (10% of final grade)

Week 1 (Aug 20–26): CNS Motor Units & Muscle Action (Part 1)
Students learn how motor units are organized in the central nervous system, how they activate muscle fibers, and the principles governing force generation.

Week 2 (Aug 27–Sep 2): CNS Motor Units & Muscle Action (Part 2)
This continues our look at neural control of muscle, focusing on firing rates, synchronization, and how the brain adjusts output for different force demands.

Week 3 (Sep 3–9): Neural Drive
We examine how the central nervous system sends signals to muscle, methods for measuring drive (e.g. EMG), and factors that alter signal strength during exercise.

Week 4 (Sep 10–16): Peripheral Adaptations
Covers changes in muscle tissue with training—fiber-type shifts, capillarization, enzyme activity—and how those adaptations support performance.

Test 1 (covers Weeks 1–4)

Week 5 (Sep 17–23): Spinal Reflexes (Part 1)
Introduces basic reflex arcs (stretch and withdrawal), the role of muscle spindles, and rapid feedback that maintains posture.

Week 6 (Sep 24–30): Spinal Reflexes (Part 2)
Explores reflex modulation via interneurons, presynaptic inhibition, and how reflexes adapt with training or injury.

Week 7 (Oct 1–7): Touch & Somatosensory Integration
Focuses on the pathways carrying touch and proprioceptive information to the brain and how that feedback informs movement.

Test 2 (covers Weeks 5–7)

Week 8 (Oct 8–14): Motor Cortex
Examines the organization of primary motor cortex (M1), its role in movement execution, and how cortical output shapes voluntary actions.

Week 9 (Oct 15–21): Premotor, SMA & Posterior Parietal Areas
Discusses higher-order cortical regions involved in planning and preparing movements, including sequence encoding and spatial targeting.

Week 10 (Oct 22–28): Movement Planning & NMES Methods
Covers the process of translating plans into action and introduces neuromuscular electrical stimulation techniques for modulating muscle activity.

Test 3 (covers Weeks 8–10)

Week 11 (Oct 29–Nov 4): Memory in Motor Skill Acquisition
Looks at how motor memories form, consolidate overnight, and influence performance improvements.

Week 12 (Nov 5–11): Motor Learning (Parts 1 & 2)
Introduces key learning theories (e.g. Schmidt’s schema) and the role of feedback, practice structure, and retention tests.

Week 13 (Nov 12–18): Motor Learning (Parts 3 & 4)
Covers transfer of learning, variability of practice, and strategies to enhance long-term retention and skill adaptability.

Test 4 (covers Weeks 11–13)

Week 14 (Nov 19–25): Thanksgiving Break
No class—use this time for review or make-up practice as needed.

Week 15 (Nov 26–Dec 2): Final Review & Q&A
Wraps up major topics, addresses student questions, and prepares everyone for the final exam.

Classes end Dec 5; finals run Dec 8–11.

3 Major projects throughout the semester. Each project is based around a child/adolscent with specific parameters and the students are responsible to create a plan for this child and their parents to elevate their health knowledge.

At the successful conclusion of this course, students will be able to: 1: Analyze a child's capacity to exercise at the age-appropriate recommendation. 2: Describe pediatric and adolescent unique nutritional needs. 3: Identify developmental milestones used to assess health-related fitness and skills in children by using and comparing various assessment methods. 4: Design training and fitness programs tailored and optimized to meet the development needs of children and adolescents. 5: Evaluate the physical activity and nutritional needs of a child with a chronic disease and implement an appropriate intervention plan.

Mid Term Exam, Final Exam

Module 1: Intro to exercise science and a shallow dive into careers and professional issues in exercise science.

Module 2: Intro to research and understanding the systematic approach used in exercise science.

Module 3: brief overview of exercise physiology and applied clinical exercise physiology.

Module 4: discussions on athletic training and sports medicine.

Module 5: exercise and sport nutrition and psychology.

module 6: Motor behavior and clinical/sport biomechanics discussions

Module 7: equipment used in exercise science and how that applies to assessment.

Module 8: exercise science and its future.

Practical Exams:
Estim Pain Modulation
Estim (Muscle Reeducation)
Manual Therapy
Ultrasound
Cryo/Thermotherapy

I. ESTIM Pain Modulation
This unit focuses on the use of Electrical Stimulation (ESTIM) for pain modulation in therapeutic settings. Students will explore the principles behind various ESTIM techniques, including TENS (Transcutaneous Electrical Nerve Stimulation) and other modalities, to manage acute and chronic pain. The unit will cover the physiological mechanisms, indications, contraindications, and practical applications of ESTIM in reducing pain and improving patient outcomes.
II. Manual Therapy
This unit introduces students to the techniques and principles of manual therapy used in musculoskeletal rehabilitation. Students will learn about various hands-on techniques, such as joint mobilizations, soft tissue mobilization, and manipulation, aimed at reducing pain, improving range of motion, and promoting healing. The unit will also cover the indications, contraindications, and evidence-based applications for safe and effective manual therapy in clinical practice.

III. Ultrasound
This unit focuses on the use of therapeutic ultrasound in the management of soft tissue injuries and pain. Students will explore the principles of ultrasound technology, its physiological effects on tissue healing, and its applications in promoting circulation, reducing inflammation, and enhancing mobility. The unit will also cover appropriate settings, indications, contraindications, and techniques for safe and effective ultrasound use in clinical practice.

IV. Cryo/Thermotherapy
This unit explores the therapeutic use of cold (cryo) and heat (thermo) modalities in the management of musculoskeletal injuries. Students will learn about the physiological effects of cryotherapy and thermotherapy, including pain relief, inflammation control, and tissue healing. The unit covers the appropriate indications, contraindications, and techniques for the effective application of these modalities in clinical practice.

V. Light Therapy
This unit covers the use of light-based modalities, such as low-level laser therapy (LLLT) and light-emitting diode (LED) therapy, in rehabilitation and injury management. Students will explore the physiological effects of light on tissue healing, inflammation reduction, and pain modulation. The unit will also discuss proper techniques, indications, contraindications, and the evidence supporting the use of light therapy in clinical practice.

Fire Presentations (Cardiorespiratory testing, Strength Testing, Body Composition Testing, Flexibility Testing, Functional Movement Screening), PPE Planning and Implementation, Final Exam chapters 1-9, Fitness testing long term assignment.

Module 1: Exercise science, public health, and medical experts recommend that everyone engage in regular physical activity throughout their lifespans Engaging in regular physical activity is a behavior that serves as a modifiable risk factor for preventing premature mortality as well as preventing or managing chronic diseases. In this module we will discuss the health benefits of physical activity and the health consequences of physical in-activity.

Module 2:In this module you will learn about the components of Preparticipation Health Screening, Fitness Assessment, and Interpretation.

Module 3: In this module you will learn about the general principles of exercise prescription and how to develop individualized exercise programs to mitigate the risk for long-term health conditions across the life span.

Module 4: Describe the role of nutrition in enhancing performance, preventing injury or illness, and maintaining a healthy lifestyle.
Educate clients/patients on the importance of healthy eating, regular exercise, and general preventative strategies for improving or maintaining health and quality of life.
Describe contemporary nutritional intake recommendations and explain how these recommendations can be used in performing a basic dietary analysis and providing appropriate general dietary recommendations.
Describe the proper intake, sources of, and effects of micro- and macronutrients on performance, health, and disease
Identify, analyze, and utilize the essential components of food labels to determine the content, quality, and appropriateness of food products.
Describe nutritional principles that apply to tissue growth and repair
Describe changes in dietary requirements that occur as a result of changes in an individual's health, age, and activity level
Explain the physiologic principles and time factors associated with the design and planning of pre-activity and recovery meals/snacks and hydration practices
Identify the foods and fluids that are most appropriate for pre-activity, activity, and recovery meals/snacks.
Explain how changes in the type and intensity of physical activity influence the energy and nutritional demands placed on the client/patient

Module 5: Ergonomics is the study of the relationship between people and their working environment, especially the equipment they use.

The field of ergonomics typically involves designing devices around the physical capabilities and comfort of the user. Such products, like desk chairs or computer accessories, are often described or marketed as ergonomic, indicating that they have been designed to minimize physical effort and discomfort and maximize efficiency. The term ergonomics is also sometimes used to refer to something’s ergonomic qualities, as in Our latest model features improved ergonomics.

Ergonomics is sometimes also called human engineering or biotechnology (though biotechnology is more commonly used in reference to the use of microorganisms in manufacturing or other industrial processes). In this module you will learn about ergodynamics and its role in injury prevention.

EENT Simulation
QI/QA Presentation
Clinical Assignment Grade

Clinical Immersion Work- This includes all discussions, PDSA form submissions, Check ins with QI/QA instructor
BOC Preperation- This includes all practice test exams, discussions, and BOC test taking strategy guides
Crucial Conversations- This includes all discussions based around how to have crucial conversations with peers and stakeholders.

Exam Chs 1-4
Exam Chs 5-8
Exam Chs 9-12

I. Foundations of Therapeutic Modalities

This unit introduces students to the fundamental principles, physiological effects, clinical applications, and safety considerations of therapeutic modalities used in injury management and rehabilitation. Emphasis is placed on understanding the mechanisms of action, appropriate selection, and evidence-based use of thermal, electrical, acoustic, and mechanical modalities to promote tissue healing, reduce pain, and enhance functional recovery.

II.The Role of Therapeutic Modalities in Wound Healing

This unit explores how therapeutic modalities can be used to support and enhance the wound healing process. Students will examine the physiological phases of wound healing and learn how different modalities — including thermal, electrical, acoustic, and mechanical interventions — can influence tissue repair, manage inflammation, reduce pain, and promote optimal recovery.

III. Using Therapeutic Modalities to Affect the Healing Process
This unit examines how therapeutic modalities can be strategically applied to influence the body's natural healing response. Students will explore the selection and timing of different modalities to manage pain, control inflammation, stimulate tissue repair, and enhance overall recovery outcomes across various types of injuries.

IV. Managing Pain with Therapeutic Modalities
This unit focuses on the role of therapeutic modalities in pain management during injury recovery and rehabilitation. Students will learn about different types of pain, the physiological mechanisms behind pain perception, and how various modalities can be applied to reduce pain, improve function, and support the healing process.

V. Electrical Energy Modalities
This unit introduces the principles, applications, and physiological effects of electrical stimulation in injury treatment and rehabilitation. Students will explore different types of electrical modalities, their mechanisms of action, indications and contraindications, and strategies for using electrical energy to manage pain, promote healing, and restore neuromuscular function.

VI. Cryotherapy and Thermotherapy
This unit examines the therapeutic use of cold (cryotherapy) and heat (thermotherapy) in injury management and rehabilitation. Students will learn about the physiological effects, clinical applications, indications, contraindications, and evidence-based strategies for using temperature-based modalities to control pain, reduce inflammation, and promote tissue healing.

VII. Therapeutic Ultrasound
This unit explores the principles, physiological effects, and clinical applications of therapeutic ultrasound in the treatment of soft tissue injuries. Students will learn how ultrasound energy is used to promote tissue healing, reduce pain, and enhance mobility, along with proper techniques, parameters, indications, and contraindications for safe and effective use.

VIII.Extracorporeal Shockwave Therapy & Shortwave/Microwave Diathermy
This unit introduces students to advanced therapeutic modalities used in musculoskeletal injury management. Students will explore the principles, mechanisms, and clinical applications of extracorporeal shockwave therapy and shortwave/microwave diathermy, focusing on how these energy-based treatments promote tissue healing, reduce pain, and enhance recovery. Indications, contraindications, and evidence-based application strategies will also be discussed.

VIIII.Light Therapy
This unit covers the use of light-based modalities, including low-level laser therapy (LLLT) and light-emitting diode (LED) therapy, in the treatment of injuries and pain. Students will learn about the physiological effects of light on tissue healing, inflammation reduction, and pain modulation, as well as proper application techniques, indications, contraindications, and clinical considerations.

X. Spinal Traction
This unit focuses on the principles, techniques, and clinical applications of spinal traction in managing musculoskeletal conditions. Students will explore the physiological effects of traction on spinal structures, including the alleviation of pressure on nerves, reduction of pain, and improvement of mobility. The unit also covers the indications, contraindications, and proper methods for safe and effective use in both manual and mechanical traction.

XI. Intermittent Pneumatic Compression Devices/Manual Therapies
This unit explores the use of intermittent pneumatic compression (IPC) devices and manual therapy techniques in injury rehabilitation and recovery. Students will learn about the physiological effects of IPC in reducing edema, improving circulation, and enhancing tissue healing. The unit also covers various manual therapy techniques, such as massage and mobilization, that complement mechanical modalities to optimize patient outcomes.

Requirements for this class:

1. Participation/Attendance/Homework:
2. Literary analysis (2)
3. Exams (2)
4. Oral Presentation (1)
5. Final Analysis (draft)
6. Final Analysis (final version
7. Final Exam (1)

- Course Introduction
General overview of the content, objectives, methodology, and assessments of the Hispanic literature course.A space to get to know the teaching staff and classmates, fostering a collaborative environment from the start.
- Literature as Art and Aesthetic Phenomenon / The Author and Their Work
Analysis of literature as an artistic expression and the relationship between the author, their context, and their work.
- Narrative
Exploration of the essential elements of narrative, including structure, narrator, characters, and theme.In-Class Practices
Application of theoretical concepts through practical narrative analysis exercises.
- The Narrative Genre: Definition and Origins
Study of the emergence and evolution of narrative in the Hispanic literary tradition.
- Don Juan Manuel: “What Happened to a Young Man Who...” and El Conde Lucanor
Reading and analysis of one of the foundational texts of Spanish-language narrative in Medieval Literature.
- Ricardo Palma: “The Shirt of Margarita”
Interpretation of a Peruvian tradition with humorous elements and social critique.
- Claribel Alegría: “The Grandmother and the Golden Bridge”
A story with historical and emotional weight that addresses memory and conflict in Central America.
- Teresa de la Parra: “Snow White and Company”
Narrative examining female childhood and social norms in early 20th-century Venezuela.
- Ana María Matute: “Sin of Omission”
A realist story criticizing social injustice and repression in post-war Spain.
- Explanation of Literary Analysis #1
Guide for the first literary analysis assignment based on narrative texts.
- Gabriel García Márquez and “One of These Days”
Analysis of a short story reflecting the tension between political power and human dignity.
- Review for Exam #1
Content review and preparation for the first narrative exam.
- Submission of Literary Analysis #1
Submission of the first written assignment based on literary analysis done in class.
- EXAM #1 – NARRATIVE (at the Testing Center)
Formal assessment of knowledge acquired about narrative.
- Introduction to Poetry
Initial approach to the poetic genre, its language, and aesthetic function.
- Syllable Count (Practice)
Practical exercises to identify poetic meter in Spanish-language poems.
- Spanish Versification
Study of types of verse, rhyme, rhythm, and traditional poetic structure.
- Literary Language, Rhetorical Devices, and Tropes
Exploration of expressive tools used in poetry to enrich meaning.
- Practice in Meter and Figurative Language Analysis
Application of theory to specific examples to enhance critical reading of poetry.
- The Romance: Character and History
Examination of the romance as a popular poetic form and its historical significance.
- “The Lover and Death” and “Romance of Count Arnaldos”
Reading and analysis of two traditional romances with universal themes.
- Garcilaso de la Vega
Study of Renaissance poetry and the ideal of beauty and love in his work.
- Mystical Poetry: Saint Teresa and Sor Juana
Analysis of spirituality and mysticism in the poetry of two key female authors.
- Gustavo A. Bécquer
Exploration of late Romanticism and its influence on modern poetry.
- Rubén Darío
Introduction to Modernism and its formal and thematic innovations.
- Explanation of Literary Analysis #2
Guidance for the second literary analysis assignment, focused on poetry.
- Antonio Machado
Reading of existential and symbolist poetry linked to landscape and inner reflection.
- García Lorca
Study of Lorca’s lyricism and his fusion of tradition, symbolism, and tragedy.
- Review for the Exam and Practice in Meter
Intensive preparation for the poetry exam, with emphasis on formal analysis.
- Submission of Literary Analysis #2
Submission of the second analytical paper focused on studied poetry.
- EXAM #2 – POETRY (Testing Center)
Evaluation of knowledge acquired about Hispanic poetry.
- Introduction to Drama
Exploration of theater as a literary genre, its elements, and basic structure.
- Brief: Overviews
Historical and thematic context of drama in the Hispanic world.
- The House of Bernarda Alba, Act I
Analysis of the first act of Federico García Lorca’s play, focusing on conflict and oppression.
- The House of Bernarda Alba, Act II
Continuation of the play’s analysis, emphasizing dramatic tension and family relationships.
- Explanation of Literary Analysis #3
Guide for the third literary analysis assignment, this time focused on drama.
- The House of Bernarda Alba, Act III
Conclusion of the play’s analysis, discussing the tragic ending and its symbolism.

EENT Simulation
QI/QA Presentation
Clinical Assignment Grade

Clinical Immersion Work- This includes all discussions, PDSA form submissions, Check ins with QI/QA instructor
BOC Preperation- This includes all practice test exams, discussions, and BOC test taking strategy guides
Crucial Conversations- This includes all discussions based around how to have crucial conversations with peers and stakeholders.

Designed to provide students with fundamental knowledge and skills related to planning, organizing, directing, budgeting, and marketing sport venues and events. Best practices for sport management will be examined in the context of professional sports; collegiate, intercollegiate, and interscholastic sports; community and youth sports; and special events and festivals.

All students will be required to participate in weekly discussions and write weekly reflection journals. The major assignments are as follows:
-Read three sport and recreation case studies and write reaction papers
-Find two professionals in sport or recreation to interview and write a recap of the experience and what they learned
-Find a job shadow or volunteer opportunity in sport or recreation (at least four hours) and write a paper about the experience
-Final exam: essay responses based on what was learned throughout the semester

1) Identify the basic principles and best practices of sport management

2) Demonstrate knowledge related to various careers in sport management

3) Understand the cultural impact of sports on American identity

4) Demonstrate knowledge and skills related to sport marketing and promotion current trends and innovations

5) Understand the responsibility that sports and sport management has in society

6) Develop the necessary skills needed to succeed in Sport Management industry

Attendance and participation in the course
Demonstrate efficient skills/testing of first aid, CPR, use of an AED
Demonstrate proficiency in water rescues of victims
Final in-water and written exams

Activity course for students interested in furthering their knowledge and skills in
swimming and lifeguard training. Instruction is given in
water rescue, water safety, and life saving skills. This course includes the American Red Cross Exam. Students must demonstrate proficiency in two basic strokes (freestyle and breaststroke).

Attendance and participation in the water
Wearing appropriate swimming attire for class
Provide their own towel and goggles

This class is for adult swimmers who feel comfortable in the water and are looking to
improve technique and learn new strokes. The majority of this class takes place in the
shallow lanes of the pool. This course offers the opportunity to improve developed skills
and interests that will bring a lifetime of enjoyment and health through physical exercise
in the pool.

Attendance and participation in the water
Wearing appropriate swimming attire for class
Provide their own towel and goggles

This class is designed for adult swimmers with little to no experience in the water. We
will work to help students conquer their fear of swimming and introduce basic concepts
of stroke technique and water safety. The majority of this class takes place in the
shallow end of the pool. This course offers the opportunity to develop skills and
interests that will bring a lifetime of enjoyment and health through physical exercise in
the pool.

Exams, Quizzes, Written Assignments, Presentation, In class graded activities

1) Identify, and differentiate the function of the bones, muscles and structures, including glands, blood vessels, nerves and lymphatics of the head, neck and oral cavity.
2) Differentiate location and connections of potential spaces of head and neck.
3) Organize and order the development of the hard and soft tissues of the head and neck and oral cavity.
4)Organize the embryological steps of the development of the head and neck.
5) Integrate the knowledge of histology and embryology of the orofacial tissues and the resulting pathology that may occur.

Service-learning events; Chapter writing assignments; Reflection

1) Apply selected social, educational and behavioral science theories to dentistry, the public and its oral health status
2) Identify learning strategies for delivering health information to consumer groups by using innovative visual materials and activities and methods of evaluating the effectiveness of strategies
3) Develop audiovisual materials and integrate their use into an oral health presentation
4) Develop and implement a lesson plan for varied populations
5) Observe and discuss the role of a public health dental hygienist in a public health setting

Exams, Research Paper, In class assignments

1) Research topics in dental hygiene care and report findings through a written report
2) Validate the importance of infection control to minimize disease transmission
3) Articulate the caries process and the significance and prevention of dental caries
4) Explain the assessment process and identify oral health risk factors
5) Evaluate characteristics of healthy and unhealthy gingival and periodontal structures and record findings
6) Demonstrate the importance of an efficient and effective care plan by practicing the steps necessary for proper documentation of informed consent and informed refusal
7) Employ proper documentation skills and practice abiding by privacy laws associated with HIPPA
8) Analyze various patient needs and articulate an educational plan to improve oral health

Pre-labs, Lab Reports, Comprehensive Final exam

Qualitative Analysis-The objective of this lab experiment will be to identify an unknown compound using qualitative analysis of several known compounds. The tests will include visual observation, solubility, density and acidity/basicity.

Colorimetric Determination of Aspirin-The objective of this experiment will be to determine the concentration of acetylsalicylic acid (ASA) that is in a commercial aspirin tablet using colorimetry. The absorbance of the solution will be determined by spectrophotometry using a UV/Vis spectrometer.

Freezing Point Depression-The objective of this experiment will be to determine the molar mass of an unknown by determining the freezing point depression of cyclohexane solution having a known concentration of the unknown. Temperature-time graphs, called cooling curves, will be needed to determine freezing temperatures.

Rates of a Reaction-The objective of this lab experiment will be to measure the rate of the reaction: S2O82– + 2I– I2 + 2SO42– and determine the rate law by measuring the amount of peroxydisulfate, S2O82-, that reacts as a function of time including the values of x and y, as well as the rate constant, k.

Determination of Keq-The objective of this experiment will be to determine the value of K for the following equilibrium: Fe3+(aq) (yellow) + SCN–(aq) (colorless) ⇌ FeNCS2+(aq) (blood red).

Le Chatelier’s Principle-The objective of this lab experiment will be to determine the effect of concentration and temperature on equilibria.

pH of Acids, Bases, and Salt Solutions-The objective for this lab experiment will be to compare acid/base indicators to determine the pH of acids, bases, and salts.

Buffer Solutions-The objective of this experiment will be to prepare a buffer solution of optimum pH (4.80) using acetic acid (CH3CO2H, Ka = 1.76 x 10–5) and sodium acetate (NaC2H3O2). A known amount of strong acid or base will be added to the buffer solution and the observed pH change will be compared to the calculated value.

Determination of Ka-The objective of this experiment will be to determine the concentration and Ka of acetic acid by titration with a standardized base. The one-to-one stoichiometry of the reaction will be used to calculate the concentration of the unknown acetic acid.

Determination of Ksp-The objective of this lab experiment will be to determine the solubility constant of Ca(OH)2. The equivalence point will be found by titrating 0.02M HCl into a prepared Ca(OH)2 solution. With the amount of titrant at the equivalence point, the Ksp of Ca(OH)2 can be determined.

Activity Series-The objective of this lab experiment will be to rank Ca, Cu, Fe, Mg, Sn, and Zn by their relative reactivity. The reactions of the six metals with 1M HCl will be observed. The reactions of the six metals in solution with Ca will be observed. From these observations their relative reactivities will be ranked.

Electrolysis Reactions-The objective of this experiment will be to determine the overall redox reactions of sodium sulfate, potassium iodide, and potassium chloride. A 9V battery will be used to energize three aqueous, ionic solutions.

Pre-labs, Lab Reports, Comprehensive Final exam

Measurements-The objective of this experiment will be to become familiar with some common measuring instruments by practicing making measurements, and learning about instrument precision.

Mixture Separation-The objective of this experiment will be to use mechanical separation to separate a mixture of sodium chloride, sand, iron filings, sawdust, and benzoic acid into its individual components.

Paper Chromatography-The objective of this experiment will be to determine the Rf value of three known solutions and two unknown solutions using a paper chromatography method.

Qualitative Analysis-The objective of this experiment will be to use specific reagent solutions, which give distinct reactions with the various ions, to determine the ions in an unknown solution after analyzing a known reference solution first.

Aqueous Solutions-The objective of this experiment will be to perform twenty-three reactions to verify whether a precipitation reaction is occurring and practice writing net ionic equations.

Titrations-The objective of this experiment will be to determine the %KHP (KHC8H4O4) of an unknown sample by titration, using phenolphthalein as the indicator.

Gravimetric Analysis-The objective of this experiment will be to use a precipitation reaction and gravity filtration to isolate an unknown Group I metal, symbolized as M, from an unknown Group I metal carbonate, symbolized as M2CO3.

Heat of Neutralization-The objective of this experiment will be to compare the heat of neutralization of a strong acid and a weak acid from a calorimeter created with Styrofoam cups.

Atomic Spectra-The first objective will be to determine the metal cation of three unknown solutions after determining a series of reference cation solutions. The second objective will be to determine the n-levels of Hydrogen by measuring a known spectrum (Hg) and then comparing where the known spectrum lines do appear on the spectroscope scale to where they should appear will determine the wavelength.

Determination of Gas R-The objective of this experiment will be to compare the value of R in a “real-life” setting, by running the reaction 2KClO3(s) ⟶ 2KCl(s) + 3O2(g), using MnO2 as a catalyst.

Molecular Geometry-The objective of this experiment will be to examine a theory that chemists use to explain different aspects of chemical bonding: valence-shell electron-pair repulsion (VSEPR) theory. Attention will be given to how molecules are arranged in different shapes and how chemists can predict the geometry of a given molecule.

Intermolecular Forces-The objective of this experiment will be to compare the intermolecular forces of H2O and Ethanol (EtOH) by conducting six micro-experiments and observing the responses of each compound to determine which is stronger.

Pre-labs, Lab Reports, Comprehensive Final exam

Measurements-The objective of this experiment will be to become familiar with some common measuring instruments by practicing making measurements, and learning about instrument precision.

Mixture Separation-The objective of this experiment will be to use mechanical separation to separate a mixture of sodium chloride, sand, iron filings, sawdust, and benzoic acid into its individual components.

Paper Chromatography-The objective of this experiment will be to determine the Rf value of three known solutions and two unknown solutions using a paper chromatography method.

Qualitative Analysis-The objective of this experiment will be to use specific reagent solutions, which give distinct reactions with the various ions, to determine the ions in an unknown solution after analyzing a known reference solution first.

Aqueous Solutions-The objective of this experiment will be to perform twenty-three reactions to verify whether a precipitation reaction is occurring and practice writing net ionic equations.

Titrations-The objective of this experiment will be to determine the %KHP (KHC8H4O4) of an unknown sample by titration, using phenolphthalein as the indicator.

Gravimetric Analysis-The objective of this experiment will be to use a precipitation reaction and gravity filtration to isolate an unknown Group I metal, symbolized as M, from an unknown Group I metal carbonate, symbolized as M2CO3.

Heat of Neutralization-The objective of this experiment will be to compare the heat of neutralization of a strong acid and a weak acid from a calorimeter created with Styrofoam cups.

Atomic Spectra-The first objective will be to determine the metal cation of three unknown solutions after determining a series of reference cation solutions. The second objective will be to determine the n-levels of Hydrogen by measuring a known spectrum (Hg) and then comparing where the known spectrum lines do appear on the spectroscope scale to where they should appear will determine the wavelength.

Determination of Gas R-The objective of this experiment will be to compare the value of R in a “real-life” setting, by running the reaction 2KClO3(s) ⟶ 2KCl(s) + 3O2(g), using MnO2 as a catalyst.

Molecular Geometry-The objective of this experiment will be to examine a theory that chemists use to explain different aspects of chemical bonding: valence-shell electron-pair repulsion (VSEPR) theory. Attention will be given to how molecules are arranged in different shapes and how chemists can predict the geometry of a given molecule.

Intermolecular Forces-The objective of this experiment will be to compare the intermolecular forces of H2O and Ethanol (EtOH) by conducting six micro-experiments and observing the responses of each compound to determine which is stronger.

There are 42 online assignments, one for each lecture given throughout the course.
There are 5 unit exams and one final exam.

Unit 1: Motion
This unit covers various ways to represent motion. Students will learn to solve a variety of problems involving constant motion and accelerated motion.

Unit 2: Newton's Laws
In this unit, students will learn Newton’s laws of motion and how to apply them to a variety of problems involving physical systems.

Unit 3: Circular and Rotational Motion
This unit involves both uniform and non-uniform circular motion. Students will apply kinematics, dynamics, and conservation laws to solve problems involving rotational motion.

Unit 4: Conservation Laws
This unit covers both momentum and energy conservation laws. Students will learn to apply momentum and energy conservation laws to solve a variety of problems involving physical systems.

Unit 5: Thermodynamics
This unit includes the laws of thermodynamics, the thermal properties of matter, and fluid mechanics. Students will learn to setup and solve a variety of problems relating to these topics.

Unit 6: Oscillations and Waves
In this unit students learn to apply the equations of motion to a variety of problems involving oscillatory and wave motion.

There are 42 online assignments, one for each lecture given throughout the course.
There are 5 unit exams and one final exam.

Unit 1: Optics
This unit covers both wave and ray optics. Students will learn to solve a variety of problems involving interference, diffraction, reflection, and refraction.

Unit 2: Electric Field, Forces, and Potential
In this unit, students will learn about charges, the electric field, electric energy, and how to setup and solve a variety of problems involving these topics.

Unit 3: Current and Circuits
This unit involves current and electrical circuits. Students will learn to apply the principles of current and circuits to solve simple circuit problems.

Unit 4: Magnetism and Magnetic Induction
This unit covers both magnetism and magnetic induction. Students will learn to apply magnetism to solve a variety of problems involving physical systems.

Unit 5: AC Electricity and Einstein's Theory of Relativity
This unit includes AC circuits as well as Einstein's theory of special relativity. Students will learn the basics of AC circuits. Students will also learn to solve a variety of problems involving Einstein's theory of relativity.

Unit 6: Introductory Quantum Physics
In this unit students learn the basic discoveries and ideas underlying quantum mechanics. Students will learn to solve basic problems involving atoms and nuclear decay.

There are 42 online assignments, one for each lecture given throughout the course.
There are 5 unit exams and one final exam.

Unit 1: Motion
This unit covers various ways to represent motion. Students will learn to solve a variety of problems involving constant motion and accelerated motion.

Unit 2: Newton's Laws
In this unit, students will learn Newton’s laws of motion and how to apply them to a variety of problems involving physical systems.

Unit 3: Circular and Rotational Motion
This unit involves both uniform and non-uniform circular motion. Students will apply kinematics, dynamics, and conservation laws to solve problems involving rotational motion.

Unit 4: Conservation Laws
This unit covers both momentum and energy conservation laws. Students will learn to apply momentum and energy conservation laws to solve a variety of problems involving physical systems.

Unit 5: Thermodynamics
This unit includes the laws of thermodynamics, the thermal properties of matter, and fluid mechanics. Students will learn to setup and solve a variety of problems relating to these topics.

Unit 6: Oscillations and Waves
In this unit students learn to apply the equations of motion to a variety of problems involving oscillatory and wave motion.

REVIEW
Rhythm Prep – Read about Rhythm at the linked websites and answer a few questions.
Pitch and Intervals Prep – Read about Pitch and Intervals at the linked websites and answer a few questions.
Rhythm - Assignment
Pitch - Competency
Intervals - Competency
Pitch and Intervals - Assignment
Scales and Keys Prep – Read about Scales and Keys at the linked websites and answer a few questions.
Major and Minor Keys – Assignment

CLO1
Chords and Lead Sheet Symbols Prep – Read about Chords and Lead Sheet Symbols at the linked websites and answer a few questions.
Chord Quality Competency – Identify chord types in an online quiz.
Chords and Lead Sheet Symbols Quiz – Analyze chords in a short musical excerpt.
Chords and Lead Sheet Symbols Assignment – Write and analyze chords using lead sheet symbols.

CLO4
Timbre Prep – Read about Timbre at the linked websites and answer a few questions.
Timbre – Assignment – Transcribe music to and from different instruments and voices.
Texture and Density Prep – Read about Texture and Density at the linked websites and answer a few questions.
Midterm Feedback Survey – Answer questions on Canvas about what’s going well in the course and what you are struggling with the most.
Texture and Density Assignment – Identify types of motion and identify and write chords using different types of spacing.
Texture and Density Quiz – Write chords in different spacing, identify types of motion, and a do few instrument transpositions.

CLO2
Non-Chord Tones Prep – Read about Non-chord tones at the linked websites and answer a few questions.
Non-Chord Tones Assignment – Identify and write non-chord tones.
Non-Chord Tones Quiz – Identify and write non-chord tones.

CLO3
Chords in Context Prep – Read about Roman numerals at the linked websites and answer a few questions.
Chords in Context Assignment 1 – Identify and write triads using Roman numerals.
Chords in Context Quiz – Identify and write chords using Roman numerals.
Chords in Context Assignment 2 – Identify and write seventh chords using Roman numerals.

CLO5
Harmonic Progression Prep – Read about Harmonic Progression at the linked websites and answer a few questions.
Harmonic Progression Assignment 1 – Analyze music using Roman numerals and function labels to examine the harmonic motion.
Harmonic Progression Assignment 2 – Harmonize melodies using principles of harmonic motion.
Harmonic Progression Quiz – Analyze and harmonize music following harmonic motion principles.
Cadences Prep – Read about Cadences at the linked websites and answer a few questions.
Cadences Wenceslas – Analyze Good King Wenceslas with Roman numerals and identify the cadences.

FINAL PROJECT
Instead of a final exam, you will complete a project that applies what you have learned in class to your specific musical discipline. You have some choice in what you do for a project, but your project must be approved by submitting a proposal by the end of the third week of classes. Proposal approval will be included as part of the final project grade. This will include an essay, an in-class presentation, and a self-assessment.

Participation – A grade I give based on your attendance and participation in class
Name, Instrument, Why Theory? - Answer a few questions on Canvas to give me an introduction to who you are.
Course Survey – I give extra credit if you can submit a screenshot showing that you’ve finished and submitted your course survey.

Units are based directly on the Course Learning Outcomes.
1. Review: Review and build on concepts learned in Fundamentals or other prior instruction, including Rhythm, Pitch, Intervals, Scales, and Keys.
2. Chords: (CLO1) Identify and construct triads and seventh chords by root and type/quality, as well as using lead sheet chord symbols.
3. Non-Chord Tones: (CLO2) Identify and write standard non-chord tones.
4. Roman numerals: (CLO3) Analyze diatonic, tonal music using Roman numerals.
5. Timbre and Texture: (CLO4) Examine some of the common timbres and textures used in music.
6. Harmonic Motion: (CLO5) Compose music with root-position triads that follows functional tonal progressions.

WELCOME TO FALL INTERNSHIP 2025

The requirement to pass the course is to obtain 90 hours and write a one-page paper on what you learned at the semester’s end. That is an average of 6 hrs per week spent on Internship. You will be using the hours log provided on Canvas to fill in your hours as we move throughout the semester.
You are allowed to bring in 45 hours to meet your 90 from an experience outside of a class going back one year.
Please have call sheets emailed to me by week 2 to prove your hours and fill them out on the hours log. If you did an outside internship please fill out the attached form, have it signed by your advisor/boss and return it to me. https://dixie.instructure.com/courses/988038/files?preview=166621720
We will communicate mostly by group text. You will receive a follow up calendar invite to all shoots in your email. PLEASE RSVP. This helps me see who is reading their email. For longer more complicated messages I will email. You must check email for this class.

ROLES NEEDED:
We are looking for a motion graphics artist to work with footage for internship credit.
Help with special events; Auditions/Casting Call, End of Semester, or End of Year Screenings.
Company/Casting Call-Eccles MainStage. I need two producers on this to work with the Pre Production Class and make sure all our ducks are in a row.
DIT for the Casting Call: INFORMATION WILL BE SENT VIA EMAIL for all log-ins. DIT will upload all headshots to the acting database and upload Footage to our youtube channel. DIT will also send headshots out to all the participants through google drive folder. This job will probably last about two weeks post Casting Call depending on fast you work. DIT needs to monitor digital submissions as well.

Hours that count for internship:
Any work on UTSC Projects; shooting, producing, gaffing editing etc IE: Jubilee of Trees, IHC...
External editing projects.
DOCUTAH International Film Festival -data collection, sound booth, quick video & photos ads/highlights, panels and events, volunteering in general.
Desertscape Film Festival Social media content, quick video ads/highlights, Wix website building, graphics and design of additional panels and events, Award Ceremony graphics, and volunteering in general.
Established internship with UMAC (must be prearranged)
Any hours completed for an external internship source of your choice with proper documentation and signatures.
Any hours completed for a capstone when you are NOT enrolled in the capstone class. Director must sign documentation proving your hours. (usually pertains to fresh and soph)
Filming and editing footage for BTS at any film department event to be used on social media (final product must pass a QC test)
End of Semester Screening pamphlet and flyer (graphic design)
Carving Slate Awards for Screenings

GRADING:
You will be required to write a one-page paper summing up your internship experience during the last couple weeks of class.
Please fill this hours log out weekly. Add your phone number week one. You will also be hearing from me on a weekly basis to check in on your progress and make sure you are hitting your goals. Failure to not fill out your hours can effect your grade and in some cases result in failure. We will be meeting when necessary, to organize for certain projects.

CAUSE FOR FAILING THIS CLASS:
Chronically not responding to emails and text job requests
Chronically not adding your hours into the log. (I need to know what you're up to).
Not being an active participant in obtaining hours for this class. You will have to seek hours out.
Email me at ANYTIME with questions or concerns: Tisa.Zito@utahtech.edu. I prefer email to text unless its urgent like you are on set or it involves a job happening that day or the next morning.

Digital Film Internship applies the culmination of skills learned throughout the film program into real life film settings. Some opportunities are paid through Utah Tech Creative Studios and others are found by the student to count towards the required 90 hours.

Pre-labs, Lab Reports, Comprehensive Final exam

Qualitative Analysis-The objective of this lab experiment will be to identify an unknown compound using qualitative analysis of several known compounds. The tests will include visual observation, solubility, density and acidity/basicity.
Colorimetric Determination of Aspirin-The objective of this experiment will be to determine the concentration of acetylsalicylic acid (ASA) that is in a commercial aspirin tablet using colorimetry. The absorbance of the solution will be determined by spectrophotometry using a UV/Vis spectrometer.
Freezing Point Depression-The objective of this experiment will be to determine the molar mass of an unknown by determining the freezing point depression of cyclohexane solution having a known concentration of the unknown. Temperature-time graphs, called cooling curves, will be needed to determine freezing temperatures.
Rates of a Reaction-The objective of this lab experiment will be to measure the rate of the reaction: S2O82– + 2I– I2 + 2SO42– and determine the rate law by measuring the amount of peroxydisulfate, S2O82-, that reacts as a function of time including the values of x and y, as well as the rate constant, k.
Determination of Keq-The objective of this experiment will be to determine the value of K for the following equilibrium: Fe3+(aq) (yellow) + SCN–(aq) (colorless) ⇌ FeNCS2+(aq) (blood red).
Le Chatelier’s Principle-The objective of this lab experiment will be to determine the effect of concentration and temperature on equilibria.
pH of Acids, Bases, and Salt Solutions-The objective for this lab experiment will be to compare acid/base indicators to determine the pH of acids, bases, and salts.
Buffer Solutions-The objective of this experiment will be to prepare a buffer solution of optimum pH (4.80) using acetic acid (CH3CO2H, Ka = 1.76 x 10–5) and sodium acetate (NaC2H3O2). A known amount of strong acid or base will be added to the buffer solution and the observed pH change will be compared to the calculated value.
Determination of Ka-The objective of this experiment will be to determine the concentration and Ka of acetic acid by titration with a standardized base. The one-to-one stoichiometry of the reaction will be used to calculate the concentration of the unknown acetic acid.
Determination of Ksp-The objective of this lab experiment will be to determine the solubility constant of Ca(OH)2. The equivalence point will be found by titrating 0.02M HCl into a prepared Ca(OH)2 solution. With the amount of titrant at the equivalence point, the Ksp of Ca(OH)2 can be determined.
Activity Series-The objective of this lab experiment will be to rank Ca, Cu, Fe, Mg, Sn, and Zn by their relative reactivity. The reactions of the six metals with 1M HCl will be observed. The reactions of the six metals in solution with Ca will be observed. From these observations their relative reactivities will be ranked.
Electrolysis Reactions-The objective of this experiment will be to determine the overall redox reactions of sodium sulfate, potassium iodide, and potassium chloride. A 9V battery will be used to energize three aqueous, ionic solutions.

Pre-labs, Lab Reports, Comprehensive Final exam

Measurements-The objective of this experiment will be to become familiar with some common measuring instruments by practicing making measurements, and learning about instrument precision.
Mixture Separation-The objective of this experiment will be to use mechanical separation to separate a mixture of sodium chloride, sand, iron filings, sawdust, and benzoic acid into its individual components.
Paper Chromatography-The objective of this experiment will be to determine the Rf value of three known solutions and two unknown solutions using a paper chromatography method.
Qualitative Analysis-The objective of this experiment will be to use specific reagent solutions, which give distinct reactions with the various ions, to determine the ions in an unknown solution after analyzing a known reference solution first.
Aqueous Solutions-The objective of this experiment will be to perform twenty-three reactions to verify whether a precipitation reaction is occurring and practice writing net ionic equations.
Titrations-The objective of this experiment will be to determine the %KHP (KHC8H4O4) of an unknown sample by titration, using phenolphthalein as the indicator.
Gravimetric Analysis-The objective of this experiment will be to use a precipitation reaction and gravity filtration to isolate an unknown Group I metal, symbolized as M, from an unknown Group I metal carbonate, symbolized as M2CO3.
Heat of Neutralization-The objective of this experiment will be to compare the heat of neutralization of a strong acid and a weak acid from a calorimeter created with Styrofoam cups.
Atomic Spectra-The first objective will be to determine the metal cation of three unknown solutions after determining a series of reference cation solutions. The second objective will be to determine the n-levels of Hydrogen by measuring a known spectrum (Hg) and then comparing where the known spectrum lines do appear on the spectroscope scale to where they should appear will determine the wavelength.
Determination of Gas R-The objective of this experiment will be to compare the value of R in a “real-life” setting, by running the reaction 2KClO3(s) ⟶ 2KCl(s) + 3O2(g), using MnO2 as a catalyst.
Molecular Geometry-The objective of this experiment will be to examine a theory that chemists use to explain different aspects of chemical bonding: valence-shell electron-pair repulsion (VSEPR) theory. Attention will be given to how molecules are arranged in different shapes and how chemists can predict the geometry of a given molecule.
Intermolecular Forces-The objective of this experiment will be to compare the intermolecular forces of H2O and Ethanol (EtOH) by conducting six micro-experiments and observing the responses of each compound to determine which is stronger.

Pre-labs, Lab Reports, Comprehensive Final exam

Measurements-The objective of this experiment will be to become familiar with some common measuring instruments by practicing making measurements, and learning about instrument precision.
Mixture Separation-The objective of this experiment will be to use mechanical separation to separate a mixture of sodium chloride, sand, iron filings, sawdust, and benzoic acid into its individual components.
Paper Chromatography-The objective of this experiment will be to determine the Rf value of three known solutions and two unknown solutions using a paper chromatography method.
Qualitative Analysis-The objective of this experiment will be to use specific reagent solutions, which give distinct reactions with the various ions, to determine the ions in an unknown solution after analyzing a known reference solution first.
Aqueous Solutions-The objective of this experiment will be to perform twenty-three reactions to verify whether a precipitation reaction is occurring and practice writing net ionic equations.
Titrations-The objective of this experiment will be to determine the %KHP (KHC8H4O4) of an unknown sample by titration, using phenolphthalein as the indicator.
Gravimetric Analysis-The objective of this experiment will be to use a precipitation reaction and gravity filtration to isolate an unknown Group I metal, symbolized as M, from an unknown Group I metal carbonate, symbolized as M2CO3.
Heat of Neutralization-The objective of this experiment will be to compare the heat of neutralization of a strong acid and a weak acid from a calorimeter created with Styrofoam cups.
Atomic Spectra-The first objective will be to determine the metal cation of three unknown solutions after determining a series of reference cation solutions. The second objective will be to determine the n-levels of Hydrogen by measuring a known spectrum (Hg) and then comparing where the known spectrum lines do appear on the spectroscope scale to where they should appear will determine the wavelength.
Determination of Gas R-The objective of this experiment will be to compare the value of R in a “real-life” setting, by running the reaction 2KClO3(s) ⟶ 2KCl(s) + 3O2(g), using MnO2 as a catalyst.
Molecular Geometry-The objective of this experiment will be to examine a theory that chemists use to explain different aspects of chemical bonding: valence-shell electron-pair repulsion (VSEPR) theory. Attention will be given to how molecules are arranged in different shapes and how chemists can predict the geometry of a given molecule.
Intermolecular Forces-The objective of this experiment will be to compare the intermolecular forces of H2O and Ethanol (EtOH) by conducting six micro-experiments and observing the responses of each compound to determine which is stronger.

Pre-labs, Lab Reports, Comprehensive Final exam

Measurements-The objective of this experiment will be to become familiar with some common measuring instruments by practicing making measurements, and learning about instrument precision.
Mixture Separation-The objective of this experiment will be to use mechanical separation to separate a mixture of sodium chloride, sand, iron filings, sawdust, and benzoic acid into its individual components.
Paper Chromatography-The objective of this experiment will be to determine the Rf value of three known solutions and two unknown solutions using a paper chromatography method.
Qualitative Analysis-The objective of this experiment will be to use specific reagent solutions, which give distinct reactions with the various ions, to determine the ions in an unknown solution after analyzing a known reference solution first.
Aqueous Solutions-The objective of this experiment will be to perform twenty-three reactions to verify whether a precipitation reaction is occurring and practice writing net ionic equations.
Titrations-The objective of this experiment will be to determine the %KHP (KHC8H4O4) of an unknown sample by titration, using phenolphthalein as the indicator.
Gravimetric Analysis-The objective of this experiment will be to use a precipitation reaction and gravity filtration to isolate an unknown Group I metal, symbolized as M, from an unknown Group I metal carbonate, symbolized as M2CO3.
Heat of Neutralization-The objective of this experiment will be to compare the heat of neutralization of a strong acid and a weak acid from a calorimeter created with Styrofoam cups.
Atomic Spectra-The first objective will be to determine the metal cation of three unknown solutions after determining a series of reference cation solutions. The second objective will be to determine the n-levels of Hydrogen by measuring a known spectrum (Hg) and then comparing where the known spectrum lines do appear on the spectroscope scale to where they should appear will determine the wavelength.
Determination of Gas R-The objective of this experiment will be to compare the value of R in a “real-life” setting, by running the reaction 2KClO3(s) ⟶ 2KCl(s) + 3O2(g), using MnO2 as a catalyst.
Molecular Geometry-The objective of this experiment will be to examine a theory that chemists use to explain different aspects of chemical bonding: valence-shell electron-pair repulsion (VSEPR) theory. Attention will be given to how molecules are arranged in different shapes and how chemists can predict the geometry of a given molecule.
Intermolecular Forces-The objective of this experiment will be to compare the intermolecular forces of H2O and Ethanol (EtOH) by conducting six micro-experiments and observing the responses of each compound to determine which is stronger.

Pre-labs, Lab Reports, Comprehensive Final exam

Measurements-The objective of this experiment will be to become familiar with some common measuring instruments by practicing making measurements, and learning about instrument precision.
Mixture Separation-The objective of this experiment will be to use mechanical separation to separate a mixture of sodium chloride, sand, iron filings, sawdust, and benzoic acid into its individual components.
Paper Chromatography-The objective of this experiment will be to determine the Rf value of three known solutions and two unknown solutions using a paper chromatography method.
Qualitative Analysis-The objective of this experiment will be to use specific reagent solutions, which give distinct reactions with the various ions, to determine the ions in an unknown solution after analyzing a known reference solution first.
Aqueous Solutions-The objective of this experiment will be to perform twenty-three reactions to verify whether a precipitation reaction is occurring and practice writing net ionic equations.
Titrations-The objective of this experiment will be to determine the %KHP (KHC8H4O4) of an unknown sample by titration, using phenolphthalein as the indicator.
Gravimetric Analysis-The objective of this experiment will be to use a precipitation reaction and gravity filtration to isolate an unknown Group I metal, symbolized as M, from an unknown Group I metal carbonate, symbolized as M2CO3.
Heat of Neutralization-The objective of this experiment will be to compare the heat of neutralization of a strong acid and a weak acid from a calorimeter created with Styrofoam cups.
Atomic Spectra-The first objective will be to determine the metal cation of three unknown solutions after determining a series of reference cation solutions. The second objective will be to determine the n-levels of Hydrogen by measuring a known spectrum (Hg) and then comparing where the known spectrum lines do appear on the spectroscope scale to where they should appear will determine the wavelength.
Determination of Gas R-The objective of this experiment will be to compare the value of R in a “real-life” setting, by running the reaction 2KClO3(s) ⟶ 2KCl(s) + 3O2(g), using MnO2 as a catalyst.
Molecular Geometry-The objective of this experiment will be to examine a theory that chemists use to explain different aspects of chemical bonding: valence-shell electron-pair repulsion (VSEPR) theory. Attention will be given to how molecules are arranged in different shapes and how chemists can predict the geometry of a given molecule.
Intermolecular Forces-The objective of this experiment will be to compare the intermolecular forces of H2O and Ethanol (EtOH) by conducting six micro-experiments and observing the responses of each compound to determine which is stronger.

get to know you assignment
prelab 2-13
lab participation 1-13
lab summaries 1-13
final exam

module 1 introduction to lab procedure, lab safety, microscopes, and stereoscopes
module 2 introduction to the scientific method, levels of certainty, and project design
module 3 introduction to PCR and DNA
module 4 introduction to dichotomous keys, natural science museums, and organism classification
module 5 introduction to solution types, diffusion, and osmosis
module 6 introduction to enzymes and their effects on reactions
module 7 introduction to the process of cellular respiration and its products
module 8 introduction to photosynthesis and fermentation and their products
module 9 introduction to mitosis, meiosis, and organismic reproduction *may contain sensitive material-slides of reproductive organs are viewed, but there is no viewing of genitalia*
module 10 using PCR products from lab 3 to look at mendelian genetics and DNA electrophoresis
module 11 transforming bacteria with pGLO plasmid
module 12 looking at Hardy-Weinberg equilibrium and its relationship to evolution
module 13 studying evolution and relationships through time with SDS PAGE and proteins

get to know you assignment
prelab 2-13
lab participation 1-13
lab summaries 1-13
final exam

module 1 introduction to lab procedure, lab safety, microscopes, and stereoscopes
module 2 introduction to the scientific method, levels of certainty, and project design
module 3 introduction to PCR and DNA
module 4 introduction to dichotomous keys, natural science museums, and organism classification
module 5 introduction to solution types, diffusion, and osmosis
module 6 introduction to enzymes and their effects on reactions
module 7 introduction to the process of cellular respiration and its products
module 8 introduction to photosynthesis and fermentation and their products
module 9 introduction to mitosis, meiosis, and organismic reproduction *may contain sensitive material-slides of reproductive organs are viewed, but there is no viewing of genitalia*
module 10 using PCR products from lab 3 to look at mendelian genetics and DNA electrophoresis
module 11 transforming bacteria with pGLO plasmid
module 12 looking at Hardy-Weinberg equilibrium and its relationship to evolution
module 13 studying evolution and relationships through time with SDS PAGE and proteins

get to know you assignment
prelab 2-13
lab participation 1-13
lab summaries 1-13
final exam

module 1 introduction to lab procedure, lab safety, microscopes, and stereoscopes
module 2 introduction to the scientific method, levels of certainty, and project design
module 3 introduction to PCR and DNA
module 4 introduction to dichotomous keys, natural science museums, and organism classification
module 5 introduction to solution types, diffusion, and osmosis
module 6 introduction to enzymes and their effects on reactions
module 7 introduction to the process of cellular respiration and its products
module 8 introduction to photosynthesis and fermentation and their products
module 9 introduction to mitosis, meiosis, and organismic reproduction *may contain sensitive material-slides of reproductive organs are viewed, but there is no viewing of genitalia*
module 10 using PCR products from lab 3 to look at mendelian genetics and DNA electrophoresis
module 11 transforming bacteria with pGLO plasmid
module 12 looking at Hardy-Weinberg equilibrium and its relationship to evolution
module 13 studying evolution and relationships through time with SDS PAGE and proteins

get to know you assignment
prelab 2-13
lab participation 1-13
lab summaries 1-13
final exam

module 1 introduction to lab procedure, lab safety, microscopes, and stereoscopes
module 2 introduction to the scientific method, levels of certainty, and project design
module 3 introduction to PCR and DNA
module 4 introduction to dichotomous keys, natural science museums, and organism classification
module 5 introduction to solution types, diffusion, and osmosis
module 6 introduction to enzymes and their effects on reactions
module 7 introduction to the process of cellular respiration and its products
module 8 introduction to photosynthesis and fermentation and their products
module 9 introduction to mitosis, meiosis, and organismic reproduction *may contain sensitive material-slides of reproductive organs are viewed, but there is no viewing of genitalia*
module 10 using PCR products from lab 3 to look at mendelian genetics and DNA electrophoresis
module 11 transforming bacteria with pGLO plasmid
module 12 looking at Hardy-Weinberg equilibrium and its relationship to evolution
module 13 studying evolution and relationships through time with SDS PAGE and proteins

get to know you assignment
prelab 2-13
lab participation 1-13
lab summaries 1-13
final exam

module 1 introduction to lab procedure, lab safety, microscopes, and stereoscopes
module 2 introduction to the scientific method, levels of certainty, and project design
module 3 introduction to PCR and DNA
module 4 introduction to dichotomous keys, natural science museums, and organism classification
module 5 introduction to solution types, diffusion, and osmosis
module 6 introduction to enzymes and their effects on reactions
module 7 introduction to the process of cellular respiration and its products
module 8 introduction to photosynthesis and fermentation and their products
module 9 introduction to mitosis, meiosis, and organismic reproduction *may contain sensitive material-slides of reproductive organs are viewed, but there is no viewing of genitalia*
module 10 using PCR products from lab 3 to look at mendelian genetics and DNA electrophoresis
module 11 transforming bacteria with pGLO plasmid
module 12 looking at Hardy-Weinberg equilibrium and its relationship to evolution
module 13 studying evolution and relationships through time with SDS PAGE and proteins

get to know you assignment
prelab 2-13
lab participation 1-13
lab summaries 1-13
final exam

module 1 introduction to lab procedure, lab safety, microscopes, and stereoscopes
module 2 introduction to the scientific method, levels of certainty, and project design
module 3 introduction to PCR and DNA
module 4 introduction to dichotomous keys, natural science museums, and organism classification
module 5 introduction to solution types, diffusion, and osmosis
module 6 introduction to enzymes and their effects on reactions
module 7 introduction to the process of cellular respiration and its products
module 8 introduction to photosynthesis and fermentation and their products
module 9 introduction to mitosis, meiosis, and organismic reproduction *may contain sensitive material-slides of reproductive organs are viewed, but there is no viewing of genitalia*
module 10 using PCR products from lab 3 to look at mendelian genetics and DNA electrophoresis
module 11 transforming bacteria with pGLO plasmid
module 12 looking at Hardy-Weinberg equilibrium and its relationship to evolution
module 13 studying evolution and relationships through time with SDS PAGE and proteins

get to know you assignment
prelab 2-13
lab participation 1-13
lab summaries 1-13
final exam

module 1 introduction to lab procedure, lab safety, microscopes, and stereoscopes
module 2 introduction to the scientific method, levels of certainty, and project design
module 3 introduction to PCR and DNA
module 4 introduction to dichotomous keys, natural science museums, and organism classification
module 5 introduction to solution types, diffusion, and osmosis
module 6 introduction to enzymes and their effects on reactions
module 7 introduction to the process of cellular respiration and its products
module 8 introduction to photosynthesis and fermentation and their products
module 9 introduction to mitosis, meiosis, and organismic reproduction *may contain sensitive material-slides of reproductive organs are viewed, but there is no viewing of genitalia*
module 10 using PCR products from lab 3 to look at mendelian genetics and DNA electrophoresis
module 11 transforming bacteria with pGLO plasmid
module 12 looking at Hardy-Weinberg equilibrium and its relationship to evolution
module 13 studying evolution and relationships through time with SDS PAGE and proteins

get to know you assignment
prelab 2-13
lab participation 1-13
lab summaries 1-13
final exam

module 1 introduction to lab procedure, lab safety, microscopes, and stereoscopes
module 2 introduction to the scientific method, levels of certainty, and project design
module 3 introduction to PCR and DNA
module 4 introduction to dichotomous keys, natural science museums, and organism classification
module 5 introduction to solution types, diffusion, and osmosis
module 6 introduction to enzymes and their effects on reactions
module 7 introduction to the process of cellular respiration and its products
module 8 introduction to photosynthesis and fermentation and their products
module 9 introduction to mitosis, meiosis, and organismic reproduction *may contain sensitive material-slides of reproductive organs are viewed, but there is no viewing of genitalia*
module 10 using PCR products from lab 3 to look at mendelian genetics and DNA electrophoresis
module 11 transforming bacteria with pGLO plasmid
module 12 looking at Hardy-Weinberg equilibrium and its relationship to evolution
module 13 studying evolution and relationships through time with SDS PAGE and proteins

Assignments (generally one per week):

1. Composition drawing
2. Copy Drawing
3. Construction Contour Drawing
4. 1 and 2 Point Perspective Drawings
5. 3 Point Perspective Drawings
6. 2 Point Perspective Scene Drawing
7. Non-Representational Drawing
8. Negative Space Drawing
9. Portrait Contour Drawing
10. Value Drawing in charcoal
11. Value Portrait Drawings
12. Pen Drawing in Value
13. White Charcoal Drawing
14. Value of Choice Drawing (Final)

One quiz per week -- each quiz is associated with the concepts learned in preparation for each week's drawing assignment, all of which are listed above

Weekly Modules:

1. Composition drawing
Learn the basics of composition and visual balance, in preparation for creating thumbnail sketches of non-representational simple compositions.

2. Copy Drawing
Learn how to copy a master drawing by Charles Bargue, starting with straight line construction and then moving on to contour line and line quality.

3. Construction Contour Drawing
Learn how to draw from life, using straight line construction techniques, transitioning to contour line and line quality.

4. 1 and 2 Point Perspective Drawings
Learn the basics of drawing using linear perspective, including basic tenets of 1 and 2 pt perspectives.

5. 3 Point Perspective Drawings
Learn the basics of drawing using 3 pt perspective, as well as drawing stairs and slopes in 2 pt perspective.

6. 2 Point Perspective Scene Drawing
Put your knowledge of 2 pt drawing to the test by creating an interior or exterior scene in 2 pt perspective.

7. Non-Representational Drawing
Learn how to approach drawing 2 full sized non-representational drawings.

8. Negative Space Drawing
Learn how to notice negative space in and around objects and how to depict it.

9. Portrait Contour Drawing
Learn how to draw the human face from a frontal, three-quarters, and side view using contour line and line quality.

10. Value Drawing in charcoal
Learn how to draw a still life using values/shading rather than line.

11. Value Portrait Drawings
Learn how to draw the human face using values/shading rather than line.

12. Pen Drawing in Value
Learn how to approach value drawing using the medium of ball point pen.

13. White Charcoal Drawing on Black Paper
Learn how to think through the process of drawing a still life using white charcoal on black paper, as opposed to using a dark medium on white paper.

14. Value of Choice Drawing (Final)
Choose an image to draw using value and line, to show what skills have been learned throughout the semester.

This course is COMPLETELY online. Please read and re-read the weekly instructions as I could announce new topics and other tenets periodically. Please read the weekly assigned material as this will help you learn better. Information needed for the discussions, quizzes and exams will be attained reading the assigned material and actively taking part in all course related online activities. To prepare for discussions, quizzes and exams make sure you review reading material and course related online activities. Grades will be available online. Discussions, quizzes, exams, exam study-guides and non-textbook readings will be available on the course Canvas website prominently displayed in weekly modules and or in the Files tab on the left side of homepage / course content page.
In addition to weekly readings and discussions, there will be three exams. Quizzes and discussions will take place nearly every week. Grades will be determined by the following:

Exam 1 – 100 points
Exam 2 – 100 points
Exam 3 – 100 points
Three Class Discussions ‐ 60 points, 20 points per-discussion
Six Quizzes – 120 points, 20 points per-quiz

Section 1 Subjects: Chapters 1 – 5.
Section 1 discusses the founding and its influencers such as, John Locke, John Winthrop and William Penn, the Magna Carta, the Mayflower Compact and the Iroquois Constitution. Section 1 also discusses documents such as the Article of Confederation, the Declaration of Independence, the Constitution and the Bill of Rights. Students will also learn about the creation and utilization of Federalism as well as its positives and negatives.

Section 2 Subjects: Chapters 6 – 10
In this section students will learn how public opinion is formed and how the media affects opinion creation and/or manipulation. Section 2 also discusses the role of interest groups and the importance of money in elections. Students will further gain a comprehensive knowledge of the duties and inner workings legislative branch of Congress.

Section 3 Subjects: Chapters 11 – 15
Section 3 comprehensively discusses the executive and judicial branches of Congress. Students will also gain an understanding of domestic and foreign policy creation and the role the bureaucracy plays in the creation of and the carrying out of policy.

A majority of the class is participation based, which is reflected in how they are graded. There is a syllabus quiz at the beginning of the semester and a final group teaching assignment, with an accompanying class outline, at the end of the semester.

The first day of class will introduce aquatic fitness and its benefits, and the remainder of the classes will be workouts performed in the water so students can learn what types of workouts can be performed in the water. The final assignment will be an opportunity for students to both showcase what they learned and to creatively come up with their own workout to do in the pool.

COURSE DESCRIPTION AND PURPOSE
Fulfills General Education Fine Arts requirement. Includes identification of major art forms, brief survey of art history, investigation of art criticism, introduction of various media, and identification of elements and principles of art for all on-campus courses. Inclusive Access Course Material (electronic book) fees may apply, see Fees tab under each course section for details. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Formulate a working knowledge of the elements and principles of art and design and how these things, when combined with the unique qualities of different media, contribute to the meaning and message of art. 2. Acquire the vocabulary necessary to address issues and concepts in art using both oral and written skills. 3. Broadly define movements and periods in art history and to locate works of art within their historical and cultural contexts. 4. Differentiate between viewing a work of art emotionally and applying analytical techniques to interpret art. 5. Access, interpret, evaluate and synthesize information using multiple resources, including physical libraries, online information and art databases. 6. Explore how and why works of art can influence human experiences, making connections between art, culture and everyday life. Course fee required. FA, SP, SU
Required Materials
The following materials are required for participation in this course:
A course fee of $10 has been charged to your student account in association with this class for the purpose of art supplies and still-life objects. You will have access to the following supplies throughout the semester:
○ acrylic paint: red, yellow, blue, white, black
○ acrylic paint brushes
○ 2H pencils
○ Kneaded and Pink Erasers
○ Classroom pencil sharpener
○ White Drawing and sketch paper
○ Watercolor and Acrylic paper
○ air-dry clay
○ scissors
○ tape
○ glue or glue stick
○ old magazines (ask at your public library if you don't have any)
Course Structure and Schedule
This course has been broken down into 14 instructional modules. Each module will include various learning methods including but not limited to lectures, group discussions, active learning activities, studio time, and individual student presentations. Every module requires you to interact with the canvas course throughout the week. This includes readings, quizzes, written reflections, and studio assignments. To earn three credits and a passing grade in this course you will need to:
● Complete readings before class
● Complete assignments and quizzes on time
● Participate in discussion and class activities
● Demonstrate an effort to grow and improve
Course Learning Outcomes
At the successful conclusion of this course, students will be able to:
1. Formulate a working knowledge of the elements and principles of art and design and how these things, when combined with the unique qualities of different media, contribute to the meaning and message of art.
2. Acquire the vocabulary necessary to address issues and concepts in the art using both oral and written skills.
3. Broadly define movements and periods in art history and locate works of art within their historical and cultural contexts.
4. Differentiate between viewing a work of art emotionally and applying analytical techniques to interpret art.
5. Access, interpret, evaluate and synthesize information using multiple resources, including physical libraries, online information, and art databases. 6. Explore how and why works of art can influence human experiences, making connections between art, culture, and everyday life.
Program Learning Outcomes (PLO)
1. Fosters the development of knowledge across a broad range of liberal arts and sciences disciplines.
2. Provides students with the intellectual tools required to think critically and communicate effectively.
3. Equips students with the information literacy and quantitative reasoning skills that facilitate success in college and in life.
4. Challenges students to explore and appreciate diversity in a globalized world. 5. Encourages students to evaluate the responsibilities of citizenship. 6. Prepares students for life-long learning.
Course Learning Outcome
At the successful
completion of the course, students will be able to
Course Assignments and Assessments
PLO GE
1. Formulate a working knowledge of the elements and principles of art and design and how these
things, when combined with the unique qualities of
different media, contribute to the meaning and message of art.
2. Acquire the vocabulary necessary to address issues and concepts in art using both oral and written skills.
Identifying Elements: Shape, Texture and Line, Written Reflection: Art of Japan, African Ceramics, Art History Readings, Final Paper, Final Image Identification
Module Specific Discussions, Written Reflections, In-Class Critiques, Final Paper,
In-Class Presentation
1, 2, 6
1, 2, 3, 6

3. Broadly define
movements and periods in art history and to locate works of art within their historical and cultural
contexts.
Final Image Identification, Final Paper
1, 2, 4
4. Differentiate between viewing a work of art
emotionally and applying analytical techniques to interpret art.
Why is art important? Module, Written Reflection: Artistic Inspiration
1, 2
5. Access, interpret, evaluate and synthesize information using multiple resources, including physical libraries, online information and art databases.
Individual Presentation, Final Paper, Module Videos,
MOMA Online, MET Online, Module Readings, Class Discussions, Written
Reflections
1, 2, 3, 5, 6
6. Explore how and why works of art can influence human experiences, making connections between art, culture and everyday life.
Module Readings, Written Reflections, and Class
Discussions
1, 2, 3, 4, 5, 6

GE Essential Learning Outcomes
1. Broad knowledge of the Liberal Arts and Sciences
2. Information Literacy Skills
3. Diversity and Globalization
CLO
ELO
Assessment
1
1, 2
Studio Work, Written
Reflections
2
1, 2
Lecture, Written Reflection, Individual Presentations
3
1, 2, 3
Class Lecture, Discussions, and Individual Presentations

4
1, 2
Studio Work, Class Trip
5
2
Individual Presentations, Written Reflections
6
1, 2, 3
In-Class Discussions,
Readings, and Final Exam

High Impact Practices
High Impact Practice
How is it implemented in this course?
Undergraduate Research
Students will be actively engaged by researching topics through the use of online databases, online museums, and OER resources to complete written reflections, class discussion, and individual presentations.
Global and Diversity Learning
The material in this course will be offered in a variety of ways and has been designed to include a wide variety of topics.
Collaborative Projects and Learning Communities
Students will work together to solve creative problems. These include design thinking and collaborative assembly assignments. Students will also be tasked with discussion questions relative to the course content to enhance their sense of community and individual worth.

Rubric
To help you understand where and how to improve on your work specific guidelines are provided for each assignment in the form of a Rubric. This will give you a good idea of what I am looking for.
Grading scale:
A 93-100, A- 90-92, B+ 87-89, B 83-86, B- 80-82, C+77-79, C 73-76, C- 70-72, D+ 67-69, D 63-66, D- 60-63, F <60
Grade Breakdown
20% Art projects: Weekly
Drawing, Painting, Ceramics, Collaborative Problem Solving 20% Written Responses: Weekly
Reflection and deepening on the topics discussed in readings and in class. 10% Quizzes: Weekly
Multiple Choice, and True or False
10% In-Class Individual Presentation: Once per Semester
5 Minute presentation of a given artist or artwork
15% Final Project: Once per Semester
The essay continues upon the knowledge gained from readings and in class. 25% Attendance: Daily
Discussions related to societal issues, artwork, daily life
See below for details about Attendance Policy
Attendance Policy
Attendance of this class is mandatory. The 8th Unexcused Absence will result in an automatic failure of the course. I will message you on Canvas when you've reached 5 unexcused absences. Please arrive at class on time and ready to work. If you arrive at class after the roll has been taken it will be your responsibility to let the instructor know you are there before you leave class or you will be marked absent. If you tell me after class it will not be changed. Three tardies will result in the same grade reduction as an unexcused absence.
If you think you will have to miss a class, it is your responsibility to contact me at least an hour before class starts. Legitimate absences discussed in advance, (meaning at least 1 hour before class starts) school excused absences, or medical emergencies** are the only excused absences.
**Do not schedule doctors, dentists, school mentors, or other appointments during this class. They will not be excused.
Late Work
There is no make-up work for attendance or homework in this class. You can turn in assignments late up to 10 days past their due date for credit. Each day an assignment is late it is automatically docked 10% of the original grade resulting in 0 points if turned in 10 days late.
A.I. Statement
You may use AI programs e.g. ChatGPT to help generate ideas and brainstorm. However, you should note that the material generated by these programs may be inaccurate, incomplete, or otherwise problematic. Beware that repetitive use may also stifle your own independent thinking and creativity. You may not submit any work generated by an AI program as your own. If you include material generated by an AI program, it should be cited like any other reference material. Any plagiarism or other form of cheating will be dealt with severely under relevant university policies.

Tentative Course Schedule:
The Divided Mind
Why is Art Important?
Labor Day (No Class)
Module #3 Creativity
Module #4 The Elements and Principles of Design
Module #5 World Tour: Africa
Module #6 World Tour: Prehistory
Module #7 World Tour: Iran
Module #8 World Tour: China and Japan
Module #9 World Tour Italy
Fall Break (No Class)
Module #10 Impressionism
Module #11 Dada, Cubism, Surrealism
Module #12 Abstraction
Module #13 Contemporary Art
Thanksgiving Break (No Class)
Module #14 Final Papers and Exam

The course requires students to write a minimum of 4 essays totaling at least 4,500 words using a recursive process. Two of these essays must be approximately 5 pages in length (1,250 words), one must be at least a 5-page research essay incorporating sources, and no more than one can be a narrative essay. The specific formal writing projects include: Essay #1: Text Analysis (3-4 pages), Essay #2: Rhetorical Analysis (3-4 pages), Essay #3: Issue Analysis (3-4 pages), and Essay #4: Research-based argument (5-6 pages). Students will also complete informal writing assignments including in-class responses to readings and short written responses to homework readings. Students will present their work in class to demonstrate their knowledge. Additionally, students will take a course-specific pre- and post-test assessment. Attendance is mandatory due to the collaborative work we do during class.

Unit 1: Basics of Rhetorics
Students will learn the basics of rhetorical analysis. We will analyze a number of texts for how arguments are constructed. We will look at rhetorical appeals and fallacies. We will write essays 1 and 2 during this unit.

Unit 2: Research
Students will learn how to find and identify credible sources and how to evaluate the content of sources. Students will explore a topic of their interest and examine an issue from multiple viewpoints. Students will synthesize what they learn in essay #3.

Unit 3: Argumentation
Students will continue their research, learn from credible sources, digest their learning, and formulate an argument. Essay #4 is an argument that will be problem/solution-oriented and include citations from scholarly work. Students will present their findings in class as part of their grade.

The course requires students to write a minimum of 4 essays totaling at least 4,500 words using a recursive process. Two of these essays must be approximately 5 pages in length (1,250 words), one must be at least a 5-page research essay incorporating sources, and no more than one can be a narrative essay. The specific formal writing projects include: Essay #1: Text Analysis (3-4 pages), Essay #2: Rhetorical Analysis (3-4 pages), Essay #3: Issue Analysis (3-4 pages), and Essay #4: Research-based argument (5-6 pages). Students will also complete informal writing assignments including in-class responses to readings and short written responses to homework readings. Students will present their work in class to demonstrate their knowledge. Additionally, students will take a course-specific pre- and post-test assessment. Attendance is mandatory due to the collaborative work we do during class.

Descriptions of Units
Unit 1: Basics of Rhetorics
Students will learn the basics of rhetorical analysis. We will analyze a number of texts for how arguments are constructed. We will look at rhetorical appeals and fallacies. We will write essays 1 and 2 during this unit.

Unit 2: Research
Students will learn how to find and identify credible sources and how to evaluate the content of sources. Students will explore a topic of their interest and examine an issue from multiple view points. Students will synthesize what they learn in essay #3.

Unit 3: Argumentation
Students will continue their research, learn from credible sources, digest their learning, and formulate an argument. Essay #4 is an argument that will be problem/solution oriented and include citations from scholarly work. Students will present their findings in class as part of their grade.

Complete the following assignments and assessments:
Beliefs about Major Developmental Issues/Questionnaire
Media Images of Adolescents
Comparing Theories
Personal Experience of Puberty
Health Issues in Adolescence
Adolescent Egocentrism
Identity Development
Self-Esteem
Interview Questions 1
Family Influence on Gender-Typed Behavior
Gender Role Stereotyping in Media
Family Culture
The Family as Context Interview
Cultural Continuity vs. Cultural Discontinuity
Interview Questions 2
Planned Parenthood Counselor Interview
Peer Groups Observation
Secondary Education Interview
Bullying
Academic Dishonesty
Achievement Processes
Interview Questions 3
Interview Adolescent
Current Issues or Problems in Adolescence
Youth Programs Observation/Interview
Solutions to Problems

Module1:
Analyze developmental issues in your own adolescence.
Apply theories related to developmental issues in adolescence to examples in the media.
Identify, explain, and apply the theories related to the development of adolescents
Explain the puberty, health, and biological foundations in adolescent development
Explain and discuss issues related to sleep and eating disorders in adolescence.
Explain the cognitive aspects of adolescent development
Identify and explain the four statuses of identity
Explain self-esteem as it is related to the emotional and psychological characteristics of adolescent development.
Explain and identify the theories related to the development of adolescents
Explain the puberty, health, and biological foundations in adolescent development
Explain the cognitive aspects of adolescent development
Explain the emotional and psychological characteristics of adolescent development
Module 2:
Describe gender influences in your own adolescence.
Explain and discuss the power of the media in influencing gender roles and stereotypes.
Explain how family culture issues impact family relationships.
Explain and apply the ecological theory to contextual family behaviors.
Explain and identify cultural influences on adolescents as they transition to adulthood.
Module 3:
Identify and explain positive strategies for sex education for adolescents.
Observe and explain adolescent behaviors related to social and peer interactions.
Explain how school experiences influence the development of adolescents.
Identify and explain issues related to bullying in understanding social and peer interactions during the adolescent years.
Explain the implications of academic dishonesty in the adolescent years.
Identify and explain the achievement process and influences during the adolescent years.
Create interview questions that support understanding of the following issues in adolescence: sex education, social and peer interactions, school experiences, bullying, academic dishonesty, and goals for future achievement and work.
Conduct an interview with an adolescent that will focus on issues related to adolescent development. Apply developmental concepts and theories from the textbook in a written paper.
Module 4:
Explain a current issue or problem that can occur during the adolescent years.
Analyze characteristics of a youth program that support an adolescent program or issue.
Create a presentation addressing a current issue or problem and solution related to adolescent development.

5 Lesson Plans
• Portfolio of Learning Stories (5 total)
• Dramatic Play Center
• Learning Center Assignment

Module 1
Introduction to 2880
Review syllabus
Practicum Schedule
Students will learn about practicum, they will make arrangements for practicum, and create a schedule for the semester.
Module 2:
Developing Curriculum
Writing a Lesson Plans
Students will learn how to create a lesson plan for their practicum placement.
Module 3
Guiding Children’s Learning: Cognitive & Social-Emotional
Case Study
Assessment
Students will learn about guiding children’s cognitive and social-emotional development. They will learn how to use assessment to run a case study on a child in their classroom.
Module 4
Classroom Environment
Students will document how they set up a classroom environment.
Module 5: Classrooms that Foster Resilience
Students will discuss how resilience is important and how to foster it in their classroom.
Module 6: Collaborating with Families
Students will create a document/newsletter to be used in their classroom.
Module 7: Dynamics of Diversity
Students will learn about the diversity in their classroom and how to address it.
Module 8: Professional Development
Students will learn how professional development is used in schools.
Module 9: Reflecting on Your Practicum Experience
Students will reflect on their practicum experience and what they learned.

Assignments: Ethical Case Studies, Human Genome Project, Observation/Early Intervention paper, Semester Case Study, Evaluating Children's Books, Parent Interview, Video responses, Chapter quizzes, Final exam.
Show Less

Ethical Case Studies: The purpose of this assignment is to become familiar with ethical procedures and practices when conducting child development research.
Human Genome Project: the purpose of this assignment is to search the project for information that is applicable to understanding the development of young children.
Observation/Early Intervention Paper: The purpose of this assignment is to observe a facility that supports early intervention strategies.
Semester Case Study: The purpose of this assignment is to assess a preschool child in 7 different domains of development and use the textbook to support findings.
Evaluating Children's Books: The purpose of this assignment is to identify and evaluate literary skills supported in a children's book.
Parent Interview: The purpose of this assignment is to explain differences related to gender stereotypes and how parents influence these beliefs.
Video Responses: The purpose of these video responses is to support and connect to concepts taught in the textbook.
Chapter quizzes: The purpose of the quizzes is to reinforce learning from the reading of the textbook.
Final Exam: The purpose of the final exam is to evaluate overall learning regarding the concepts from the textbook.

Observations and written papers of infants/toddlers, preschool children, adolescents, middle and late adults, chapter and final exams, college friend days in the UT preschool- participation and written summaries

Science of Human Development: major theorists/theories related to human development, ethical, scientific study of humans
Conception to Birth: Genetic influences, teratogens, development of zygote to newborn
First Two Years: Physical, Cognitive, Emotional, Social development
Early Childhood: Physical, Cognitive, Emotional, Social development
Middle Childhood: Physical, Cognitive, Emotional, Social development
Adolescence: Physical, Cognitive, Emotional, Social development
Emerging Adulthood: Physical, Cognitive, Emotional, Social development
Adulthood. Physical, Cognitive, Emotional, Social development
Late Adulthood: Physical, Cognitive, Emotional, Social development
Death and Dying: Death and Hope, Choices, Reactions

Course Objectives: Students will analyze a diet and energy expenditure utilizing computer software. Interpret the results for dietary adequacy, health, and risk for nutritionally-related chronic diseases, as well as make recommendations for improving nutritional health. Students will explain and apply scientific knowledge of nutrition, genetics, chemistry, metabolism, exercise, and lifestyle while utilizing several standards/guidelines, guidance systems to plan, evaluate, and manage diets to support life-long health. Students will describe how the human body digests food, metabolizes and utilizes the nutrients and Calories/energy in health or disease; and identify risks factors for developing chronic disease including the interpretation of biochemical, clinical, and anthropometrical laboratory measures. Students will explain basic nutritional scientific terminology; describe the essential nutrients and their role in normal metabolism; and identify good dietary sources of nutrients. Students will identify scientific methods used; discern the reliability of nutrition information based on scientific evidence, source, and professional credentials; in addition to describing the federal agencies and their responsibilities to ensure public food safety, sustainable food production; and personal food handling skills to avoid food borne illness from a variety of microorganisms. Students will evaluate food package label information - analytically and critically knowing the basis of the specific standards used for providing nutrition information; and explain the responsibility of the FDA to ensure the safety of processed foods to make healthy food choices. Assessments: Dietary Analysis Parts 1 and 2, Examine Your Dietary Fat Intake
How High is Your Sodium Intake?, Working for Denser Bones, Boosting Your Micronutrient Intake, Discussions, Case Studies, Meal Plan, MyPlate Daily Checklist, Counting Calories, Module Exams

Fulfills General Education Life Science requirement. Open to all students who have an interest in human nutrition and how it relates to individual dietary requirements. May be of particular interest to students with an emphasis in Health Sciences, Education, or related fields. Various periods during the life cycle-infancy, childhood, adolescence, pregnancy, and the later years--and their specific nutrient needs will be analyzed as well as the basic nutrients and how they are absorbed and used by the body. Other areas of focus will include nutrition for athletes, eating disorders, weight control, and food safety. Includes lecture, multi-media, applied nutrition group activities, guest lecturers, and computer analysis of personal diet. Students will record and analyze their own diet.

At the successful conclusion of this course, students will be able to: 1. Synthesize and demonstrate mastery of the origins of American film, and its stylistic, thematic, cultural and aesthetic evolution from early silent cinema through the films of the late-20th century. 2. Analyze the ways in which American cinema both reflects and shapes national values and mores. 3. Evaluate the role and importance of the Hollywood studio system and the notion of stardom from their early manifestations to the late-20th century. 4. Articulate the evolution of film technology from silent cinema to mid-century motion picture techniques.

Introduction and Syllabus: Get students acquainted with the online course.
Looking At Movies: Examine films as an art form as well as entertainment.
Film Form: Begin examining the elements that make up cinematic language.
Narrative: Analyze how the narrative of a film is presented.
Genre: Discuss the various genres present throughout film history.
Mise-en-scene: Learn about the term and what elements go into its use.
Cinematography: Examine how the use of framing, lighting, and lens choice helps tell a story.
Editing: Dive into the process of how famous films are assembled.
Sound: Discuss the use of sound design to further support the film's themes and narrative.
Documentary: Learn about the documentary form and how it differs from narrative film.
Experimental: Learn about experimental form and how it differs from narrative film.
Animation: Discuss the field of animation and how to define it as a medium, not a genre.
The Film Industry: Examine classic Hollywood films to discuss the studio system and industry.
Indie Media: Learn about the modern landscape of independent cinema and how it differs from the Hollywood system.

My Item Speech ----------------------------------------------------------------- 100 pts.
My Item Speech Outline ------------------------------------------------- 25 pts.
Informative Speech ------------------------------------------------------------- 100 pts.
Informative Speech Outline ---------------------------------------------- 25 pts.
Persuasive Speech --------------------------------------------------------------- 100 pts.
Persuasive Speech Outline ------------------------------------------------ 25 pts.
Celebratory Speech ------------------------------------------------------- 100 pts.
Celebratory Speech Outline ---------------------------------------- 25 pts.
Impromptu Speeches (2 @ 50 pts each) -------------------------------------- 100 pts.
Self-evaluations (2 @ 25 pts each) --------------------------------------------- 50 pts.
Peer-evaluations (2 @ 25 pts each) ---------------------------------------- 50 pts.
Discussion Boards (6 @ 20 pts each) --------------------------------------- 120 pts.
Quizzes (6 @ 20 pts each) ------------------------------------------------------120 pts.
Goals Paper -----------------------------------------------------------------------------50 pts.
Final Reflection Paper ---------------------------------------------------------------- 100pts

Lecture 1: My Item Speech – Introduction to Public Speaking
In this first lecture, students will learn the basics of public speaking by introducing themselves using an item that represents who they are. The focus will be on sharing personal stories, interests, and backgrounds in a relaxed, informal 2–3 minute speech. This session builds confidence and sets the foundation for future speeches.
________________________________________
Lecture 2: Celebratory Speech – Speaking for Special Occasions
This lecture introduces students to special occasion speaking styles, such as toasts, tributes, or award presentations. Students will explore tone, language, and structure to craft a speech that celebrates a person, event, or achievement. Emphasis will be placed on creating memorable and emotionally resonant messages.
________________________________________
Lecture 3: Informative Speech – Educating Your Audience
Students will dive into crafting and delivering a 5–7 minute informative speech. This lecture will focus on how to research, organize, and present factual content clearly and engagingly. Visual aids are required, and students will be taught how to effectively integrate them. Emphasis will be placed on credibility, clarity, and audience understanding.
________________________________________
Lecture 4: Persuasive Speech – Inspiring Change
This session guides students through the process of writing and delivering a compelling persuasive speech. Students will learn how to choose a meaningful topic, develop strong arguments, and appeal to the emotions and logic of their audience. Visual aids are optional, but clear organization and solid research (with at least five credible sources) are essential.
________________________________________
Lecture 5: Peer Evaluation – Giving Constructive Feedback
In this lecture, students will learn how to critically and supportively evaluate their peers' speeches. They will watch two speeches for each genre (Introduction, Special Occasion, Informative, and Persuasive) and complete structured feedback using a Peer Review Form, focusing on both strengths and areas for improvement.
________________________________________
Lecture 6: Self-Evaluation – Reflecting on Performance
This lecture encourages self-awareness and growth by guiding students through the process of evaluating their own speeches. Using a provided template, students will reflect on their strengths, challenges, and improvement goals after delivering each of their speeches.
________________________________________
Lecture 7: Outlines – Planning for Success
This session covers the importance of speech outlines and how to follow the course’s formatting expectations (APA, MLA, or Chicago). Students will learn how to structure their main points, incorporate research, and stay organized. Submission of outlines for all speeches is required.
________________________________________
Lecture 8: Goals Paper – Setting Your Intentions
In this lecture, students will reflect on their personal communication goals for the course. They will identify what they hope to improve, how they plan to grow as speakers, and set measurable objectives for the semester.
________________________________________
Lecture 9: Reflection Paper – Looking Back and Moving Forward
This final lecture focuses on reflection and self-assessment. Students will evaluate their progress over the course of the class, reflect on challenges they faced, and consider how they can apply their speaking skills in future academic, professional, and personal settings.

My Item Speech ----------------------------------------------------------------- 100 pts.
My Item Speech Outline ------------------------------------------------- 25 pts.
Informative Speech ------------------------------------------------------------- 100 pts.
Informative Speech Outline ---------------------------------------------- 25 pts.
Persuasive Speech --------------------------------------------------------------- 100 pts.
Persuasive Speech Outline ------------------------------------------------ 25 pts.
Celebratory Speech ------------------------------------------------------- 100 pts.
Celebratory Speech Outline ---------------------------------------- 25 pts.
Impromptu Speeches (2 @ 50 pts each) -------------------------------------- 100 pts.
Self-evaluations (2 @ 25 pts each) --------------------------------------------- 50 pts.
Peer-evaluations (2 @ 25 pts each) ---------------------------------------- 50 pts.
Discussion Boards (6 @ 20 pts each) --------------------------------------- 120 pts.
Quizzes (6 @ 20 pts each) ------------------------------------------------------120 pts.
Goals Paper -----------------------------------------------------------------------------50 pts.
Final Reflection Paper ---------------------------------------------------------------- 100pts

Lecture 1: My Item Speech – Introduction to Public Speaking
In this first lecture, students will learn the basics of public speaking by introducing themselves using an item that represents who they are. The focus will be on sharing personal stories, interests, and backgrounds in a relaxed, informal 2–3 minute speech. This session builds confidence and sets the foundation for future speeches.
________________________________________
Lecture 2: Celebratory Speech – Speaking for Special Occasions
This lecture introduces students to special occasion speaking styles, such as toasts, tributes, or award presentations. Students will explore tone, language, and structure to craft a speech that celebrates a person, event, or achievement. Emphasis will be placed on creating memorable and emotionally resonant messages.
________________________________________
Lecture 3: Informative Speech – Educating Your Audience
Students will dive into crafting and delivering a 5–7 minute informative speech. This lecture will focus on how to research, organize, and present factual content clearly and engagingly. Visual aids are required, and students will be taught how to effectively integrate them. Emphasis will be placed on credibility, clarity, and audience understanding.
________________________________________
Lecture 4: Persuasive Speech – Inspiring Change
This session guides students through the process of writing and delivering a compelling persuasive speech. Students will learn how to choose a meaningful topic, develop strong arguments, and appeal to the emotions and logic of their audience. Visual aids are optional, but clear organization and solid research (with at least five credible sources) are essential.
________________________________________
Lecture 5: Peer Evaluation – Giving Constructive Feedback
In this lecture, students will learn how to critically and supportively evaluate their peers' speeches. They will watch two speeches for each genre (Introduction, Special Occasion, Informative, and Persuasive) and complete structured feedback using a Peer Review Form, focusing on both strengths and areas for improvement.
________________________________________
Lecture 6: Self-Evaluation – Reflecting on Performance
This lecture encourages self-awareness and growth by guiding students through the process of evaluating their own speeches. Using a provided template, students will reflect on their strengths, challenges, and improvement goals after delivering each of their speeches.
________________________________________
Lecture 7: Outlines – Planning for Success
This session covers the importance of speech outlines and how to follow the course’s formatting expectations (APA, MLA, or Chicago). Students will learn how to structure their main points, incorporate research, and stay organized. Submission of outlines for all speeches is required.
________________________________________
Lecture 8: Goals Paper – Setting Your Intentions
In this lecture, students will reflect on their personal communication goals for the course. They will identify what they hope to improve, how they plan to grow as speakers, and set measurable objectives for the semester.
________________________________________
Lecture 9: Reflection Paper – Looking Back and Moving Forward
This final lecture focuses on reflection and self-assessment. Students will evaluate their progress over the course of the class, reflect on challenges they faced, and consider how they can apply their speaking skills in future academic, professional, and personal settings.

Course Overview:
We will be exploring several wheel throwing techniques that will produce a variety of finished works throughout the semester. Along with technique, we will experiment with different clay bodies, surface treatments, and various firing methods. You will learn and practice various ceramic wheel-throwing techniques, which will include creating cylindrical forms, bowls, handles, and spouted forms. You will learn how to attach parts and trim away from the forms. During our class, you will create a number of objects and will have access to a variety of surfacing techniques. Group critiques, write-ups, and the use of a sketchbook will be administered to aid in the development of the concepts that will be formulated in class.

Course Goal:
Students will finish series of different projects and create a several surface tests by applying various wheel throwing techniques and surface applications. They will also develop their ideas conceptually in a sketchbook.

Course Learning Outcomes:
To develop the student’s ability to conceive, plan and produce objects by using a variety of ceramic equipment, tools, and methods. PLO 1, 2, 3, 4
To develop the student’s awareness of good design and function in ceramics as shown by the quality of their own work, and develop the ability to evaluate that quality objectively. PLO 3, 4, 5
The class meets the goals and standards of the College, Fine Arts Division, and the Art Department. PLO 1, 2, 3, 4, 5

Cylinders: Students will start with an interdiction to the pottery wheel with cylinder making. The is a foundational form when working on the wheel.

Mugs: Students will practice altering cylinder forms to make mugs. They will also practice making handles. Trimming will also be administered to finish the bottom of the shape.

Bowls: Students will practice shaping and stretching the clay out on the wheel to make bowl forms. Trimming will also be administered to finish the bottom of the shape.

Lidded Container: Students will practice making multiple styles of lids. This is an exercise in creating two-part forms.

Teapot: Students will elaborate on the lidded containers by creating a lidded pouring vessel. Spouts and proper pouring handles will be created and used.

Week 1 – Review syllabus. Intro to clay/safety. Cylinder demo.

Week 2 – Cylinder demonstrations continued.

Week 3 – Demo P1 (10 Mugs), Demo trimming.

Week 4 – Demo P2 (10 Bowls). Demo handles. 1st Cylinder Dissection.

Week 5 – Demo P1/P2 (Mug/Bowl). Handle Mini Critique.

Week 6 – Glaze demo.

Week 7 – Midterm Cylinder Exercise & Cup/Bowl Critique.

Week 8 – Demo P3 (4 Lidded containers).

Week 9 – Demo P3/4.

Week 10 – P4 (Teapot)

Week 11 – Demo P4 (Teapot) continued.

Week 12 – Work week.

Week 13 –Work week.

Week 14 – Last Wet Clay Day

Week 15 – Last Glaze Day

Week 16 – FINAL In-Person CRITIQUE/Clean Up

Week 17 - FINAL ONLINE SUBMISSION

Course Overview:

We will be exploring various hand building processes in clay in more depth to produce a variety of finished projects throughout the semester. We will experiment and conduct tests with surface treatments and various firing methods. You will have opportunities to choose methods that best suit your conceptual and formal needs. Group critiques, test tiles, maquettes, and the use of a sketchbook will be administered to assist in the development of the projects that will be created in class. Along with the art which will be created, we will do write-ups about topics related to our course and research opportunities that students may take advantage of while in school, and beyond into their professional post-academic lives.

Course Goal:

Students will finish 3 different major projects and develop a body of research material for each project. This will include tests, prototypes, and developing their ideas conceptually in a sketchbook and group discussions. Along with projects, there will be write-ups on topics discussed in class.

Course Learning Outcomes:

To further develop the student’s ability to conceive, plan and produce objects by using a variety of ceramic equipment, tools, and methods. PLO 1, 2, 3, 4
To develop the student’s awareness of the physics of the ceramic medium as shown by the quality of their own work, and develop the ability to evaluate that quality objectively. PLO 3, 4, 5
The class meets the goals and standards of the College, Fine Arts Division, and the Art Department. PLO 1, 2, 3, 4, 5

Week 1 – Review syllabus. Intro to clay/safety. Intro to Warm Up and Project 1.
Project 1: Transitions
Part 1: Pick two object to recreate in clay. To the best of your abilities, recreate it including ever detail you observe. Minimum size is 4 inches in one direction.

Part 2: In your sketchbook, sketch out stages that each original form could take to transition from one into the other. You will make 5 pieces. Each form will be a minimum of 4 inches in one direction.

Week 2 – Visiting Artist. Warm Ups ready for bisque.

Week 3 – Work days. P1 Sketchbook check. Warm Ups ready for glaze firing.

Week 4 – Work days. Intro Opportunities. Review Warm Ups.

Week 5 – Work days.

Week 6 – Work days. Opportunities Research Write Up and P1 ready for bisque due.

Week 7 – Work day. Intro to Project 2. Test tile Bisque. P1 glaze firing.
Inspired By Words (Sculpture)

The overall shape of a piece of ceramic work can tell a story through gesture and content, but the glaze and surface treatment create the mood.

P1: You will create a sculptural project that is inspired by words. The words could be text from a book, poem, song, play, etc. The form(s) can be as literal or as abstract as you choose but it still has to represent the content and mood of the text you choose. If your project consists of a single form, it needs to be at least 10 inches in one direction.

Meaning Through Surface: Glaze Testing
Consider what your forms could represent. Could they represent an idea, an emotion, a place, a sound, written word, or a combination of these things? While you create the initial forms, take into consideration the surface treatment and how it would most successfully be displayed.

P1 A: Make test tiles. These can be a traditional t-shaped test tiles. Unless you project involves flat, horizontal, pieces, do not make you test tiles this way. Due to gravity and glaze run, you will often get different results on a horizontal surface versus a vertical surface.

P1 B: Each person will have at least one glaze recipe to test. We will be testing a broad range of textures and glaze colors that can add to the conceptual goals of your work. Once we complete our glaze tests, we will look at all of the findings and we will share with each other the recipes. From the results, you will pick at least one glaze to incorporate into your final project.

P1 C: (optional) If there is time and more tests need to be done, such as color tests, more tests will be conducted and shared with the group.

P2:As you build your form, take into consideration the surface quality of the work and how that will add to your expression of the words and mood that you are trying to convey. Using the glaze tests and test tiles you have made, utilize at least 2 surface treatments that will best suit your needs. One surface treatment will be a glaze from our tests and the other will be of your choosing. If you need to do a couple more tests, consult with the instructor and make arrangements to make those tests within the first week of the assignment.

Week 8 – Work day. P2 Sketchbook check. P1 Critique.

Week 9 – Test tile Glaze. P2 ready for bisque.

Week 10 – Intro to Project 3.
Multiples and Accumulation with Purpose

Part 1: Create or replicate a form in clay. It can be something that already exists or a form that you make up. Consider what that form could represent. Could it represent an idea, an emotion, a place, a sound, written word, or a combination of these things? While you create the initial form, take into consideration the surface treatment and how it would most successfully be displayed. You can determine the size.

Part 2: Now replicate the initial form 10 or more times. This will depend on scale, detail, and the installation of the forms. They can be exact replications or they can vary (ex. color, texture, scale, etc.). Keep in mind the bisque date.

Installation
Before you create your multiples, you need to map out a plan for their presentation. Are they intended for a pedestal, the wall, somewhere in an existing environment, or are they suspended? This will also help you determine how many you need. Consider how their orientations and location could best represent your intention with the piece.

Part 3: For critique you will set up your forms how they are intended to be seen.

Week 11 – P3 Sketchbook check and Artist Spotlight. Glaze Project 2.

Week 12 – Work week.

Week 13 – Work days. Critique P2 and Glaze Test Turn In.

Week 14 – Last Wet Clay Day

Week 15 – Last Glaze Day

Week 16 – FINAL In-Person CRITIQUE

Week 17 – FINAL ONLINE SUBMISSION

Course Overview:

We will be exploring various techniques using hand building processes to produce a variety of finished projects throughout the semester. Along with technique, we will experiment surface treatments and various firing methods. Students will have opportunities to experiment with different techniques and discover what methods best articulate their conceptual aspirations. Group critiques, test tiles, maquettes, and the use of a sketchbook will be administered to assist in the development of the projects that will be created in class. Along with projects, there will be short write-ups and an artist presentation.

Course Goal:

Students will finish 3 different projects and develop a body of research material for each project. This will include tests, prototypes, and developing their ideas conceptually in a sketchbook. Along with projects, there will be write-ups and a presentation on topics discussed in class.

Course Learning Outcomes:

Build knowledge of basic sculpture principles.
Have practical experiences in and outside of class.
Combine practical application of design knowledge and individual creativity to create several sculpture projects.
Gain basic art-making skills and learn art production through trial and error.
Address several different genres of design and apply the ideas and theories to their individual assignments.

Week 1 – Review syllabus and clay/safety. Intro to Project 1. Test tile ready for bisque.
Project 1
Cross Pollenating Vessels
Part 1: Make two opposing vessels using the pinch and coil method. They can be opposing in shape, color, size, and texture. Make sure each vessel is at least 5 inches tall.
Part 2: Now make a third vessel that has attributes of both of the original forms. You can combine elements of color, pattern, texture, or silhouette.

Week 2 – Visiting Artist. P1 Sketchbook check. Test tile ready for glaze firing.

Week 3 –Work days. Review Test tiles.

Week 4 – Work days. P1 ready for bisque.

Week 5 – Intro to Project 2. Intro artist presentation. P1 glaze firing.
Project 2: The Complex Slab Form with Texture and Narrative
Part 1: With the paper you are given make a three-dimensional form, which you will use as a template for a slab-built construction. The form you create has to have more than 6 sides and have one side that is a minimum of 7 inches.

Part 2: Construct your ceramic form using firm slabs and your paper template. Make sure your seams are well attached with a small coil running along them.

Part 3: On the walls of your slab form, include a narrative that can relate back to your overall shape. The narrative could be realistic or something made up. The narrative can be done through sgraffito, underglaze painting, or building up clay on the surface.

Week 6 – P2 Sketchbook check. Narrative tile ready for bisque. P1 Critique.

Week 7 – Narrative tile ready for glaze firing. Artist Presentation Material.

Week 8 – Work day. Artist Presentations. Review Test tiles.

Week 9 – P2 ready for bisque.

Week 10 – Introduce Project 3.
Project 3
Hybrid Animal with Environment
Part 1: Make 3 animal parts using the pinch, coil, and/or solid construction (and then carving out). Pay attention to texture, proportions, and coloration. Replicate every detail to the best of your abilities. Sketch each form in your sketchbook.

Part 2: Of the animal parts you have constructed, pick at least one to incorporate into your hybrid creature and at least three different animals overall for the form. Make sure your sculpture has attributes of each of the original creatures you have chosen. You can combine elements of color, pattern, texture, and anatomy. In you sketchbook, you will include sketches of each animal and how you will combine them.

Part 3: As you build your creature, you will consider what environment it would live in and incorporate a part of that environment with your sculpted creature. You will sketch out ideas in your sketchbook for the environment.

Week 11 – Work week. P3 Sketchbook check. P2 glaze firing.

Week 12 – Work week.

Week 13 – Work days. Critique P2.

Week 14 – Last Wet Clay Day

Week 15 – Last Glaze Day

Week 16 – FINAL In-Person CRITIQUE

Week 17 – FINAL ONLINE SUBMISSION

Grading

Exam 1: 15%
Exam 2: 20%
Final exam: 30 %

Chapter Quizzes: 25 %
Participation: 10 %

100% - 93%: A
92% - 90%: A-
89% - 87%: B+
86% - 83%: B
82% - 80%: B-
79% - 77%: C+
76% - 73%: C
72% - 69%: C-
68% - 60%: D
59% - 0%: F

The first exam will be held on Thursday, September 18, 2025
and will cover the material in Chapters 2-6

The second exam will be held on Thursday, October 30, 2025
and will cover the material in Chapter 7 through 13 (excluding Chapter 12)

The final exam is comprehensive and will be held on Tuesday, December 9, 2025
There will be greater emphasis on new material from chapters 14-21 (excluding 19&20)

All exams will be given in the classroom. You may use one page of notes (front & back) and a calculator on the exams.

A practice exam and list of review topics will be posted on Canvas before each exam date.

Course Outline

Topic Readings in Mankiw

Introduction Chapter 2

Gains from Trade Chapter 3

Supply & Demand Chapter 4

Elasticity Chapter 5

Government Policies Chapter 6

Welfare Analysis Efficiency Chapter 7

Efficiency & Taxation Chapter 8

International Trade Chapter 9

Externalities, Public Goods, & Common Resources Chapters 10 & 11

Costs of Production Chapter 13

Firms in Competitive Markets Chapter 14

Monopoly Chapter 15

Monopolistic Competition Chapter 16

Oligopoly Chapter 17

Market for Factors of Production Chapter 18

Theory of Consumer Choice Chapter 21

Pre-requisite – Math 1050 or higher, grade “C” or higher or equivalent placement score taken within 2 years prior to enrollment in this course.
Co-Requisite – Chem 1215

1. Introduction and Syllabus Overview
Overview of course structure, policies, and expectations.
2. Classification of Matter and Chemical Reactions
Exploration of matter classification and fundamental reaction concepts.
3. Properties of Matter, Mixture Separation, and States of Matter
Examination of physical and chemical properties, separation techniques, and matter phases.
4. Units, Conversion Factors, and Significant Figures
Understanding units, conversions, and the application of significant figures.
5. Precision vs. Accuracy, Grubbs Test, and Temperature Conversions
Differentiating precision and accuracy, identifying outliers, and temperature calculations.
6. Atomic Structure, History, Symbols, and the Periodic Table
The evolution of atomic theory, atomic symbols, and periodic table organization.
7. Molecular and Ionic Compounds: Naming and Formulas
Introduction to nomenclature and formula writing for molecular and ionic compounds.
8. Polyatomic Ions
Identification and naming of common polyatomic ions.
9. Oxoanions and Acids
Understanding oxoanions and acid nomenclature.
10. Chemical Reactions, The Mole, Molar Mass, and Conversions
Introduction to stoichiometry, molar mass, and conversion calculations.
11. Exam 1: Chapters 1-2
Assessment covering foundational concepts from the first two chapters.
12. Balancing Chemical Reactions
Mastery of balancing equations for chemical reactions.
13. The Carbon Cycle, Stoichiometry, Limiting Reagents, and Percent Yield
Exploring stoichiometric principles, limiting reagents, and reaction efficiency.
14. Empirical vs. Molecular Formulas, Mass Spectrometry, and XRF
Differentiating formulas and introduction to analytical techniques.
15. Combustion Analysis Applications
Determining molecular compositions using combustion analysis.
16. Solutions: Concentration, Units, Conversions, and Dilutions
Introduction to solution chemistry and concentration calculations.
17. Beer’s Law, Electrolytes, Neutralization, Acids, and Bases
Examining solution properties and neutralization reactions.
18. Strong vs. Weak Acids and Bases, and Titrations
Exploring acid/base strengths and titration techniques.
19. Solution Chemistry and Precipitation Reactions
Understanding solubility and precipitation reactions.
20. Reactions in Aqueous Solutions
Investigating different reaction types occurring in solution.
21. Solubility Rules and Solution Types
Learning solubility guidelines and solution classifications.
22. Redox Reactions and Oxidation Numbers
Assigning oxidation states and understanding redox reactions.
23. Gas Properties, Pressure Measurement, and Boyle’s Law
Examining gas behavior and pressure-volume relationships.
24. Exam 2: Chapters 3-4
Assessment of topics covered in Chapters 3 and 4.
25. Gas Laws: Charles, Avogadro, Amonton, Ideal, and Combined
Applying gas laws to describe gaseous behavior.
26. Gas Stoichiometry, Density, and Dalton’s Law
Understanding gas stoichiometry, density, and partial pressure concepts.
27. Kinetic Molecular Theory, Effusion, Diffusion, and Real Gases
Exploring gas motion and deviations from ideal behavior.
28. Thermodynamics: Heat, Work, and Energy
Introduction to thermodynamic principles at a macroscopic level.
29. Molecular Energy, Systems, and Heat Flow
Examining energy transformations and heat transfer.
30. Internal Energy, Energy Units, Enthalpy, and Heat Capacity
Understanding thermodynamic quantities and heat measurement.
31. Calorimetry and Heat Transfer
Application of calorimetry techniques to quantify heat transfer.
32. Hess’s Law and Standard Enthalpy of Reaction
Using Hess’s Law for enthalpy calculations.
33. Food and Fuel Energy Values
Analyzing caloric and energy values in different materials.
34. Atomic Spectra and the Wave-Particle Nature of Light
Investigating light properties and atomic emission spectra.
35. Exam 3: Chapters 5-6
Assessment covering thermodynamics and atomic theory.
36. Quantum Theory and the Photoelectric Effect
Exploring fundamental principles of quantum mechanics.
37. Hydrogen Spectrum and Bohr Model
Studying hydrogen emission and atomic models.
38. Wave-Particle Duality, Quantum Numbers, and Atomic Orbitals
Understanding electron behavior in atoms.
39. Electron Spin, Orbital Diagrams, and Hund’s Rule
Learning electron configuration principles.
40. Quantum Model of the Atom
Examining the modern quantum mechanical model.
41. Electron Configurations, Atomic Radii, and Ionization Energy
Understanding periodic trends in atomic properties.
42. Chemical Bonding and Lewis Structures
Exploring covalent bonding and Lewis structures.
43. Bond Polarity and Electronegativity
Understanding bond polarity and molecular dipoles.
44. Resonance, Formal Charge, and Octet Rule Exceptions
Examining exceptions to standard bonding rules.
45. Bond Length, Bond Energy, and Reaction Enthalpy
Understanding bond strength and its thermodynamic implications.
46. Molecular Geometry and VSEPR Theory
Predicting molecular shapes using VSEPR.
47. Geometries for Steric Numbers 2-6
Exploring electron-pair geometries and molecular structures.
48. Exam 4: Chapters 7-8
Assessment covering bonding and molecular structure concepts.
49. Bond Dipoles, Molecular Dipoles, and Polarity
Relating molecular shape to polarity and dipole moments.
50. Valence Bond Theory and Hybridization
Introduction to orbital hybridization in bonding.
51. Molecular Orbital Theory and Bond Order
Analyzing bonding using molecular orbital diagrams.
52. MO Diagrams, Conductors, and Semiconductors
Understanding electronic properties of materials.
53. Intermolecular Forces and Their Trends
Exploring different types of intermolecular forces.
54. Strength of Intermolecular Forces and Their Effects
Examining how forces influence physical properties.
55. Phase Diagrams and Liquid Properties
Understanding phase transitions and liquid behavior.
56. Solubility and Henry’s Law
Investigating solubility principles and gas-liquid equilibria.
57. Summary of Intermolecular Forces
Reviewing the role of intermolecular interactions.
58. Exam 5: Chapters 9-10
Assessment covering intermolecular forces and solutions.
59. Final Review Part 1
Comprehensive review of key course topics.
60. Final Review Part 2
Continued final exam preparation.
61. Final Review Part 3
Final session before the comprehensive exam.

Pre-requisite – Math 1050 or higher, grade “C” or higher or equivalent placement score taken within 2 years prior to enrollment in this course.
Co-Requisite – Chem 1215

1. Introduction and Syllabus Overview
Overview of course structure, policies, and expectations.
2. Classification of Matter and Chemical Reactions
Exploration of matter classification and fundamental reaction concepts.
3. Properties of Matter, Mixture Separation, and States of Matter
Examination of physical and chemical properties, separation techniques, and matter phases.
4. Units, Conversion Factors, and Significant Figures
Understanding units, conversions, and the application of significant figures.
5. Precision vs. Accuracy, Grubbs Test, and Temperature Conversions
Differentiating precision and accuracy, identifying outliers, and temperature calculations.
6. Atomic Structure, History, Symbols, and the Periodic Table
The evolution of atomic theory, atomic symbols, and periodic table organization.
7. Molecular and Ionic Compounds: Naming and Formulas
Introduction to nomenclature and formula writing for molecular and ionic compounds.
8. Polyatomic Ions
Identification and naming of common polyatomic ions.
9. Oxoanions and Acids
Understanding oxoanions and acid nomenclature.
10. Chemical Reactions, The Mole, Molar Mass, and Conversions
Introduction to stoichiometry, molar mass, and conversion calculations.
11. Exam 1: Chapters 1-2
Assessment covering foundational concepts from the first two chapters.
12. Balancing Chemical Reactions
Mastery of balancing equations for chemical reactions.
13. The Carbon Cycle, Stoichiometry, Limiting Reagents, and Percent Yield
Exploring stoichiometric principles, limiting reagents, and reaction efficiency.
14. Empirical vs. Molecular Formulas, Mass Spectrometry, and XRF
Differentiating formulas and introduction to analytical techniques.
15. Combustion Analysis Applications
Determining molecular compositions using combustion analysis.
16. Solutions: Concentration, Units, Conversions, and Dilutions
Introduction to solution chemistry and concentration calculations.
17. Beer’s Law, Electrolytes, Neutralization, Acids, and Bases
Examining solution properties and neutralization reactions.
18. Strong vs. Weak Acids and Bases, and Titrations
Exploring acid/base strengths and titration techniques.
19. Solution Chemistry and Precipitation Reactions
Understanding solubility and precipitation reactions.
20. Reactions in Aqueous Solutions
Investigating different reaction types occurring in solution.
21. Solubility Rules and Solution Types
Learning solubility guidelines and solution classifications.
22. Redox Reactions and Oxidation Numbers
Assigning oxidation states and understanding redox reactions.
23. Gas Properties, Pressure Measurement, and Boyle’s Law
Examining gas behavior and pressure-volume relationships.
24. Exam 2: Chapters 3-4
Assessment of topics covered in Chapters 3 and 4.
25. Gas Laws: Charles, Avogadro, Amonton, Ideal, and Combined
Applying gas laws to describe gaseous behavior.
26. Gas Stoichiometry, Density, and Dalton’s Law
Understanding gas stoichiometry, density, and partial pressure concepts.
27. Kinetic Molecular Theory, Effusion, Diffusion, and Real Gases
Exploring gas motion and deviations from ideal behavior.
28. Thermodynamics: Heat, Work, and Energy
Introduction to thermodynamic principles at a macroscopic level.
29. Molecular Energy, Systems, and Heat Flow
Examining energy transformations and heat transfer.
30. Internal Energy, Energy Units, Enthalpy, and Heat Capacity
Understanding thermodynamic quantities and heat measurement.
31. Calorimetry and Heat Transfer
Application of calorimetry techniques to quantify heat transfer.
32. Hess’s Law and Standard Enthalpy of Reaction
Using Hess’s Law for enthalpy calculations.
33. Food and Fuel Energy Values
Analyzing caloric and energy values in different materials.
34. Atomic Spectra and the Wave-Particle Nature of Light
Investigating light properties and atomic emission spectra.
35. Exam 3: Chapters 5-6
Assessment covering thermodynamics and atomic theory.
36. Quantum Theory and the Photoelectric Effect
Exploring fundamental principles of quantum mechanics.
37. Hydrogen Spectrum and Bohr Model
Studying hydrogen emission and atomic models.
38. Wave-Particle Duality, Quantum Numbers, and Atomic Orbitals
Understanding electron behavior in atoms.
39. Electron Spin, Orbital Diagrams, and Hund’s Rule
Learning electron configuration principles.
40. Quantum Model of the Atom
Examining the modern quantum mechanical model.
41. Electron Configurations, Atomic Radii, and Ionization Energy
Understanding periodic trends in atomic properties.
42. Chemical Bonding and Lewis Structures
Exploring covalent bonding and Lewis structures.
43. Bond Polarity and Electronegativity
Understanding bond polarity and molecular dipoles.
44. Resonance, Formal Charge, and Octet Rule Exceptions
Examining exceptions to standard bonding rules.
45. Bond Length, Bond Energy, and Reaction Enthalpy
Understanding bond strength and its thermodynamic implications.
46. Molecular Geometry and VSEPR Theory
Predicting molecular shapes using VSEPR.
47. Geometries for Steric Numbers 2-6
Exploring electron-pair geometries and molecular structures.
48. Exam 4: Chapters 7-8
Assessment covering bonding and molecular structure concepts.
49. Bond Dipoles, Molecular Dipoles, and Polarity
Relating molecular shape to polarity and dipole moments.
50. Valence Bond Theory and Hybridization
Introduction to orbital hybridization in bonding.
51. Molecular Orbital Theory and Bond Order
Analyzing bonding using molecular orbital diagrams.
52. MO Diagrams, Conductors, and Semiconductors
Understanding electronic properties of materials.
53. Intermolecular Forces and Their Trends
Exploring different types of intermolecular forces.
54. Strength of Intermolecular Forces and Their Effects
Examining how forces influence physical properties.
55. Phase Diagrams and Liquid Properties
Understanding phase transitions and liquid behavior.
56. Solubility and Henry’s Law
Investigating solubility principles and gas-liquid equilibria.
57. Summary of Intermolecular Forces
Reviewing the role of intermolecular interactions.
58. Exam 5: Chapters 9-10
Assessment covering intermolecular forces and solutions.
59. Final Review Part 1
Comprehensive review of key course topics.
60. Final Review Part 2
Continued final exam preparation.
61. Final Review Part 3
Final session before the comprehensive exam.

Pre-requisite – Math 1050 or higher, grade “C” or higher or equivalent placement score taken within 2 years prior to enrollment in this course.
Co-Requisite – Chem 1215

1. Introduction and Syllabus Overview
Overview of course structure, policies, and expectations.
2. Classification of Matter and Chemical Reactions
Exploration of matter classification and fundamental reaction concepts.
3. Properties of Matter, Mixture Separation, and States of Matter
Examination of physical and chemical properties, separation techniques, and matter phases.
4. Units, Conversion Factors, and Significant Figures
Understanding units, conversions, and the application of significant figures.
5. Precision vs. Accuracy, Grubbs Test, and Temperature Conversions
Differentiating precision and accuracy, identifying outliers, and temperature calculations.
6. Atomic Structure, History, Symbols, and the Periodic Table
The evolution of atomic theory, atomic symbols, and periodic table organization.
7. Molecular and Ionic Compounds: Naming and Formulas
Introduction to nomenclature and formula writing for molecular and ionic compounds.
8. Polyatomic Ions
Identification and naming of common polyatomic ions.
9. Oxoanions and Acids
Understanding oxoanions and acid nomenclature.
10. Chemical Reactions, The Mole, Molar Mass, and Conversions
Introduction to stoichiometry, molar mass, and conversion calculations.
11. Exam 1: Chapters 1-2
Assessment covering foundational concepts from the first two chapters.
12. Balancing Chemical Reactions
Mastery of balancing equations for chemical reactions.
13. The Carbon Cycle, Stoichiometry, Limiting Reagents, and Percent Yield
Exploring stoichiometric principles, limiting reagents, and reaction efficiency.
14. Empirical vs. Molecular Formulas, Mass Spectrometry, and XRF
Differentiating formulas and introduction to analytical techniques.
15. Combustion Analysis Applications
Determining molecular compositions using combustion analysis.
16. Solutions: Concentration, Units, Conversions, and Dilutions
Introduction to solution chemistry and concentration calculations.
17. Beer’s Law, Electrolytes, Neutralization, Acids, and Bases
Examining solution properties and neutralization reactions.
18. Strong vs. Weak Acids and Bases, and Titrations
Exploring acid/base strengths and titration techniques.
19. Solution Chemistry and Precipitation Reactions
Understanding solubility and precipitation reactions.
20. Reactions in Aqueous Solutions
Investigating different reaction types occurring in solution.
21. Solubility Rules and Solution Types
Learning solubility guidelines and solution classifications.
22. Redox Reactions and Oxidation Numbers
Assigning oxidation states and understanding redox reactions.
23. Gas Properties, Pressure Measurement, and Boyle’s Law
Examining gas behavior and pressure-volume relationships.
24. Exam 2: Chapters 3-4
Assessment of topics covered in Chapters 3 and 4.
25. Gas Laws: Charles, Avogadro, Amonton, Ideal, and Combined
Applying gas laws to describe gaseous behavior.
26. Gas Stoichiometry, Density, and Dalton’s Law
Understanding gas stoichiometry, density, and partial pressure concepts.
27. Kinetic Molecular Theory, Effusion, Diffusion, and Real Gases
Exploring gas motion and deviations from ideal behavior.
28. Thermodynamics: Heat, Work, and Energy
Introduction to thermodynamic principles at a macroscopic level.
29. Molecular Energy, Systems, and Heat Flow
Examining energy transformations and heat transfer.
30. Internal Energy, Energy Units, Enthalpy, and Heat Capacity
Understanding thermodynamic quantities and heat measurement.
31. Calorimetry and Heat Transfer
Application of calorimetry techniques to quantify heat transfer.
32. Hess’s Law and Standard Enthalpy of Reaction
Using Hess’s Law for enthalpy calculations.
33. Food and Fuel Energy Values
Analyzing caloric and energy values in different materials.
34. Atomic Spectra and the Wave-Particle Nature of Light
Investigating light properties and atomic emission spectra.
35. Exam 3: Chapters 5-6
Assessment covering thermodynamics and atomic theory.
36. Quantum Theory and the Photoelectric Effect
Exploring fundamental principles of quantum mechanics.
37. Hydrogen Spectrum and Bohr Model
Studying hydrogen emission and atomic models.
38. Wave-Particle Duality, Quantum Numbers, and Atomic Orbitals
Understanding electron behavior in atoms.
39. Electron Spin, Orbital Diagrams, and Hund’s Rule
Learning electron configuration principles.
40. Quantum Model of the Atom
Examining the modern quantum mechanical model.
41. Electron Configurations, Atomic Radii, and Ionization Energy
Understanding periodic trends in atomic properties.
42. Chemical Bonding and Lewis Structures
Exploring covalent bonding and Lewis structures.
43. Bond Polarity and Electronegativity
Understanding bond polarity and molecular dipoles.
44. Resonance, Formal Charge, and Octet Rule Exceptions
Examining exceptions to standard bonding rules.
45. Bond Length, Bond Energy, and Reaction Enthalpy
Understanding bond strength and its thermodynamic implications.
46. Molecular Geometry and VSEPR Theory
Predicting molecular shapes using VSEPR.
47. Geometries for Steric Numbers 2-6
Exploring electron-pair geometries and molecular structures.
48. Exam 4: Chapters 7-8
Assessment covering bonding and molecular structure concepts.
49. Bond Dipoles, Molecular Dipoles, and Polarity
Relating molecular shape to polarity and dipole moments.
50. Valence Bond Theory and Hybridization
Introduction to orbital hybridization in bonding.
51. Molecular Orbital Theory and Bond Order
Analyzing bonding using molecular orbital diagrams.
52. MO Diagrams, Conductors, and Semiconductors
Understanding electronic properties of materials.
53. Intermolecular Forces and Their Trends
Exploring different types of intermolecular forces.
54. Strength of Intermolecular Forces and Their Effects
Examining how forces influence physical properties.
55. Phase Diagrams and Liquid Properties
Understanding phase transitions and liquid behavior.
56. Solubility and Henry’s Law
Investigating solubility principles and gas-liquid equilibria.
57. Summary of Intermolecular Forces
Reviewing the role of intermolecular interactions.
58. Exam 5: Chapters 9-10
Assessment covering intermolecular forces and solutions.
59. Final Review Part 1
Comprehensive review of key course topics.
60. Final Review Part 2
Continued final exam preparation.
61. Final Review Part 3
Final session before the comprehensive exam.

Assignments, quizzes, midterm, and final exam.

Explores key areas of industrial wiring, including:
- Wiring Diagrams Overview: Introduces various types of electrical wiring diagrams and explains the purpose of each type.
- Industrial Enclosures: Discusses the construction, ratings, components, placement, and selection of industrial enclosures.
- Power Distribution: Examines how power enters and is distributed within industrial enclosures, detailing the components involved, their functions, and the critical role of grounding.
- Output Field Devices: Reviews the functions, symbols, and signals associated with industrial output devices and provides instruction on interpreting basic relay logic diagrams.
- Industrial Sensors and Switches: Covers the functions, symbols, and signal types of various sensors and switches used in industrial automation.
- Introduction to DC Motors: Explains the functions, symbols, control methods, signals, and typical applications of DC motors in industrial settings.
- Introduction to AC Motors: Explains the functions, symbols, control methods, signals, and typical applications of AC motors in industrial environments.
- Industrial Safety Components: Covers the fundamentals of safety systems, the principles and use of emergency stops (E-stops), and the role of safety relays.
- Troubleshooting Techniques: Focuses on diagnosing issues in industrial wiring systems and interpreting wiring diagrams for effective troubleshooting.

Weekly Clinical Development Resources: Each week, students will seek out one resource (e.g., a journal article or some sort of clinical resource) that you will then upload into canvas for the cohort to access in the future. Please make sure to explain what the document is and why it is useful for their clients.

Practicum Journal: Every week, students will do a 1 to 2 page write up where they provide the following: (1) general reflections about their experiences in the therapy room, including their strengths; (2) the overall progress of their clients in terms of outcome and alliance; and (3) an overview of their goals and what they are doing to accomplish them. As part of this, it is strongly encouraged they watch video of themselves at least once a week.

Theory of Change Project: For this assignment, they will be submitting written/edited drafts of their Theory of Change paper. With each submission, they should submit a draft of their Theory of Change paper that has been reviewed by someone on their Committee. By the second submission, they should be able to include video clips demonstrating their use of the model. They will also submit three video clips (2 to 3 minutes long) that they feel reflect their ability to demonstrate key components of the use of this model .

The primary goal of this course is for you to enhance your delivery of therapeutic services as
well as your professional development. The overall goal is to follow these improvement
guidelines:
1.Identify objectives just beyond your current ability
2.With my help, develop and execute a plan with steps and strategies for reaching your
performance objectives
3.Pay attention to small errors and mistakes so that corrective feedback can be provided
4.With time and repetition, slow but steady improvement will result.

Program Learning Outcomes:
PLO 1: Knowledge and Research: Graduates of our program will develop and demonstrate a comprehensive understanding of systemic MFT theoretical models, and application of research.
PLO 2: Practice: Graduates of our program will exhibit the skills necessary for professional practice as an MFT and demonstrate the knowledge for successful completion of the MFT national exam and MFT licensure.
PLO 3: Diversity: Graduates of our program will develop and incorporate a global worldview and a multicultural focus into their professional practice, with appropriate sensitivity to a diverse clientele.
PLO 4: Ethics: Graduates of our program will be professionals who demonstrate an understanding and commitment to high ethical standards in MFT.
Student Learning Outcomes:
At the successful conclusion of this course, students will be able to:
CLO 1: Develop and defend a professional identity consistent with professional attitudes and behaviors outlined in the AAMFT Code of Ethics, and applicable laws and regulations.
CLO 2: Demonstrate personal confidence in a clinical setting, and evaluate and articulate a deeper understanding of strengths and limitations as individuals and professionals.
CLO 3: Explain and demonstrate collaboration skills that enrich treatment planning, augment intervention techniques, and fortify self-care.
CLO 4: Develop and demonstrate positive relationship skills via effective communication, respect for others, and awareness of their personal impact on others.
CLO 5: Develop accurate assessment skills and formulate effective treatment plans that lead to positive growth and change.
CLO 6: Demonstrate a personal style of treatment that reflects an understanding of major theoretical models.

1. Reading Reflections and Question Submission: You are expected to submit two thoughtful questions that are related to the readings for each topic by 8 am on the day that the readings are due. You will do this through Canvas. To receive full points, the questions should demonstrate that you have read all of the readings by integrating the topics within the questions you submit. Evidence of integration and thoughtful reflection in the questions will receive higher evaluations. This assignment will help you to continually gain insights on your skills development and self-of-the-therapist work.

2. Role Play of Therapy Skills and Peer Evaluation (this may change to live role plays)
You will be expected to demonstrate competency in basic skills of marriage and family therapy in a taped role play with other class members. The skills you will need to demonstrate include attending, open-ended questions, circular questions, reframing, making the implicit explicit, therapeutic presence, use of space, helping family members engage with each other and stopping escalations and chaotic/destructive interactions. The rubric is in the appendices. The role played case should also involve a contextual issue (e.g. culture, race, ethnicity, gender, religion, sexual orientation, age, or disability). You should tape the 20 minute role play session and then have another student watch your tape and evaluate your skills using the rubric for this assignment available on Canvas. The recording along with the other student’s evaluation is due on the syllabus.

Issues of culture, ethnicity, race, gender, sexual orientation, age, disabilities, and religion often impact the relationships. If clinicians are not aware of these contextual factors, they might not conceptualize the case comprehensively and has a potential in damaging the therapeutic alliance. Your recording of role-played skills should incorporate diversity issues (gender, ethnicity, age, race, religion, sexual orientation, disabilities, etc.).

To pass this competency, you will need to achieve an average rating of at least a “3” on the “Role Play of Basic Skills Scoring Rubric” which is available on Canvas.

3. Self-care Plan
In this assignment, you will develop a self-care plan for yourself and implement it through out your schooling.

Core Competencies in the MS Program
Core competencies in the MFT program provide a foundation for ethical, effective, and culturally responsive clinical work, encompassing skills like assessment, diagnosis, treatment planning, and relational interventions.
These competencies guide students in integrating theory with practice to promote growth in therapeutic identity and clinical confidence.

MFT Skills: Process vs. Content; Using Reframes; Open-Ended Questions; Attending/Non-Attending
Students learn to distinguish between content (what is said) and process (how it's said and experienced relationally), using techniques like reframing, open-ended questioning, and intentional presence.
These foundational skills help shift conversations toward deeper meaning, build emotional connection, and promote change in relational dynamics.

Therapeutic Alliance
The therapeutic alliance is the collaborative bond between therapist and clients, rooted in trust, empathy, and shared goals.
Strong alliances are essential for effective MFT practice, especially when navigating complex family systems and resistance to change.

Common Factors
Common factors refer to elements shared across all therapy models, such as empathy, client expectations, and therapist credibility, which contribute to treatment outcomes.
Recognizing these elements helps students use their presence and relational skills to support healing, regardless of theoretical orientation.

MFT Skills: Responding with Empathy; Helping Family Members Engage/Interact with Each Other; Making the Implicit Explicit
Therapists are trained to respond empathetically, facilitate interaction among family members, and surface underlying dynamics or emotions that often go unspoken.
These skills enhance connection and insight, supporting systemic awareness and emotional processing within the family.

Cultural Competencies
Cultural competence involves awareness, sensitivity, and responsiveness to clients’ diverse identities, values, and experiences.
Students are taught to examine their own biases and tailor interventions to honor each client’s sociocultural context.

Exploring Contextual Factors in MFT
Contextual factors—such as gender roles, socioeconomic status, immigration, spirituality, and power—impact how problems are understood and addressed in therapy.
Students learn to explore these factors with clients to ensure respectful and relevant clinical work.

MFT Skills: Immediacy, Confrontation, Dealing with Feeling vs. Intellectualization
Therapists practice immediacy to address what is happening in the moment, use respectful confrontation to challenge patterns, and help clients move from intellectual explanations to emotional expression.
These advanced skills deepen the therapeutic process and create opportunities for meaningful systemic shifts.

Ethics: Confidentiality, Dual Relationships, Secrets, Duty to Warn, Mandatory Reporting
Ethical practice in MFT includes maintaining confidentiality, navigating dual relationships, managing secrets within families, and understanding legal duties such as reporting harm.
Students develop ethical decision-making skills to uphold professional standards and client safety.

Self-Care
Self-care is essential for managing stress, preventing burnout, and maintaining therapeutic effectiveness.
Students are encouraged to cultivate self-awareness and resilience practices that support both personal well-being and professional sustainability.

MFT Skills: Circular Questions, De-escalating
Circular questions promote systemic insight by exploring how family members perceive each other's roles and actions, while de-escalation techniques help reduce conflict and restore connection.
These tools support curiosity and calm within emotionally charged sessions.

MFT Skills: Using Space, Sculpting, Taking Relationship Development History, Telephone Contact, First Interview, Joining, Intake Information
Students learn experiential and procedural techniques such as spatial awareness in the room, family sculpting, relational histories, and structured approaches to intake and joining.
These early-session skills establish therapeutic rapport and gather essential context for case formulation.

Case Conceptualization
Case conceptualization involves developing a clear understanding of presenting issues through a systemic and theoretical lens.
Students practice identifying patterns, strengths, and goals that inform intentional treatment planning.

Case Conceptualization; Clinical Assessment; Safety Plan
Therapists integrate conceptualization with clinical assessment to evaluate client risk and protective factors, creating safety plans when necessary.
This process ensures client care is both responsive and structured, particularly in high-risk or crisis situations.

Case Notes, Treatment Planning
Writing effective case notes and treatment plans is key to tracking progress, meeting legal/ethical standards, and communicating clinical reasoning.
Students learn to align treatment goals with client needs and systemic dynamics to support focused, meaningful interventions.

1. DSM V Quizzes (5 points each; 60 points): Because in this class there is so much factual knowledge to gain, I feel like it is important for you to receive regular feedback in your learning of the material. For that reason, during weeks 4-15 (when we are covering specific sections of the DSM), I will give you a few 5-point quizzes at the beginning of each class period. There are no make-up opportunities for these quizzes, but I do my best not to let it hurt your overall grade too much.

2. Reflection Paper on Call Me Crazy (35 points): The first week of class, you will watch the movie, Call Me Crazy, which depicts the experiences of several people with mental illness. I want you to write a scholarly reflection paper on your experience watching the movie. There is no assigned topic. However, here are some things to think about: What are your personal thoughts about mental illness? How is mental illness viewed in society? What is your role as a therapist in terms of treating mental illness? What about mental illness and advocacy? What do family systems theorists have to add to the conversation about mental illness? After reflecting on these ideas and others, you will write a 2-3 page reflection paper. I don’t want this to only be a stream-of-thought reaction paper. I want you to think about your experience watching the show, including the thoughts and feelings it brought up, and then write a paper on a relevant subject. I anticipate that using 3-5 references would be useful in discussing your ideas and getting your point across.

3. Reaction Paper – Insurance Company Audit (30 points): For this assignment you will contact an insurance company (your personal one or one from the phone book) and ask to speak to the mental health section. Tell the person that you are an MFT intern and have some questions on paneling as well as psychiatric diagnosis. If that person cannot help you, find out who in the company can. Write a short, 2-page synopsis (in APA style) of what you learned from the company about what how you get paneled and about how they use diagnoses. What if there is no diagnosis submitted with a bill? Does it matter what type of diagnose used? Your paper will address what you learned about how the insurance company works, working with the insurance company, and your overall reaction.

4. Role Play/Clinical Psychiatric Interview and SOAP/DAP Note (75 points): You will conduct a 20-minute videotaped role play with a classmate to demonstrate your clinical interviewing skills and knowledge of mental disorders. You will write and turn in a case note using the SOAP note format. In class, you will each have the opportunity to talk about your experience and what you learned. Each student will select two disorders to use for their client role. Once someone has selected a disorder, no one else will be able to use that disorder for their role play. It is first come first serve. The client will not disclose their disorder until we talk about it in class.

5. Personal Theory of Assessment (50 points): This is a 2-3 page summary of your philosophy of assessment and diagnosis and how it fits with your theory about how change occurs in clients. It will become a part of your Theory of Change (ToC) and the final draft will be reviewed by MFT faculty.

6. Case Study Analysis I (75 points): You will find an example from media (this should be a movie that is not already specific to a disorder) and write a 3-4 page case study analysis that will address key diagnostic features and symptoms and differential diagnoses that you considered. As part of this, you will need to provide a comprehensive assessment and diagnosis. I also want you to explain how your assessment and diagnoses provide the framework for your initial treatment approach.

7. Case Study Analysis II (75 points): Choose a moment in your life and write a 3-4 page case study analysis that will address key diagnostic features and symptoms and differential diagnoses that you considered. As part of this, you will need to provide a comprehensive assessment and diagnosis. I also want you to explain how your assessment and diagnoses provide the framework for your initial treatment approach.

8. Supplemental Resources Presentation (75 points): You will present to the class on a particular set of disorders. Everyone will have read about the diagnostic features and symptomatology of the disorders. You should provide depth relating to the thoughts, emotions, and behaviors of individuals associated with these disorders. Strive to provide information on the experiences of these individuals. The presentation should be informative, interactive and give the others connection to resources. A wide variety of teaching styles is encouraged. This portion of the presentation should be 45 minutes. You will also take 15 minutes and provide an overview of the assessment of one of the specific conditions from the readings. For the assessment device, you will discuss the empirical evidence of the assessment (make sure to address reliability and validity), who it should be used with, limitations, sensitivity/specificity, etc. A handout providing an overview of all this information is also required, including a copy of the assessment device and for our clients. Feel free to use the following site as a resource: www.psychiatry.org/dsm5
You are allowed to use AI to help you create your presentation, including pictures or graphs, as well as to create you handout.

9. DSM Vtr (100 points): Instead of having exams, I will be replacing them with a DSM cheat-sheet that you will create. I will be giving you an outline that you will be required to fill out. Basic guidelines and sections will be provided. It is designed to help you gain a basic understanding of each disorder as well as an understanding of the organization of disorders with in the DSM. It is my hope that this will be something that you can use not only to study for the licensing exam, but also to keep with your DSM as a ready reference.

Comprehensive Assessment
Comprehensive assessment involves a thorough evaluation of a client’s psychological, emotional, behavioral, and relational functioning using interviews, standardized tools, and clinical observation.
In MFT, assessment emphasizes understanding how individual symptoms are embedded within family systems and relational patterns.

SOAP/DAP Note
SOAP (Subjective, Objective, Assessment, Plan) and DAP (Data, Assessment, Plan) notes are structured formats for documenting clinical sessions, helping track client progress and inform treatment.
MFT clinicians use these formats to capture relational dynamics, family interactions, and therapeutic goals within a systemic framework.

Development of Psychopathology
Psychopathology develops through the interaction of biological, psychological, and environmental factors, including early life experiences and genetic vulnerability.
In MFT, assessment of psychopathology includes how developmental factors intersect with family-of-origin influences and current relational contexts.

Mood Disorders
Mood disorders, such as depression and bipolar disorder, are characterized by disruptions in emotional regulation that impact daily functioning.
MFT assessment explores how mood disturbances affect relational roles, communication patterns, and emotional responsiveness within the family system.

Anxiety-Related Disorders
Anxiety disorders involve excessive fear, worry, and behavioral disturbances that impair functioning.
In MFT, assessment includes evaluating how anxiety symptoms influence and are influenced by family dynamics, attachment styles, and coping mechanisms.

Trauma-Related Disorders
Trauma-related disorders, including PTSD, emerge from exposure to deeply distressing or life-threatening events, often resulting in emotional dysregulation and intrusive symptoms.
MFT assessment incorporates understanding the systemic effects of trauma, including family responses, resilience, and generational transmission of trauma.

Personality Disorders
Personality disorders are enduring, inflexible patterns of thinking and behavior that deviate from cultural expectations and impair interpersonal functioning.
In MFT, clinicians assess how maladaptive personality traits affect family roles, boundaries, and relational stability.

Schizophrenia & Psychotic Disorders
These disorders are marked by distorted thinking, perceptions, and behaviors, including hallucinations, delusions, and disorganized speech.
MFT assessment focuses on the family’s understanding of the illness, caregiving burden, and communication patterns that support or hinder treatment adherence.

Substance-Related Disorders
Substance-related disorders involve the misuse of alcohol or drugs, leading to significant impairment in functioning and relationships.
In MFT, assessment includes identifying enabling behaviors, co-dependency, and the impact of substance use on the family system.

Eating Disorders
Eating disorders such as anorexia nervosa and bulimia nervosa involve distorted body image and maladaptive eating behaviors.
MFT assessment examines family communication about food, control, perfectionism, and emotional expression related to body image.

Sexual Disorders
Sexual disorders include dysfunctions, paraphilic disorders, and gender-related issues that interfere with sexual functioning or identity.
MFT assessment considers the influence of relational intimacy, communication, and cultural/family beliefs about sexuality on symptom expression.

Child/Adolescent Disorders
Child and adolescent disorders include a range of developmental, emotional, and behavioral issues such as ADHD, conduct disorder, and anxiety.
MFT assessment focuses on family structure, parenting styles, school interactions, and peer relationships in understanding and treating these disorders.

Relational Issues/Role Plays
Relational issues involve conflict, miscommunication, or emotional disconnection between partners, family members, or social systems.
In MFT, role plays and assessment tools help uncover interactional patterns, power dynamics, and attachment needs that contribute to relational distress.

Research Paper Proposal (50 points):
Within this proposal you will outline your research questions, questionnaires you will use, and the background research on your topic. This will be your first assignment.

Research Paper (200 points total):
This paper will document your major research project in this course. The paper will be formatted according to the “professional” APA paper standards in the manual. It will be 7500 words (about 15 pages) and include the typical APA research paper sections of Introduction, Method, Results, and Discussion. The paper will also include a title page, abstract, and references, but these sections do not count toward the 7500 word count. You must also include at least one table and one figure. Additionally, you will need to set up your Method section according to the instructions on pg. 49 of your manual. You will submit this paper in sections prior to submitting the final product. Rubrics for each section of the paper will be posted on Canvas. At the end of the semester you will submit your entire paper with all of my edits and suggestions incorporated. The various components of the assignment include:

Class Presentation (50 points):
You will present your project to the class in a Powerpoint format prior to the Final Poster Presentation.

Final Poster Presentation (150 points):
You will submit your poster of your research project prior to the final presentation so that I can print it for you, and then you will present your poster during the psychology major poster session (date TBA).

Psychology Major Field Test (50 points):
In order to pass this course, you must complete the Psychology Major Field Test (dates are TBD). This exam allows the psychology department to assess your learning throughout the UTU Psychology Program. This is a self-study exam. A good way to start studying for this exam is to review the Psychology 1010 textbook as well as reviewing the notes/texts from all of your psychology courses at UTU. The exam will be given in the Testing Center and is approximately two hours in length.

You will automatically fail this course if you:
Violate APA guidelines regarding the ethical treatment of human participants and protection of participant data
Violate APA rules in regard to fabrication of data
Plagiarize per APA and UTU guidelines
Do not take the Major Field Test

Unit 1 (weeks 1-3):
Syllabus & Research Paper Proposal
- Discuss major course requirements and the basic components of the Research Paper Proposal, which is the first assignment due. Also break out into various research project groups for survey creation and recruitment.

Unit 2 (weeks 4-9):
Introduction Section, Survey Creation & Data Gathering
- Teach the students about the basic requirements for their "Introduction Section" of their research paper. The Introduction Rough Draft is the second assignment that is due. Also teach the students how to create their surveys they will send out for their research projects.

Unit 3 (weeks 10-12):
Data Analysis and Writing the Methods, Results and Discussion Sections
-Review of data analysis methods. Also teach the students about the basic requirements for their Methods, Results and Discussion Sections of their final papers. This is the third assignment due.

Unit 4 (weeks 13-15):
Poster and Final Presentations
Teach the students how to create a research poster and the basic requirements for this assignment. Teach the students about the basic requirements for their poster presentation and in-class presentation. These are the final assignments due in this course. Students also finish their final draft of each section of their paper and submit their final paper during this final unit.

Assignments (Quizzes, Discussions, Labs, Critical Thinking Questions) - 20%
Exam 1: 25%
Exam 2: 25%
Exam 3: 25%
Final Project: 5%

Module 1: Physical Fitness and Behavior Modification. This module talks about unforeseen issues such as prolonged sitting and its potential health issues.
Module 2: Nutrition for Wellness, Body Composition, and Weight Management. In this module, students will discuss how body composition is calculated and proper weight management.
Module 3: Cardiorespiratory Endurance and Muscular Fitness. Here, students will learn the basics of how important cardiorespiratory endurance and muscular fitness are, as well as how to improve them.
Module 4: Muscular flexibility and personal fitness programming. Here, students will learn how to develop their own personal fitness journey to ensure they are promoting a healthy lifestyle.
Module 5: Stress assessment and management techniques, preventing cardiovascular disease, and cancer prevention. This module is a prevention and treatment module where students learn helpful tips to manage their stress and even prevent cardiovascular disease and cancer.
Module 6: Addictive Behavior and preventing sexually Transmitted Infections. Students will learn the basics of addictive behaviors and how to combat them, as well as sexually transmitted infections and their prevention.
Module 7: Lifetime fitness and wellness supplementary. This final module will contain additional supplementary material to close out the course that may not have been discussed previously.

Grade Breakdown
1. In-Class Activities (42 total points available)
2. Mini Essays (60 total points available)
3. Applied Learning Projects (40 total points available)

Major Assignments
In-class activities 28 @ 1.5 points each (42 total points available): A
range of in-class activities and assessments will take place daily throughout
the semester. All activities will be open notes so students should always
bring their notes to class. **These will be done on Canvas so please bring
either your laptop or a phone with the Canvas app. If neither of these
options will work for you, please send me an email or come talk to me and
we will make alternate paper arrangements.**
Mini Essays- 6 @ 10 points each (60 total points available): These will
be open-notes, essay-based questions (usually 1-2 questions per
assignment) through which you must answer different questions that will
ask you to showcase your in-class learning. These are not memorization
essays and will demonstrate to me who has been in class and understands
the materials. Types of questions tend to be thematic and might include:
building your compare and contrast along a theme, determining what the
commonalities are amongst a certain set of images, determining an
unknown work of art’s period based on other works, writing an artist’s
statement, etc.
Applied Learning Projects- 4 @ 10 points each (40 total points
available):
• Mughal Patronage Applied Learning Project: For this project, you
will get the opportunity to commission two works of art that align with
Mughal patronage tastes.
• Academy Applied Learning Project: For this project, you will write
either an acceptance or rejection letter to an artist who has sent a
reception piece to the Academy
• Hogarth Applied Learning Project: For this project, you will create
your own Hogarth-inspired satirical series.
• Collecting the Renaissance Applied Learning Project: In this
assignment, you will have the opportunity to assume the identity of a
Renaissance collector and decide what you will collect.

1. Introduction & Learning to Look
We begin with tools for analyzing visual art and understanding style, context, and meaning—essential skills for engaging with artworks across cultures and centuries.

2. 15th Century: Italian Renaissance
Explore how artists like Masaccio and Botticelli revived classical ideals and developed new techniques like linear perspective in a flourishing humanist culture.

3. 15th Century: Northern European Renaissance
Artists such as Jan van Eyck and Rogier van der Weyden used oil paint and meticulous detail to explore realism, devotion, and identity in the North.

4. 15th Century: Ming Dynasty China
This module focuses on the cultural sophistication of Ming-era China, from porcelain and painting to architecture and the imperial court.

5. 16th Century: Italian Renaissance
Witness the peak of Renaissance innovation with figures like Leonardo, Michelangelo, and Raphael, who fused science, beauty, and expressive form.

6. 16th Century: Momoyama Japanese Art
Learn about Japan’s dramatic artistic transformations under warlords and tea masters, including lavish screen paintings and the rise of wabi-sabi aesthetics.

7. 16th Century: Safavid & Intro to Islamic Art
Explore Safavid Persia’s art of illuminated manuscripts, architecture, and calligraphy, while gaining a broader understanding of Islamic artistic traditions.

8. 16th Century: Kingdom of Benin, West Africa
We investigate the sophisticated bronze and ivory works of the Benin Kingdom, emphasizing art’s role in royal authority and cultural legacy.

9. 16th C: Aztec Empire / 17th C: Viceroyalty of Peru
From ritual Aztec sculpture to Spanish colonial painting in the Americas, this module explores how conquest reshaped visual culture and belief systems.

10. 17th Century: Italian Baroque
Dive into dramatic, theatrical art and architecture from Caravaggio to Bernini, reflecting the power of the Catholic Church during the Counter-Reformation.

11. 17th Century: Dutch Baroque
Examine how artists like Rembrandt and Vermeer reflected middle-class values and everyday life in a booming Dutch Republic.

12. 17th Century: Mughal Empire
This module highlights the luxurious visual culture of the Mughal court, including miniature painting, architecture, and cross-cultural influences.

13. 18th Century: Rococo & Britain
We explore the playful elegance of Rococo art in France and its moralizing counterpoints in British satire and portraiture.

14. 18th Century: Neoclassicism
Inspired by antiquity, Neoclassical art emphasized clarity, virtue, and political ideals, shaping revolutionary narratives across Europe.

15. 18th Century: Qing Dynasty China
From imperial patronage to literati painting, we explore Qing art’s blend of tradition, innovation, and engagement with global influences.

16. 18th Century: Romanticism in Europe
Artists like Goya and Delacroix channeled emotion, nature, and the sublime, reflecting the tensions of revolution and industrialization.

17. 19th Century: Realism & Salon of 1863
This module focuses on artists like Courbet and Manet, who challenged academic traditions by painting the contemporary world in a direct, unidealized style.

18. 19th Century: Edo Period Japan; Polynesian Hawaii
Learn how Japanese woodblock prints and Hawaiian featherwork reflect local values and global encounters in the 19th century.

19. 19th Century: Impressionism
Impressionist artists captured fleeting light and modern life with vibrant brushwork and a fresh vision of the everyday world.

20. 19th Century: Post-Impressionism
Explore how artists like Van Gogh and Cézanne built on Impressionism with bold color, structure, and emotional depth.

21. 19th Century: Pueblo Peoples; Plains Indians of America
This module examines Indigenous artistic traditions in North America, from pottery and mural painting to beadwork and symbolic design.

22. 20th c. Modernism (Fauvism, Cubism, etc.)
Discover how early 20th-century movements like Fauvism and Cubism shattered conventions and redefined the visual language of modernity.

23. 20th c. Modernism (Dada)
We explore Dada’s playful, radical, and anti-art stance in response to war and disillusionment, laying the groundwork for conceptual art.

24. 20th c. Modernism & Post-Modernism (Surrealism, Pop)
From dreamlike Surrealism to bold Pop Art, this module tracks how artists questioned reality, mass culture, and the role of the artist.

25. 20th and 21st c. Contemporary
The final module addresses global contemporary art, emphasizing diversity, identity, activism, and new media in a rapidly changing world.

Labs (35%): Labs will take place after the lecture period. The lab assignments will provide you an opportunity to apply concepts and methods you have learned in lecture to statistics problems. Collaboration with your classmates is encouraged with regard to checking for understanding and asking for help if you feel lost or stuck. Each individual student, however, is required to submit assignments that reflect their own individual work. Unacceptable forms of collaboration that will lead to a score of zero on a lab assignment include: copying answers from other students, splitting up problems among members of a group to work on followed by sharing answers around the group, or any other kind of collaboration that leads to students submitting answers that they themselves do not understand. Each assignment will be submitted on Canvas by each student individually with evidence that he/she completed the necessary computations, analyses, etc. (typically by uploading the Excel workbook you used to complete the assignment). Some lab assignments may include short answer responses – see plagiarism guidelines to ensure that your work is original. Late submissions for lab assignments will be assessed a 30% penalty per day late.

Exams (40%): There will be 4 exams during the semester in addition to the Final Exam. These will take place in the Testing Center. They will require you to solve statistics problems that require the same skills developed during the lab assignments. They will also assess concepts and theory related to statistics. You will be permitted to use some external resources during exams, but only as specified by the instructor. If you feel comfortable completing the lab assignments you should be well-equipped to succeed on the practical exams.

Final Exam (15%): The final exam will be comprehensive and will be open-book, open-note, open-neighbor, open-internet, etc. It will primarily focus on assessing practical application of skills and methods to solve statistical problems (similar to the practical exams) but will also contain conceptual questions.
Assignments and Participation (10%): One outcome of the course is to report methods and statistical results in APA format. There will be several assignments throughout the semester that will require you to either make figures or write reports in APA style. There will be a few other small assignments in this category that will enhance participation in the course and application of knowledge to real-world scenarios. A portion of your grade is this category will also be based on your attendance, your participation in live polls during class, and a few minor assignments not related to course content (e.g. a Getting to Know You survey). Because the lecture and lab are meant to be collaborative, attendance is mandatory. I also reserve the right as the instructor to deduct points from this portion of the grade if a student exhibits a clearly-apparent pattern of disruptive behavior, lack of engagement, lack of attendance, etc. If I feel that your participation needs improvement, I will mention this to you in private and explain what corrections will need to be made. If the prescribed corrections are not made to my satisfaction, then I will deduct an appropriate number of points.

Week 1
8/20/2025: Introduction to the course, covering the fundamentals of statistics and basic Excel skills necessary for data analysis.
8/22: Learn about different types of variables, how to visualize data, and methods for describing distributions.
Week 2
8/25: Understand the principles of random sampling and statistical notation used in psychological research.
8/27: Explore measures of central tendency (mean, median, mode) and measures of spread (range, variance, standard deviation).
8/29: Introduction to Z-scores, sampling distributions, and the central limit theorem, which are foundational concepts in statistics.
Week 3
9/1: Labor Day – No Class.
9/3: Continue discussing Z-scores, sampling distributions, and the central limit theorem, emphasizing their importance in inferential statistics.
9/5: Learn the principles of probability and how they apply to statistical analysis.
Week 4
9/8: Review key concepts in preparation for the first exam, with optional practice and review during the lab period.
9/10: Introduction to hypothesis testing, including null and alternative hypotheses.
9/12: Discuss hypothesis testing errors (Type I and Type II) and the concept of statistical power.
Week 5
9/15: Introduction to T-tests, focusing on their application in comparing means.
9/17: Explore one-sample and matched pairs T-tests, including their assumptions and interpretations.
9/19: Learn about confidence intervals and two-sample T-tests, which are used to compare means from two independent samples.
Week 6
9/22: Review key concepts in preparation for the second exam, with optional practice and review during the lab period.
9/24: Introduction to one-way ANOVA (Analysis of Variance), used to compare means across multiple groups.
9/26: Continue discussing one-way ANOVA, including post-hoc tests and interpretation of results.
Week 7
9/29: Introduction to factorial ANOVA, which examines the interaction effects between multiple independent variables.
10/1: Continue discussing factorial ANOVA, focusing on its application and interpretation.
10/3: Introduction to repeated measures ANOVA, used for analyzing data collected from the same subjects over multiple time points.
Week 8
10/6: Review key concepts in preparation for the third exam, with optional practice and review during the lab period.
10/8: Introduction to correlation, including Pearson's correlation coefficient and its interpretation.
10/10: Continue discussing correlation and introduce linear regression, which models the relationship between two variables.
Week 9
10/13: Continue discussing linear regression, focusing on its application and interpretation.
10/15: Introduction to multiple regression, which models the relationship between one dependent variable and multiple independent variables.
10/17: Introduction to chi-square tests, used for analyzing categorical data.
Week 10
10/20: Review key concepts in preparation for the fourth exam, with optional practice and review during the lab period.
10/22: Final review of all course material in preparation for the final exam.
10/24: Flex day for additional review or catching up on any missed content.
Week 11
10/27: Introduction to the course, covering the fundamentals of statistics and basic Excel skills necessary for data analysis.
10/29: Learn about different types of variables, how to visualize data, and methods for describing distributions.
10/31: Understand the principles of random sampling and statistical notation used in psychological research.
Week 12
11/3: Explore measures of central tendency (mean, median, mode) and measures of spread (range, variance, standard deviation).
11/5: Introduction to Z-scores, sampling distributions, and the central limit theorem, which are foundational concepts in statistics.
11/7: Learn the principles of probability and how they apply to statistical analysis.
Week 13
11/10: Review key concepts in preparation for the first exam, with optional practice and review during the lab period.
11/12: Introduction to hypothesis testing, including null and alternative hypotheses.
11/14: Discuss hypothesis testing errors (Type I and Type II) and the concept of statistical power.
Week 14
11/17: Introduction to T-tests, focusing on their application in comparing means.
11/19: Explore one-sample and matched pairs T-tests, including their assumptions and interpretations.
11/21: Learn about confidence intervals and two-sample T-tests, which are used to compare means from two independent samples.
Week 15
11/24: Review key concepts in preparation for the second exam, with optional practice and review during the lab period.
11/26: Introduction to one-way ANOVA (Analysis of Variance), used to compare means across multiple groups.
11/28: Thanksgiving Break – No Class.
Week 16
12/1: Continue discussing one-way ANOVA, including post-hoc tests and interpretation of results.
12/3: Introduction to factorial ANOVA, which examines the interaction effects between multiple independent variables.
12/5: Continue discussing factorial ANOVA, focusing on its application and interpretation.
Week 17
12/8: Introduction to repeated measures ANOVA, used for analyzing data collected from the same subjects over multiple time points.
12/10: Review key concepts in preparation for the final exam, with optional practice and review during the lab period.
12/12: Final exam (9-10:50am).

Oral Exams: The largest portion of your course grade will come from oral exams, which will assess your understanding of 6 Core Concepts (CC’s). Each exam will involve explaining a core concept to me in your own words and answering some brief follow-up questions about it. No notes or external resources may be used during the oral exams. My goal for each oral exam will be to ensure that you understand the material at more than a superficial level. You are allowed unlimited attempts on each oral exam – you can keep trying until you pass (until the final deadline at the end of the semester, of course). Each oral exam will take about 5 minutes to complete. The oral exams are intended to be pass/fail but you can opt to complete them for a percentage grade. If you opt for this you need to indicate that to me before beginning your exam and it will serve as your final attempt – this option is meant to only be used when the amount of time available prior to the final deadline is limited. Each CC will be weighted the same (each worth 10 points). I’ll provide some feedback after a failed attempt so you can know what areas to focus on for your next attempt. If you pass all 6 CCs off to me, you will receive 60/60 points on this portion of your grade. If you only pass off 5 of the 6 you will receive 50/60 points, etc. Any CCs that have not been passed off (either for full or partial credit) by the final deadline at the end of the semester will receive a grade of 0. To complete an oral exam, you will need to schedule an appointment via Canvas or walk in during my office hours. You will need to meet with me in person unless you have been granted special permission to conduct your oral exam virtually (very rare). Although you have unlimited attempts to pass your oral exams, you must complete at least one attempt for specific CC’s at different points in the semester, as indicated on the course schedule. You will receive points in the Participation category for practicing CCs with classmates, verified by posting a selfie of the two of you to Canvas (Practice Session Selfies).
Open-Book Exams: Four cumulative, open-book, open-note, open-internet, open-neighbor exams will be given over the course of the semester. The purpose of these exams is to assess your understanding of learning objectives that are less central to the primary objectives of the course, but still important. The fourth of these exams will be given during Finals Week and will be relatively comprehensive, but will not have a time limit and will still be open-book, open-note, open-internet, and open-neighbor.
Career Focus Project: During the course of the semester you will conduct a project relevant to your anticipated career or a career of interest to you. This project will involve conducting informational interviews with people who currently work in your field of interest, finding out from them what key concepts related to neuroscience are most relevant to their work, exploring current research on these concepts, and sharing your findings with your classmates. Evidence of conducting your first informational interview is due at mid-term. You will present to the class at the end of the semester the results of your interviews and research exploration.
Service Project: Service learning is defined by Vanderbilt University as “a form of experiential education where learning occurs through a cycle of action and reflection as students seek to achieve real objectives for the community and deeper understanding and skills for themselves." This semester we are planning to conduct a service learning project which will involved hosting a “Brain Night” outreach activity at which groups will prepare presentations for local middle school students. You will be graded based on factual accuracy, effectiveness in presenting at a level appropriate to the audience, and peer ratings of your individual contribution to the project.
Participation: This portion of your grade will be based on your attendance, participation in class activities, and completion of small assignments that do not assess content knowledge (e.g. Getting to Know You “Quiz”), practicing passing off CCs with classmates, and my own rating of your participation. Everyone should get a fully satisfactory rating from me but I reserve the right as the instructor to deduct points from this portion of your grade if I observe a clearly-apparent pattern of disruptive behavior, lack of engagement, missing Oral Exam appointments, etc. If I feel that your participation needs improvement I will mention this to you in private and explain what corrections will need to be made. If the prescribed corrections are not made to my satisfaction, then I will deduct an appropriate number of points.

Week 1
8/21/2025: Introduction to the course and basic anatomy of the nervous system.
8/26: Overview of nerve cells and resting potentials.
Week 2
8/28: Discussion on action potentials.
9/2: Review of nerve cells, resting potentials, and action potentials.
Week 3
9/4: Examination of synapses and integration of neuronal signals.
9/9: Chemical events at the synapse.
Week 4
9/11: Continuation of chemical events at the synapse.
9/16: Introduction to receptors and drugs.
Week 5
9/18: Review of receptors and drugs.
9/23: Neuroanatomy basics.
Week 6
9/25: Continued discussion on neuroanatomy and review.
9/30: Introduction to sensation and perception, focusing on vision.
Week 7
10/2: Continued exploration of vision.
10/7: Review of sensation and perception.
Week 8
10/9: Auditory and vestibular senses.
10/14: Introduction to fMRI and EEG techniques.
Week 9
10/16: Oral exam appointments.
10/21: Continued discussion on fMRI and EEG.
Week 10
10/23: Continued exploration of auditory and vestibular senses.
10/28: Introduction to somatosensation.
Week 11
10/30: Discussion on movement.
11/4: Introduction to chemosensation.
Week 12
11/6: Review and exploration of optical illusions.
11/11: Oral exam appointments.
Week 13
11/13: Introduction to internal regulation and temperature regulation.
11/18: Continued discussion on internal and temperature regulation.
Week 14
11/20: Introduction to sex and stress.
11/25: Service project group work day.
Week 15
11/27: No Class (Thanksgiving Break).
12/2: Continued discussion on sex and stress.
Week 16
12/4: Introduction to sleep.
12/9: Discussion on hunger and thirst.
Week 17
12/11: Introduction to learning and memory.
Finals Week
12/16: Final exam (oral exam appointments) and open-book final exam.

• Class participation: 15%
• Legal System Assignment: 10%
• Contract Assignment: 10%
• First exam (in-class multiple choice): 20%
• Second exam (in-class multiple choice): 20%
• Third exam (take-home essays): 25%

• Class introduction: introduce class; review syllabus; discuss expectations
• Intro to Legal System: discuss the purpose of law and levels of state and federal government
• Constitutional law: discuss structure of government; commerce clause; Bill of Rights
• Administrative law: discuss government regulations and administrative law process
• Civil Litigation: give overview of civil litigation, discovery, trial
• Alternative dispute resolution: describe alternative ways to settle lawsuits, like mediation and arbitration
• Torts: intentional torts; business torts; negligence; damages; strategies to avoid tort lawsuits
• Property: discuss real and personal property
• Criminal law: discuss criminal process, with emphasis on how to avoid fraud
• Contracts: review contract formation, terms, breach, damages, and strategies
• Agency: discuss agency-principal relationship; vicarious liability; agency and contracts
• Employment: discuss employment discrimination, sexual harassment, accommodation
• Consumer law: discuss different ways business face liability for unsafe products or services
• Business Ethics: discuss the ethical decision-making process
• Business formation: review different types of business formation and their advantages
• Securities: discuss securities regulation, avoiding fraud, and necessary disclosures
• Intellectual property: patent, copyright, trademark, trade secrets
• Antitrust: discuss monopolization and per se violations
• Creditors and debtors: general overview of bankruptcy process and secured transactions

The text consists of 14 chapters. Each week in the semester will be dedicated to a specific chapter in the book and a recorded lecture will accompany the material in test format. There will be 5 tests; and 5 quizzes each dedicated to a separate area of criminal justice.

Week #1: Evolution of Crime and Punishment
Week #2: Criminology
Week #3: The Creation of American Policing
Week #4: Ethical Issues in Criminal Justice
Week #5: Criminal Law
Week #6: The Law of Search and Seizure
Week #7: Custodial Interrogations
Week #8: Pretrial Motions
Week #9: Laws of Evidence
Week #10: The Courts and Judiciary
Week #11: Juvenile Justice
Week #12: Sentencing
Week #13: Corrections
Week #14: Freedom of Speech and Cybercrime

The text consists of 14 chapters. Each week in the semester will be dedicated to a specific chapter in the book and a recorded lecture will accompany the material in test format. There will be 5 tests; 5 quizzes; and approximately 13 assignments (11 of these assignments will be 10-15 videos related to a topic in the criminal justice system accompanied by a couple of questions that will need to be answered for credit; 2 assignments will be lengthier assignments that require students to view 2 videos approximately 60-90 minutes in length accompanied by a worksheet that will need to be turned in.

Week #1: Evolution of Crime and Punishment
Week #2: Criminology
Week #3: The Creation of American Policing
Week #4: Ethical Issues in Criminal Justice
Week #5: Criminal Law
Week #6: The Law of Search and Seizure
Week #7: Custodial Interrogations
Week #8: Pretrial Motions
Week #9: Laws of Evidence
Week #10: The Courts and Judiciary
Week #11: Juvenile Justice
Week #12: Sentencing
Week #13: Corrections
Week #14: Freedom of Speech and Cybercrime

1. Forum discussions – 44% (11 discussions x 40pts each= 440 possible points)
2. Syllabus quiz – 6% (60 possible points)
3. Exams (2) – 30% (2 exams x 150pts each = 300 possible points)
4. Final paper 20% (200 possible points)

For students interested in careers in law enforcement, adult or juvenile corrections, private or industrial security, or law. Covers principles of supervision, including motivation, discipline, evaluation, scheduling, work assignments, stress management, and functioning of line and staff, using lectures, videos, guest lecturers, practical problem solving, and text study.

Case Studies: These case studies are meant to help you critically think about and practically utilize the information you have been learning throughout the semester from the Project Management Body of Knowledge.

Quizzes: All quizzes are open and can be completed at any time. Please check for due dates and times. Additional details are posted in Canvas.

Discussion Board Assignment: You must post two articles/current events/etc. (5 points each) that illustrate Project Management at work in the real world and discuss/explain how these relate to some aspect(s) of the course content. You must also comment on 5 other individuals' posts (2 points each) throughout the semester.

PMBOK 7th Edition: These assignments are meant to help introduce you to the PMBOK 7th Edition resources available to you in this course.

Module 1:
Familiarize yourself with the course page, syllabus, content and deliverables, etc.
Get Student Membership and access to PMI.org

Module 2:
Content:
Project Management Framework (Slides)
Preface of PMBOK 7th Edition (vii – xiv)
The Standard for Project Management
Introduction Section 1.0
Deliverables:
Preface of the PMBOK 7th Edition Quiz
The Standard for Project Management Introduction Quiz

Module 3:
Content:
The Standard for Project Management
A System for Value Delivery Section 2.0
Project Management Principles Sections 3.0 – 3.5
PMI Code of Ethics
Deliverables:
The Standard for Project Management
A System for Value Delivery Section 2.0 Quiz
Project Management Principles Sections 3.0-3.5 Quiz
PMI Code of Ethics and Professional Conduct Quiz
Case Study
Global Green Books

Module 4:
Content:
The Standard for Project Management
Project Management Principles Sections 3.6 – 3.12
Index (read through to find and understand unfamiliar terms)
PMBOK Guide
Introduction Section 1.0
Project Performance Domains Section 2.0
Deliverables:
The Standard for Project Management
Project Management Principles Sections 3.6 – 3.12 Quiz
PMBOK Guide
Introduction and Project Performance Domains Sections 1.0-2.0 Quiz
Case Study
Developing Project Managers at Global Green Books

Module 5:
Content:
PMBOK Guide
Stakeholder Performance Domain Section 2.1
Team Performance Domain Section 2.2
Deliverables:
PMBOK Guide
Stakeholder Performance Domain Section 2.1 Quiz
Team Performance Domain Section 2.2 Quiz
Case Study
Defining Standard Projects at Global Green Books
(Refer to WBS Help Docx in Canvas)

Module 6:
Content:
PMBOK Guide
Development Approach and Life Cycle Performance Domain (Section 2.3)
Planning Performance Domain (Section 2.4)
Deliverables:
PMBOK Guide
Development Approach and Life Cycle Performance Domain Section 2.3 Quiz
Planning Performance Domain Section 2.4 Quiz
Case Study
Managing Change at Global Green Books

Module 7:
Content:
PMBOK Guide
Project Work Performance Domain (Section 2.5)
Delivery Performance Domain (Section 2.6)
Deliverables:
PMBOK Guide
Project Work Performance Domain Section 2.5 Quiz
Project Performance Domain Section 2.6 Quiz
Case Study
Quality Management at Global Green Books

Module 8:
Content:
PMBOK Guide
Measurement Performance Domain (Section 2.7)
Deliverables:
Measurement Performance Domain Section 2.7 Quiz
Case Study
Risk at Global Green Books

Module 9:
Content:
PMBOK Guide
Uncertainty Performance Domain (Section 2.8)
Tailoring (Section 3.0 – 3.4)
Deliverables:
Uncertainty Performance Domain Section 2.8 Quiz
Tailoring Sections 3.0 – 3.4 Quiz
Case Study
Closing Projects at Global Green Books

Module 10:
Content:
PMBOK Guide
Tailoring (Section 3.5 – 3.7)
Models, Methods, and Artifacts
Models Section (Section 4.1 – 4.3)
Deliverables:
PMBOK Guide
Tailoring Sections 3.0-3.7 Quiz
Models Sections 4.0-4.3 Quiz
Case Study
Volkswagen Case Study Analysis (Due 04/08)

Module 11:
Content:
PMBOK Guide
Models, Methods, and Artifacts
Methods (Section 4.4 – 4.5)
Artifacts (Section 4.6 – 4.7)
Deliverables:
Models, Methods, and Artifacts
Methods (Section 4.4-4.5) Quiz
Artifacts (Section 4.6-4.7) Quiz

Module 12:
Content:
PMBOK Guide
Appendix X2 Sponsor
Appendix X3 The Project Management Office
Appendix X4 Product
Glossary
Deliverables:
Discussion Board Assignment
Volkswagen Case Study Analysis
Appendix X2-X4 Quiz
Glossary Quiz

Module 13:
Content: PMBOK 6th Edition
Deliverables:
Student Evaluation Extra Credit Assignment
CAPM 7th Edition Quiz 1
CAPM7th Edition Quiz 2

Module 14:
Content: PMBOK 6th Edition
Deliverables:
CAPM Practice Exams 1-3
PMBOK 6th Edition “Lessons Learned” Assignment
CAPM Practice Exams Assignment

Case Studies: These case studies are meant to help you critically think about and practically utilize the information you have been learning throughout the semester from the Project Management Body of Knowledge.

Quizzes: All quizzes are open and can be completed at any time. Please check for due dates and times. Additional details are posted in Canvas.

Discussion Board Assignment: You must post two articles/current events/etc. (5 points each) that illustrate Project Management at work in the real world and discuss/explain how these relate to some aspect(s) of the course content. You must also comment on 5 other individuals' posts (2 points each) throughout the semester.

PMBOK 7th Edition: These assignments are meant to help introduce you to the PMBOK 7th Edition resources available to you in this course.

Module 1:
Familiarize yourself with the course page, syllabus, content and deliverables, etc.
Get Student Membership and access to PMI.org

Module 2:
Content:
Project Management Framework (Slides)
Preface of PMBOK 7th Edition (vii – xiv)
The Standard for Project Management
Introduction Section 1.0
Deliverables:
Preface of the PMBOK 7th Edition Quiz
The Standard for Project Management Introduction Quiz

Module 3:
Content:
The Standard for Project Management
A System for Value Delivery Section 2.0
Project Management Principles Sections 3.0 – 3.5
PMI Code of Ethics
Deliverables:
The Standard for Project Management
A System for Value Delivery Section 2.0 Quiz
Project Management Principles Sections 3.0-3.5 Quiz
PMI Code of Ethics and Professional Conduct Quiz
Case Study
Global Green Books

Module 4:
Content:
The Standard for Project Management
Project Management Principles Sections 3.6 – 3.12
Index (read through to find and understand unfamiliar terms)
PMBOK Guide
Introduction Section 1.0
Project Performance Domains Section 2.0
Deliverables:
The Standard for Project Management
Project Management Principles Sections 3.6 – 3.12 Quiz
PMBOK Guide
Introduction and Project Performance Domains Sections 1.0-2.0 Quiz
Case Study
Developing Project Managers at Global Green Books

Module 5:
Content:
PMBOK Guide
Stakeholder Performance Domain Section 2.1
Team Performance Domain Section 2.2
Deliverables:
PMBOK Guide
Stakeholder Performance Domain Section 2.1 Quiz
Team Performance Domain Section 2.2 Quiz
Case Study
Defining Standard Projects at Global Green Books
(Refer to WBS Help Docx in Canvas)

Module 6:
Content:
PMBOK Guide
Development Approach and Life Cycle Performance Domain (Section 2.3)
Planning Performance Domain (Section 2.4)
Deliverables:
PMBOK Guide
Development Approach and Life Cycle Performance Domain Section 2.3 Quiz
Planning Performance Domain Section 2.4 Quiz
Case Study
Managing Change at Global Green Books

Module 7:
Content:
PMBOK Guide
Project Work Performance Domain (Section 2.5)
Delivery Performance Domain (Section 2.6)
Deliverables:
PMBOK Guide
Project Work Performance Domain Section 2.5 Quiz
Project Performance Domain Section 2.6 Quiz
Case Study
Quality Management at Global Green Books

Module 8:
Content:
PMBOK Guide
Measurement Performance Domain (Section 2.7)
Deliverables:
Measurement Performance Domain Section 2.7 Quiz
Case Study
Risk at Global Green Books

Module 9:
Content:
PMBOK Guide
Uncertainty Performance Domain (Section 2.8)
Tailoring (Section 3.0 – 3.4)
Deliverables:
Uncertainty Performance Domain Section 2.8 Quiz
Tailoring Sections 3.0 – 3.4 Quiz
Case Study
Closing Projects at Global Green Books

Module 10:
Content:
PMBOK Guide
Tailoring (Section 3.5 – 3.7)
Models, Methods, and Artifacts
Models Section (Section 4.1 – 4.3)
Deliverables:
PMBOK Guide
Tailoring Sections 3.0-3.7 Quiz
Models Sections 4.0-4.3 Quiz
Case Study
Volkswagen Case Study Analysis (Due 04/08)

Module 11:
Content:
PMBOK Guide
Models, Methods, and Artifacts
Methods (Section 4.4 – 4.5)
Artifacts (Section 4.6 – 4.7)
Deliverables:
Models, Methods, and Artifacts
Methods (Section 4.4-4.5) Quiz
Artifacts (Section 4.6-4.7) Quiz

Module 12:
Content:
PMBOK Guide
Appendix X2 Sponsor
Appendix X3 The Project Management Office
Appendix X4 Product
Glossary
Deliverables:
Discussion Board Assignment
Volkswagen Case Study Analysis
Appendix X2-X4 Quiz
Glossary Quiz

Module 13:
Content: PMBOK 6th Edition
Deliverables:
Student Evaluation Extra Credit Assignment
CAPM 7th Edition Quiz 1
CAPM7th Edition Quiz 2

Module 14:
Content: PMBOK 6th Edition
Deliverables:
CAPM Practice Exams 1-3
PMBOK 6th Edition “Lessons Learned” Assignment
CAPM Practice Exams Assignment

Exercises (Prep for canvas quiz exams): 5%
Quizzes: 5%
Project: 20%
Drills: 15%
Programming Assignments: 15%
Exam 1: 10%
Exam 2: 10%
Final Exam - Practical (15%) & Canvas Quiz(5%): 20%

Unit 1: Review and Setup

Covers course introduction and review of core Python concepts from CS1400. Emphasis on understanding range and setting up expectations for future projects.

Unit 2: Data Types and Abstraction

Introduces composite data types, mutability, tuples, and abstraction. Students begin working with structured data and conceptual modeling.

Unit 3: Modular Programming

Focuses on organizing programs using modules, docstrings, and multiple files. Students practice encapsulating code for reuse and clarity.

Unit 4: Object-Oriented Programming Basics

Introduces user-defined objects, class definitions, and modularity. Builds foundation for using object-oriented programming to structure solutions.

Unit 5: Debugging and Error Handling

Teaches strategies for debugging, handling exceptions, and collaborative troubleshooting. Emphasis on systematic problem-solving in code.

Unit 6: References and Functional Design

Covers object references, aliasing, cloning, pure functions, and the advantages of OOP. Encourages clean and predictable function design.

Unit 7: Object Relationships

Explores containment, sameness, and copying mechanisms. Practice with object composition and managing object state.

Unit 8: Inheritance and Class Hierarchies

Introduces inheritance and UML diagrams for extending classes. Students learn how to design class hierarchies and reuse code.

Unit 9: Polymorphism and Libraries

Covers polymorphism and using libraries such as Pygame. Students apply OOP concepts to build interactive applications.

Unit 10: Operator Overloading

Teaches how to override built-in Python operators. Students learn how to define custom behavior for class instances using operator methods.

Unit 11: Final Project Development

Students work on a multi-stage final project applying all concepts learned. Emphasizes project planning, implementation, and team collaboration.

Understanding Your Degree Requirements Quiz
Career Triangle & Goals Worksheet
Submit Draft 1 Grad Plan for Review
Submit Draft 2 Grad Plan for Review
Peer Review
Course Evaluation
Second Draft Advisor Review Meeting
Submit Final Draft Grad Plan for Review
Create Navigate Academic Plan
Register for Classes

Development & Drafts: Students will learn how to read catalog course descriptions to understand program requirements, prerequisites, course rotations, etc. relevant to the completion of their degree. Students will identify some post graduation goals and explore supplemental resources or activities they can take advantage of to make the most of their education. Students will develop a first draft, edit a second draft based on feedback, solicit peer feedback, and schedule a meeting with their Academic Advisor.

Final: Students will meet with their Academic Advisor to polish their final draft, discuss any immediate fixes or things they will want to be aware of in future semesters, and discuss any concerns for the completion of their degree. Students are asked to create a plan based on this final review in EAB Navigate for departmental enrollment estimates. Students register based on their plan, and learn how to address issues due to scheduling that may arise.

Written Exams (x4)
Homework (x5)
Oral Interviews (x3)
Final

Chapter 1 Cultural review of Spanish in US. Review of present tense, ser vs. estar, and verbs like gustar, related readings.
Chapter 2 Cultural review of Mexico. Review of preterite and imperfect tenses, related readings.
Chapter 3 Cultural review of the Carribean, grammar introduction of subjunctive mood and command forms with related readings.
Chapter 4 Cultural review of Central America with continued introduction of subjunctive mood, review of reflexive verbs, differences between por and para with related readings.
Chapter 5 Cultural review of northern Andes region, review of the future and conditional tenses, relative pronouns with related readings.

Digital Film Internship (FILM-4900R)
We will be meeting during the first week of school on in Jennings 175 to discuss the ins and outs of this internship course and what everyone's options and goals are. This meeting is required.
The requirement to pass the course is to obtain 90 hours and write a one-page paper on what you learned at the semester’s end. That is an average of 6 hrs per week spent on Internship. You will be using an hours log to fill in your hours as we move throughout the semester.
You are allowed to bring in 45 hours to meet your 90 from an experience outside of a class going back one year.
Please have call sheets emailed to me by week 2 to prove your hours and fill them out on the hours log. If you worked for an outside internship please fill out the attached form, have it signed by your advisor/boss and return it to me. https://dixie.instructure.com/courses/988038/files?preview=166621720
We will communicate mostly by group text. You will receive a follow up calendar invite to all shoots in your email. PLEASE RSVP. This helps me see who is reading their email. For longer more complicated messages I will email. You must check email for this class.

ROLES NEEDED THIS FALL (subject to change):
I'm looking for a professional level motion graphics artist for internship credit.
Help with special events; Auditions/Casting Call, End of Semester, or End of Year Screenings.
Company/Casting Call-Eccles Mainstage. I need two producers on this to work with the Pre-Production Class and make sure all our ducks are in a row.
DIT for the Casting Call: INFORMATION WILL BE SENT VIA EMAIL for all log-ins. DIT will upload all headshots to the acting database and upload Footage to our youtube channel. DIT will also send headshots out to all the participants through google drive folder. This job will probably last about two weeks post Casting Call depending on fast you work. DIT needs to monitor digital submissions as well.

Hours that count for internship:
Any work on UTSC Projects; shooting, producing, gaffing editing etc IE: Jubilee of Trees, IHC...
External editing projects.
DOCUTAH International Film Festival -data collection, sound booth, quick video & photos ads/highlights, panels and events, volunteering in general.
Desertscape Film Festival Social media content, quick video ads/highlights, Wix website building, graphics and design of additional panels and events, Award Ceremony graphics, and volunteering in general.
Established internship with UMAC (must be prearranged)
Any hours completed for an external internship source of your choice with proper documentation and signatures.
Any hours completed for a capstone when you are NOT enrolled in the capstone class. Director must sign documentation proving your hours. (usually pertains to fresh and soph)
Filming and editing footage for BTS at any film department event to be used on social media (final product must pass a QC test)
End of Semester Screening pamphlet and flyer (graphic design)
Carving Slate Awards for Screenings

GRADING:
You will be required to write a one-page paper summing up your internship experience during the last couple weeks of class.
Please fill this out weekly with your phone number. You will also be hearing from me on a weekly basis to check in on your progress and make sure you are hitting your goals. Failure to not fill out your hours can effect your grade and in some cases result in failure. We will be meeting when necessary, to organize for certain projects.
CAUSE FOR FAILING THIS CLASS:
Chronically not responding to emails and text job requests
Chronically not adding your hours into the log. ( I need to know what you're up to).
Not being an active participant in obtaining hours for this class. You will have to seek hours out.
Email me at ANYTIME with questions or concerns: Tisa.Zito@utahtech.edu. I prefer email to text unless its urgent like you are on set or it involves a job happening that day or the next morning.

This unit covers the application of various skills learned throughout years as a film student to practical and professional settings.

Weeks 1–2

Digital Mark-Making Exercises
Intro assignment to familiarize students with brushes, pressure sensitivity, and interface navigation.

Elements & Principles Image Assignment
Students create a digital composition that demonstrates the principles of design using found or created imagery.

Module 2: Raster Compositing & Photo Manipulation
Weeks 3–5

Photo Manipulation Study
Students combine multiple photos into one believable and visually interesting composition.

Compositing Assignment
Layer masking, color correction, and effects used to create a thematic or surreal image.

Double Exposure Assignment
Students create a conceptual image using double exposure or clipping mask techniques.

Module 3: Digital Painting & Custom Tools
Weeks 6–8

Brush Creation Assignment
Students design and implement custom brushes and textures for digital work.

Digital Painting Study
A study focusing on painting form, light, and surface in Photoshop.

Self-Guided Painting Project
A painting piece based on student-chosen subject matter that demonstrates storytelling and conceptual depth.

Module 4: Vector Graphics & Design
Weeks 9–11

Logo Recreation Assignment
Students recreate an existing logo to understand vector tools, accuracy, and file formatting.

Low Poly Design
Creating a stylized portrait or object using the low poly design aesthetic.

Module 5: Typography, Motion, and Digital Applications
Weeks 12–14

Poster Design Assignment
Combining type and image in a poster layout using principles of hierarchy and clarity.

Animated Poster
Students animate a portion of their poster using motion design principles (e.g., loop, timing, emphasis).

Social Media Design
Students adapt a project or create a new visual for a specific social platform, considering branding and audience.

Final Module
Weeks 15–16

Final Project Proposal
Written and visual plan outlining the student’s concept, timeline, and techniques for their final project.

Final Digital Art Project
A summative piece that demonstrates technical skill, personal voice, and thoughtful use of digital tools.

Week 1: Introduction to Digital Art & Course Expectations
Overview of the course, software, and expectations. Students begin basic mark-making exercises and explore the digital workspace.

Week 2: Visual Language – Elements and Principles in Digital Media
Understanding and applying the elements and principles of design through a hands-on image-based assignment. Discussion on resolution and image quality.

Week 3: Foundations of Photo Manipulation
Students explore tools for editing and combining photographs while practicing balance, contrast, and visual hierarchy.

Week 4: Compositing Techniques
In-depth work session on combining multiple images and refining composition using adjustments and layer management.

Week 5: Visual Effects and Layer Modes
Lecture on layer modes, blending techniques, and using effects to enhance digital compositions.

Week 6: Conceptual Imagery – Double Exposure Techniques
Using clipping masks and conceptual thinking to create layered, meaningful visual narratives.

Week 7: Brush Customization and Digital Painting Tools
Students learn to create and manipulate custom brushes for expressive mark-making and painterly effects.

Week 8: Introduction to Digital Painting
Techniques for building up digital paintings through value, color, and texture. Exploration of subject, mood, and storytelling.

Week 9: Self-Guided Conceptual Project
Independent project planning and execution. Students develop a concept-driven piece applying prior techniques.

Week 10: Vector Tools and Workspace Management
Students are introduced to the pen tool and vector-based design. Workspace customization and logo recreation assignment.

Week 11: Low Poly Design and Image Trace
Lecture on simplification of forms and use of planes in low poly style artwork. Emphasis on geometry and color.

Week 12: Typography, Layout, and Poster Design
Combining image, text, and design elements into a cohesive composition for poster design. Design hierarchy and messaging.

Week 13: Introduction to Motion Graphics
Students explore time-based media and begin animating poster content for digital environments.

Week 14: Designing for Social Media
Adapting artwork for digital platforms. Discussion on audience, scale, format, and engagement strategies.

Week 15: Final Project Development
Students conceptualize, plan, and begin work on a final piece that demonstrates mastery of digital tools and personal voice.

Week 16: Final Critique and Portfolio Presentation
Students present and defend their final projects in a formal critique setting. Discussion of portfolio development and career preparation.

Written Tests (biweekly)
Homework (weekly)
Oral exams (interviews x2)
Final

Chapter 1 Introduction to the language including greetings, alphabet, use of adjectives descriptions, negation, basic vocabulary of colors, numbers, clothes, noun agreement in gender and number.
Chapter 2 Vocabulary of days and months, things in a classroom, verbs for positions and possession, using “ser” for description and origin, countries and peoples, vocabulary for parts of the body.
Chapter 3 Verbs like “jugar” and “ir”, the use of “gustar” for likes and dislikes, telling time, regular present tense verbs, demonstrative adjectives and pronouns, weather expressions, and verbs with an irregular “yo” form.
Chapter 4 Use of possessives, expressing preferences, vocabulary on family, more countries, filling out forms, and making plans.
Chapter 5 Using reflexive verbs, expressing daily routine, irregular verb conjugations, vocabulary for food, use of direct object pronouns, cultural review of holidays, more verbs and states of health and emotion.
Chapter 6 Use of indirect object pronouns and the present progressive tense, vocabulary for school subjects, words to express frequency of actions, the verbs “saber” and “poder”, expressing obligations, vocabulary for employment, differences between “ser” and “estar”
Chapter 7 Differences between “conocer” and “saber”, vocabulary about cities and neighborhoods, making comparisons, vocabulary centered on home and furniture, and domestic activities and chores.

Written Tests (biweekly)
Homework (weekly)
Oral exams (interviews x2)
Final

Chapter 1 Introduction to the language including greetings, alphabet, use of adjectives descriptions, negation, basic vocabulary of colors, numbers, clothes, noun agreement in gender and number.
Chapter 2 Vocabulary of days and months, things in a classroom, verbs for positions and possession, using “ser” for description and origin, countries and peoples, vocabulary for parts of the body.
Chapter 3 Verbs like “jugar” and “ir”, the use of “gustar” for likes and dislikes, telling time, regular present tense verbs, demonstrative adjectives and pronouns, weather expressions, and verbs with an irregular “yo” form.
Chapter 4 Use of possessives, expressing preferences, vocabulary on family, more countries, filling out forms, and making plans.
Chapter 5 Using reflexive verbs, expressing daily routine, irregular verb conjugations, vocabulary for food, use of direct object pronouns, cultural review of holidays, more verbs and states of health and emotion.
Chapter 6 Use of indirect object pronouns and the present progressive tense, vocabulary for school subjects, words to express frequency of actions, the verbs “saber” and “poder”, expressing obligations, vocabulary for employment, differences between “ser” and “estar”
Chapter 7 Differences between “conocer” and “saber”, vocabulary about cities and neighborhoods, making comparisons, vocabulary centered on home and furniture, and domestic activities and chores.

Course Summary:
Date Details Due
Wed Aug 20, 2025 Assignment Quiz - Getting Started - Introduction to SE3400 due by 11:59pm
Thu Aug 21, 2025 Calendar Event Discussion Posts Due 12am
Assignment Notes - HCI Basics (Introduction) due by 11:59pm
Assignment Notes - Exploring HCI (Introduction) due by 11:59pm
Assignment Quiz - Exploring HCI (Introduction) due by 11:59pm
Assignment Quiz - HCI Basics (Introduction) due by 11:59pm
Sun Aug 24, 2025 Discussion Topic Learning Activity - Task-Driven or Tool-Tangled due by 11:59pm
Discussion Topic Learning Activity - The Three Faces of HCI due by 11:59pm
Tue Aug 26, 2025 Assignment Notes - Introduction (HCI Principles) due by 11:59pm
Assignment Quiz - Introduction (HCI Principles) due by 11:59pm
Thu Aug 28, 2025 Calendar Event Discussion Posts Due 12am
Sun Aug 31, 2025 Discussion Topic Learning Activity - Team Up & Talk due by 11:59pm
Discussion Topic Learning Activity - The Views of the User due by 11:59pm
Mon Sep 1, 2025 Calendar Event No Classes - Labor Day 12am
Tue Sep 2, 2025 Assignment Notes - Direct Manipulation & Invisible Interfaces (HCI Principles) due by 11:59pm
Assignment Notes - Feedback Cycles (HCI Principles) due by 11:59pm
Assignment Quiz - Direct Manipulation & Invisible Interfaces (HCI Principles) due by 11:59pm
Assignment Quiz - Feedback Cycles (HCI Principles) due by 11:59pm
Thu Sep 4, 2025 Calendar Event Discussion Posts Due 12am
Sun Sep 7, 2025 Discussion Topic Learning Activity - Direct Control, Invisible Design due by 11:59pm
Discussion Topic Learning Activity - Reimagining The Payment Process due by 11:59pm
Tue Sep 9, 2025 Assignment Quiz - Introduction (HCI Methods) due by 11:59pm
Assignment Notes - Introduction (HCI Methods) due by 11:59pm
Thu Sep 11, 2025 Calendar Event Discussion Posts Due 12am
Sun Sep 14, 2025 Discussion Topic Learning Activity - The Problem Space due by 11:59pm
Tue Sep 16, 2025 Assignment Notes - Needfinding (HCI Methods) due by 11:59pm
Assignment Quiz - Needfinding (HCI Methods) due by 11:59pm
Thu Sep 18, 2025 Calendar Event Initial Plan Due 12am
Sun Sep 21, 2025 Assignment Milestone 1 - Needfinding (Part I) due by 11:59pm
Tue Sep 23, 2025 Assignment Notes - Task Analysis (HCI Principles) due by 11:59pm
Assignment Quiz - Task Analysis (HCI Principles) due by 11:59pm
Thu Sep 25, 2025 Calendar Event Discussion Posts Due 12am
Sun Sep 28, 2025 Discussion Topic Learning Activity - Break Down Tasks, Build Up Design due by 11:59pm
Assignment Milestone 1 - Needfinding (Part II) due by 11:59pm
Tue Sep 30, 2025 Assignment Notes - Design Alternatives (HCI Methods) due by 11:59pm
Assignment Quiz - Design Alternatives (HCI Methods) due by 11:59pm
Sun Oct 5, 2025 Assignment Milestone 2 - Design Alternatives (Part I) due by 11:59pm
Tue Oct 7, 2025 Assignment Notes - Design Principles & Heuristics (HCI Principles) due by 11:59pm
Assignment Quiz - Design Principles & Heuristics (HCI Principles) due by 11:59pm
Thu Oct 9, 2025 Calendar Event No Classes - Fall Break 12am to Oct 11 at 12am
Calendar Event Discussion Posts Due 12am
Sun Oct 12, 2025 Discussion Topic Learning Activity - From Flaws to Function due by 11:59pm
Discussion Topic Milestone 2 - Design Alternatives (Part II) due by 11:59pm
Tue Oct 14, 2025 Assignment Notes - Mental Models & Representations (HCI Principles) due by 11:59pm
Assignment Quiz - Mental Models & Representations (HCI Principles) due by 11:59pm
Thu Oct 16, 2025 Calendar Event Discussion Posts Due 12am
Sun Oct 19, 2025 Discussion Topic Learning Activity - Breaker Box Reimagined due by 11:59pm
Assignment Midterm Exam (Remotely Proctored) due by 11:59pm
Tue Oct 21, 2025 Assignment Notes - Prototyping (HCI Methods) due by 11:59pm
Assignment Quiz - Prototyping (HCI Methods) due by 11:59pm
Sun Oct 26, 2025 Assignment Milestone 3 - Prototyping (Part I - Low-Fidelity) due by 11:59pm
Tue Oct 28, 2025 Assignment Notes - Human Abilities (HCI Principles) due by 11:59pm
Assignment Quiz - Human Abilities (HCI Principles) due by 11:59pm
Thu Oct 30, 2025 Calendar Event Discussion Posts Due 12am
Sun Nov 2, 2025 Discussion Topic Learning Activity - Sense & Sensibility in Design due by 11:59pm
Assignment Milestone 3 - Prototyping (Part II - High-Fidelity) due by 11:59pm
Tue Nov 4, 2025 Assignment Notes - Distributed Cognition (HCI Principles) due by 11:59pm
Assignment Quiz - Distributed Cognition (HCI Principles) due by 11:59pm
Thu Nov 6, 2025 Calendar Event Discussion Posts Due 12am
Sun Nov 9, 2025 Discussion Topic Learning Activity - Rethinking How We Navigate due by 11:59pm
Tue Nov 11, 2025 Assignment Notes - Evaluation (HCI Methods) due by 11:59pm
Assignment Quiz - Evaluation (HCI Methods) due by 11:59pm
Sun Nov 16, 2025 Assignment Milestone 4 - Evaluation (Part I) due by 11:59pm
Tue Nov 18, 2025 Assignment Notes - HCI and Agile Development (HCI Methods) due by 11:59pm
Assignment Notes - Interfaces & Politics (HCI Principles) due by 11:59pm
Assignment Quiz - HCI and Agile Development (HCI Methods) due by 11:59pm
Assignment Quiz - Interfaces & Politics (HCI Principles) due by 11:59pm
Sun Nov 23, 2025 Assignment Milestone 4 - Evaluation (Part II) due by 11:59pm
Mon Nov 24, 2025 Calendar Event No Classes - Thanksgiving Break 12am to Nov 29 at 12am
Tue Dec 2, 2025 Calendar Event Peer Reviews Due 12am
Assignment Course Evaluation (Extra Credit) due by 11:59pm
Thu Dec 4, 2025 Assignment Final Project Presentation & Submission due by 11:59pm
Fri Dec 5, 2025 Calendar Event Classes End 12am
Sat Dec 6, 2025 Assignment Final Exam (Remotely Proctored) due by 11:59pm

An introduction to the fundamentals of human-computer interaction, user interface design, and usability analysis. Examines interaction design, implementation, and evaluation of many various types of user interfaces, supported by lectures, readings, discussions, and a hands-on approach to an interaction design team project. Topics include overviews of human information processing subsystems, user interfaces, and a variety of design and evaluation methods used in interaction design.

For the English 2010: Intermediate Writing course, the major grade-earning assignments consist of three formal writing projects: a Comparative Analysis (5-6 pages), an Argument Synthesis (5-6 pages), and a Research-based project (10-12 pages) with an Annotated Bibliography. These assignments are summative assessments that require students to write a total of at least 18 essay pages, totaling 5,000-5,600 words. The course also includes formative assessments such as preparation checks and research write-ups, and informal writing assignments including in-class responses and short written responses to readings. Additionally, students will take a course-specific pre- and post-test to assess learning progress during the semester. The grading scale ranges from A (94-100%) to F (below 60%), with a minimum passing grade of C (74%) required for the course.RetryClaude can make mistakes. Please double-check responses.

Unit 1: Comparative Analysis
This unit focuses on teaching students to evaluate and compare different perspectives or texts using critical thinking skills. Students will learn to identify underlying assumptions and biases while developing a precise thesis that controls their essay structure.
Unit 2: Argument Synthesis
This unit covers the creation of effective argumentative writing that incorporates multiple sources. Students will learn to apply relevant and convincing evidence to support their positions while developing standard written English composition skills.
Unit 3: Research-Based Writing
This unit teaches students comprehensive research techniques and ethical citation practices. Students will learn to incorporate research through effective quotation, paraphrasing, and summarizing while avoiding plagiarism in preparation for their final 10-12 page research paper.

The course requires students to write a minimum of 4 essays totaling at least 4,500 words using a recursive process. Two of these essays must be approximately 5 pages in length (1,250 words), one must be at least a 5-page research essay incorporating sources, and no more than one can be a narrative essay. The specific formal writing projects include: Project #1: Literacy Narrative (3-4 pages), Project #2: Argument Synthesis (3-4 pages), Project #3: Literary Analysis (3-4 pages), and Project #4: Research-based project (5-6 pages). Students will also complete informal writing assignments including in-class responses to readings and short written responses to homework readings. Additionally, students will take a course-specific pre- and post-test assessment, work in groups during writing workshops, and attendance is mandatory, potentially accounting for up to 5% of the final grade.

Unit 1: Literacy Narrative (Project #1)
This unit introduces students to the writing process through personal narrative exploration. Students will examine their own literacy experiences and compose a 3-4 page narrative that demonstrates effective storytelling techniques and personal reflection.
Unit 2: Argument Synthesis (Project #2)
This unit focuses on developing analytical and argumentative writing skills through source evaluation and synthesis. Students will learn to evaluate evidence, identify logical fallacies, and compose a 3-4 page synthesis essay that effectively incorporates multiple perspectives on a topic.
Unit 3: Literary Analysis (Project #3)
This unit teaches students to analyze literary texts and develop interpretive arguments about literature. Students will learn critical reading strategies and compose a 3-4 page analytical essay that demonstrates close reading skills and thoughtful textual interpretation.
Unit 4: Research-Based Writing (Project #4)
This unit builds research and documentation skills through a comprehensive research project. Students will learn to locate, evaluate, and ethically incorporate sources to compose a 5-6 page research paper that demonstrates information literacy and proper MLA citation practices.

The overall grade is comprised of 9 components, worth 500 points, as described below:

1. Benchmark Meetings (80 Points; 4 Required @20 Points Each).
2. Topic Proposal (50 Points).
3. Scholarly Review (75 Points).
4. Peer Review (50 Points).
5. Rubric Construction (35 Points).
6. Discussion (50 Points).
7. Final Paper (100 Points).
8. Capstone Presentation (50 Points).
9. Course Evaluation (10 Points).

1. AUG 20, WED: First Day of class in Fall 2025 Semester, Introductions, Review Course Syllabus, and Discuss Expectations.
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2. AUG 29, FRI: Benchmark Meeting #1, Discuss/Finalize Topic Proposal.
You and I will meet during Week 2 for our Benchmark Meeting #1, which may be face-to-face (in my office) or virtually via Zoom, during which, together, we will discuss and finalize your topic proposal. Please come prepared with some topics that interest you and you are passionate about and we will try to finalize your Capstone project around that/those topic(s).
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3. SEP 07, SUN: Topic Proposal Due.
Your topic proposal should be a Word document, 500 words or approximately 2-pages, double-spaced, Times New Roman, 12-size font, 1-inch margins, written in the APA Style of Citation (7th Edition).
List the type of project that you wish to produce, highlighting the option that you chose (as discussed and finalized in our Benchmark Meeting #1, and available on your Topic Proposal Form).
Describe and discuss briefly the topic or entity (organization) that you plan to analyze/research/study/explore.
Describe and discuss briefly how you plan to analyze/research/study/explore your topic. Note: I recommend that you review and discuss at least 3-5 published articles on your topic in your topic proposal document. For example, 1-2 articles focusing on your Theoretical Framework (Communication Theory) and 2-3 articles focusing on your Topic Proposal (the one that you will be researching for your Capstone).
Describe and discuss briefly the communication theory or theoretical framework that you would apply for analysis (as discussed and finalized in our Benchmark Meeting #1, and available on your Topic Proposal Form). Note: I recommend that you review and discuss at least 1 published article on your communication theory in your topic proposal document.
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4. SEP 19, FRI: Benchmark Meeting #2, Discuss before submitting the Peer Review.
During this meeting, we will discuss the progress of your project, Scholarly Review, and Peer Review.
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5. OCT 05, SUN: Scholarly Review Due.
Your scholarly review should be 2,000 words or approximately 8-pages (double-spaced) long. These 8-pages are including the 2 pages that you have already written for the Topic Proposal (2-pages of Topic Proposal and 6-pages of Scholarly Review).
Go back to your Topic Proposal document, read my comments on it in Canvas, as part of my grading and related recommendation, and (a) incorporate my recommendations, (b) provide references for the claims that you have already made in your Topic Proposal.
Use the finished Topic Proposal document (after incorporating my recommendations) as the starting document for starting the Scholarly Review. This will provide you with an excellent starting point, for your Scholarly Review (you already have good ideas, good connections with your communication theory and, now, you can provide the references for the one or two or a few claims that you have already made in your Topic proposal, and build your Scholarly Review using the Topic Proposal as the starting document.
Collect, review, and discuss 10-12 scholarly sources (mostly published articles; can be 1-2 videos of an already published/available interview from which you can collect some data/information to support your topic), on your topic, that you believe can be used in your final deliverable (final project paper). The references that you have used for your topic proposal will count toward your total 10-12 references.
Your scholarly review should cover current (last 10 years) and relevant (related to the topic of the scholarly review) published articles reviewed/discussed in it. 2 of your 10-12 references can be older than 10 years.
Your scholarly review will be a traditional literature review in which you will tie together your topic of interest and your communication theory related to your topic of interest, supported by 10-12 scholarly resources.
Your scholarly review will be the foundation of your final project and comprise the bulk of your writing.
In your scholarly review, you should be able to articulate, (a) what you are studying, (b) why you are studying it, and (c) how you plan to study it.
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6. OCT 19, SUN: Peer Review Due.

A. Note:

Your assigned scholarly reviews will be coded to ensure anonymity with alphanumeric coding.
You will be emailed individually your assigned scholarly review via Canvas.
As a peer reviewer of the assigned scholarly review, you will review the scholarly review and submit the reviewed scholarly review in Assignments-Peer Review. Following all submissions, I will review and provide further feedback.
Your peer review will be a 250-300 word or approximately 1-page, double-spaced, reviewer report on your assigned scholarly review.
All the identifiers (cover page, name at the top of the page, etc.) will be removed from all the assigned scholarly review so that your review is a single blind review (not knowing whose article you are reviewing) and that all reviewers remain anonymous, as in a typical professional single blind review process.
You are expected to be professional, critical, conceptual, constructive, thorough, ethical, and encouraging in your review process, as you want to coach and guide your peer through the scholarly review process, so that your peer’s paper becomes better after the peer review.
In your review report, please provide the grade for your peer review out of 50 points (total points that you would give out of 50).

B. Peer Review Rubric: Please review the assigned scholarly review considering the following:

Does the scholarly review follow all the rubric instructions? Please note that these instructions are given in our course syllabus, scholarly review rubric (in Canvas-Modules-Week 6), and also in the Assignments (they all are the same, just made available in 3 different locations). You all know these rubric instructions/requirements, as you all followed them for your own scholarly review article.
Does the scholarly review have a total of about 2,000 words or approximately 8 pages (without the references)?
Does the scholarly review have the required 10-12 scholarly sources (published articles, etc.) reviewed/discussed in it?
Does the scholarly review cover current (last 10 years) and relevant (related to the topic of the scholarly review) published articles reviewed/discussed in it? It can have 2 sources older than 10 years.
Does the scholarly review have any obvious omissions or missing information?
Does the scholarly review reflect accurately the topic of the project?
Does the scholarly review use good grammar, tie all the points together, and makes the article flow nicely?
Does the scholarly review provide in-text citations according to the APA Style of Citations (7th Edition)?
Does the scholarly review provide references at the end according to the APA Style of Citations (7th Edition)?
Please provide recommendations and any general comments or considerations that you think may be necessary or helpful for the author.
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7. OCT 31, FRI: Benchmark Meeting #3, Discuss Peer Review & Rubric Construction.
During this Benchmark Meeting #3, we will discuss your peer review reports (that you would have received from your peer by then) and rubric construction.
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8. NOV 09, SUN: Rubric Construction Due.
For this Rubric Construction assignment, you will submit a 200-250-word or approximately 1-page, double-spaced, MS Word or PDF document in Canvas.
Because each student’s Capstone project is different, it is appropriate that I grade it on a rubric that fits your specific project.
Following our discussion during Benchmark Meeting #3, you will construct a 35-point rubric for your final deliverable.
For some students, the 35 points may come from your requesting me to focus closely on (a) literature review, (b) methods section, and (c) discussion section while evaluating/grading your final research paper.
For some students, the 35 points may come from your choosing to (a) write a 1-page reflection of your experience of working on their project (15 points), (b) grammar and usage of the final paper (10 points), and (c) APA Style of Citation (7th Edition) (10 points).
For this assignment, you have 35 points at your disposal, and you can decide how you would like me to grade your final research paper, and I will grade accordingly. A lot of this depends on the option that you select from the final deliverable options (options 1-4).
Your final deliverable (final research paper) is worth 100 points. My personal rubric for grading your paper will count for 65 points and your personal rubric (rubric construction as described above, in the syllabus, and during our Benchmark Meeting #3) will count for 35 points, as I grade your final research paper (Capstone Project).
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9. NOV 14, FRI: Benchmark Meeting #4, Discuss Discussion Section and Final Deliverable.
During Benchmark Meeting #4, we will discuss your Discussion Section, Final Deliverable (your completed Capstone Final Paper), and Capstone Presentation.
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10. NOV 23, SUN: Discussion (Discussion Section) Due.
You will work further on your paper, that you have so far, and add to the Discussion (6-8 new sources) as you discuss your research findings/learnings, as you focus on comparing and contrasting your own findings in light of the already published research. This should add 6-8 more pages to your paper.
As part of your Discussion, you will incorporate the recommendations based upon the feedback (specifically, on the scholarly/theoretical framework) that you have received from me and another student (as part of the peer review process).
You will review and analyze your work further to make sure that all feedback is incorporated, your paper/project flows nicely, looks professional (no grammatical errors, no plagiarism, and no loose ends), and that all citations and references are included/listed as per the APA style (7th edition).
This will be different for each one of you depending upon which type of deliverable option (options 1-4) you have chosen.
It is the sort of thing that you and I have discussed and finalized regarding your topic in Benchmark Meeting #1.
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11. DEC 05, FRI: Course Evaluation Completion Due.
Use the QR code or the link provided by Utah Tech University for course evaluations for Fall 2025 semester.
Evaluate the course.
Take a screenshot (picture) of your submission, showing the course number/details, and submit it here in Canvas for grade (worth: 10 points).
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12. DEC 07, SUN: Final Deliverable (Final Paper) Due.
Your final deliverable should be 5,000 words or approximately 18-20 pages (double-spaced) long for a case study, analyze a campaign, methods application (review article), or polytechnic pedagogy (final paper, all episodes of a podcast, finalized/operational/launched website, etc.).
This is the part of the class where you actually deliver what you promised at the start of the Capstone.
Did you choose to write a review article, a case study in which you analyzed an organization/business using communication theory, analyze publicly available data (quantitative and/or qualitative and/or rhetorical analysis) and report your results, develop a class, start a podcast, write a series of research-based blogs, or develop a website?
At this point you need to show what you have done and how you have done it.
This part is more about putting together the pieces of a puzzle that you already have, polishing the material (for APA citations/references), and not crafting new written material at this stage.
Work on conclusion, limitations, future course of research, editing, citations, and references.
Please visit the Utah Tech Writing Center for workshopping your final deliverable.
Your final deliverable should be completed heading into the final week of the classes and should be due for submission on the date listed at the end of the syllabus and in Assignments.
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13. DEC 08, MON: Capstone Presentation (Final Exam) Due.
Prepare a 3-minute thesis (3MT) with only 1 slide (like a poster) that you will use to share/display on your laptop screen on the day of your Capstone presentation (details below) for your audience.
You will present your final deliverable as part of your Capstone presentation, formally, during the Capstone night.
Prepare a professional presentation, a hard-copy poster presentation, or a short PowerPoint presentation, or a recording (podcast, etc.), or a display (website, etc.) that you can tape/hang on the wall, or display on a poster display stand, or project on your computer/iPad screen, and be prepared to talk about your presentation and your experience throughout the Capstone project, and answer any questions that the audience may have regarding your project.
Dress professionally, even if you are presenting your project via the online option (Zoom).
Your Capstone presentation will be held in-person at Utah Tech University in Zion Room (HCC 537) on Monday, December 08, 2025, 5:00 PM - 6:00 PM (location, date, and time are subject to change), and you should be present/available for the entire duration of the presentation event.
You are welcome to invite your family and friends to your Capstone presentation.
Light refreshments will be served.
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Art 4520-50 (fall 2025)
Instructor: Stacy Schimbeck
Phone: (435)705-4705
Email: sschimbeck@gmail.com
Office: By appointment, or after class.

Class: 6:00 p.m. to 8:00 North Plaza Room 113
Text: None
Attendance: More than 3 absences adversely affect your grade. Attendance is expected—IT IS A MUST! Arriving late and leaving early will be counted as an absence, unless cleared by the instructor. If you miss 6 classes you will not receive a passing grade.
Course Description: This course is designed to art Education majors more fully Prepare and learn methods that will help them teach art in an educational setting.
Objectives: As a result of this course students will:
Identify the connection between the arts and society and be able to articulate those relationships.
Identify and articulate the artistic process and the elements and forms of artistic endeavors.
Analyze insights into humankind’s approach to creativity in art.
Be able to think in design terms and successfully apply it in their projects.
Demonstrate their knowledge of terms and concepts of critical and analytical aspects of design by completing a journal of said terms..
Demonstrate knowledge of specific artists, their work, and the style, periods, and historical context of their creative work.
Develop levels of knowledge through participation in artistic experiences
Enhance their ability to assess personal efforts in the arts.
GLOCUP Objectives
1. Examine & critique information & argument related to substantive problems that have a global dimension.
2. Examine theoretical & methodological approaches to cultural differences specific to a disciplinary tradition
3. Demonstrate an ability to analyze differences and similarities within (or) across cultures.
4. Examine the role of social factors, e.g. race, gender, ethnicity, class, sexual orientation, religion, etc., in shaping interaction, cultural worldviews, and individual identity.

Grading Policies:
Grade breakdown:
50% = Lecture—Participation, Class Discussion, Art Journal, Attendance
30 % = Analysis—Written Reports
20 % = Studio—Artwork
Attendance and class participation are a must to complete all components.
Grades will be rewarded on individual effort.
Participation in class discussions is expected and will affect your grade.
Students need to be prepared by reading chapters in advance and studying for notes taken in class.
A grade of incomplete will be given only to students whose failure to complete the course due to circumstances beyond their control.

Format for Written Reports:
All reports need to be submitted on canvas

Reports must be typed. HAND WRITTEN REPORTS WILL NOT BE ACCEPTED!!!

One inch top, bottom, and side margins on all pages.

The first page should be a TITLE PAGE. On this page center and type:
The title of your paper, your name, the date, the class name and section.

The text of your report is to be DOUBLE SPACED, using a standard 12 point font. Do not use a larger font to fill space on your paper.

Include a bibliography. All work must be referenced, either with footnotes or endnotes. You must use a minimum of three different references (for example, 1 internet source, 1 book, and 1 magazine) in preparing your report. You may use the class textbook as one of your references. You may not use encyclopedias (including Wikipedia) as references.

Number of pages: at least 3, but no more than 5 (not including the title page and bibliography).

PLEASE NOTE: Failure to follow the above format will result in your grade being docked one whole grade. In other words, if you had an “A” paper, but you didn’t follow the above format, you will only receive a “B”.

Please check Canvas for due dates.
Assistance is available at the writing lab. They can help you format and perfect your paper.

Plagiarism will not be tolerated. Plagiarism is defined as claiming the work of other researchers/writers to be your own. Any assignment containing plagiarized material will receive a grade of 0.

Literature reviews:
Portfolio artifacts:
Presentations:

Grading Scale:
100-96 = A 83-80 = B- 69-00 = F
95-92 = A- 81-78 = C+
91-88 = B+ 77-74 = C
87-84 = B 73-70 = C-
Cell Phones are to be turned off during class-No exceptions. Do not turn them to Vibrate or text-Turn them completely off!
No texting during class!
No listening to IPods during class! (with the exception being specified studio time)
College Approved Absences: Utahtech Policy explains in detail what needs to happen if you anticipate being absent from class because of a college-sponsored activity (athletic events, club activities, field trips for other classes, etc). Please read this information and follow the instructions carefully! The policy can be found at: http://www.utahtech.edu/humanres/policy/sec5/523.html

Important supplemental information online:
Calendar: http://utahtech.edu/reg/?page=calendar
(Links to an external site.)
Library: http://library.utahtech.edu
(Links to an external site.)
Academic dishonesty/Academic integrity policy
Disruptive behavior policy
Policy for Absences Related to College Functions

Disability Accommodations: Students with medical, psychological, learning or other disabilities desiring reasonable academic adjustment, accommodations, or auxiliary aids to be successful in this class will need to contact the DISABILITY RESOURCE CENTER Coordinator (Baako Wahabu) for eligibility determination. Proper documentation of impairment is required in order to receive services or accommodations. DRC is located in the North Plaza Building. Visit or call 652-7516 to schedule appointment to discuss the process. DRC Coordinator determines eligibility for and authorizes the provision of services.
College resources: Several college resources are available to help you succeed. Check out the links for each one to get more information. If you need help understanding the content of your courses, go to the Tutoring Center located in the Browning Learning Center, Room 105. You can also visit them online at http://dsc.utahtech.edu/tutoring/ If you need to use a computer to do schoolwork on campus, go to the Computer Center in the Smith Computer Center or the Library main floor. The Testing Center is located on east side of this building. More info at http://new.utahtech.edu/testing/ The library is located at the Holland Building. http://library.utahtech.edu/
(Links to an external site.)
DSU seeks to provide an environment that is free of bias, discrimination, and harassment. If you have been the victim of sexual harassment/misconduct/assault we encourage you to report this. If you report this to a faculty member, she or he must notify our college's Title IX coordinator about the basic facts of the incident.
Classroom expectations: It is the responsibility of an instructor to manage the classroom environment to ensure a good learning climate for all students. This means not talking when the teacher is talking, following instructions, and speaking and acting respectfully to the professor and fellow students. If your behavior is disruptive, I will first let you know verbally that you are behaving inappropriately. If it continues, I will send you written notice that your behavior must change. As a last resort, I will drop you from the class. For more details, please see the disruptive behavior policy at: http://www.utahtech.edu/humanres/policy/sec3/334.html
(Links to an external site.)
You are required to frequently check your UTmail account. Important class and college information will be sent to your UTmail account, including DSC bills, financial aid/scholarship notices, notices of canceled classes, reminders of important dates and deadlines, and other information critical to your success at DSC and in your courses. To access your UTmail account, visit go.utahtech.edu/dmail
(Links to an external site.)
. If you do not know your UTmail username or you have forgotten your PIN, visit go.utahtech.edu
(Links to an external site.)
and follow the respective instructions.
Title IX Statement
Dixie State University affirms its commitment to the promotion of fairness and equity in all aspects of the educational institution. Harassment and discrimination – including sex/gender discrimination, gender identity, gender expression, sexual harassment, sexual misconduct, gender-based violence, dating violence, domestic violence, stalking, pregnancy or parental , family or marital status and or retaliation –not only disrupts our commitment to maintaining an environment in which every member of the University community is treated with respect and dignity, but may also violate University policy and federal, state, and/or local law.

Should you or someone you know experience behavior that is coercive, discriminatory, harassing, and or sexually violent in nature, or if you or someone you know has questions about their rights and options regarding such behavior, you are encouraged to contact:
Hazel Sainsbury, Dir. Of Equity Compliance, Title IX Coordinator: 435.652.7747 (ext. 7747) hazel.sainsbury@utahtech.edu ; titleix@utahtech.edu
Incidents may also be reported directly to law enforcement, either separately or in conjunction with any report made to the University’s Title IX Coordinator, and the University will aid in making contact if requested.
Dixie State University Police: 435.275.4300 or by calling 9-1-1.
Maintaining a safe and inclusive University community is a shared responsibility. For more information on how Title IX protections can benefit you and help us keep a productive campus environment, visit titleix.utahtech.edu to learn more.
Aug
24 Week 1 Why teach art, Standard 1
31 Week 2 Lesson Plan design
Sept
7 Week 3 Lesson Plan 1 demo, Standard 2
14 Week 4 Lesson Plan 2, Standard 3
21 Week 5 Self Care, Standard 4
28 Week 6 Self Care demo, Standard 5
Oct
5 Week 6 Lesson plan 3, Standard 6
12 Week 7 Lesson Plan 4
19 Week 8 Essay and participation
26 Week 9 Lesson plan 4 demo, Standard 7
Nov
2 week 10 ACES’s, Standard 8
9 week 11 Lesson Plan V, Standard 9
16 week 12 Lesson Plan 6,
30
Dec
week 13 UEES, Role Play

Aug
Week 1 Why teach art, Standard 1
Week 2 Lesson Plan design
Sept
Week 3 Lesson Plan 1 demo, Standard 2
Week 4 Lesson Plan 2, Standard 3
Week 5 Self Care, Standard 4
Week 6 Self Care demo, Standard 5
Oct
Week 6 Lesson plan 3, Standard 6
Week 7 Lesson Plan 4
Week 8 Essay and participation
Week 9 Lesson plan 4 demo, Standard 7
Nov
week 10 ACES’s, Standard 8
week 11 Lesson Plan V, Standard 9
week 12 Lesson Plan 6,
Week 13 UEES, Role Play
Week 14 Final
PLO learning Map

This course provides hands-on experience in embedded system design through structured lab assignments. Students learn programming in C++, hardware interfacing, and embedded communication protocols. We have 10 Lab Assignments, where the core activities covering programming, sensor integration, real-time control, and communication.

1. Joystick Cursor Control & Soldering – Design a joystick-controlled mouse cursor and complete essential soldering tasks for sensors, motors, and MCU boards.
2. Robotic Car Movement – Control a robotic car using PWM for forward, turning, and path-following maneuvers.
3. Data Compression with Pointers – Write C++ functions to compress and decompress data for efficient transmission.
4. LED Blinking & PWM Library Design – Develop an LED control library and implement PWM logic for blinking patterns.
5. Ultrasonic Sensor Interfacing – Create a library to measure distance using HC-SR04 ultrasonic sensors.
6. UART Communication – Implement and test serial communication between two MCUs via UART.
7. I2C Communication & Register Access – Use analog reading and I2C protocol with sensor configuration via register-level programming.
8. GPIO & ADC – Control digital I/O using GPIO registers and perform analog sensing via ADC configuration.
9. Interrupts & Bluetooth Communication – Use external and pin change interrupts; configure HC-05 modules for wireless data exchange.
10. WiFi Communication – Explore WiFi-based MCU communication using the ESP32 platform.

N/A

An independent research course that allows the students to explore science through the scientific method, and allows close interaction between the student and faculty member to address scientific problems through experiment design and execution. Projects are at the discretion of the faculty member, in line with the student's interests in the various scientific areas. Repeatable up to 6 credits subject to graduation and program restrictions. Variable credit: 1-3.

CON CURRENT COURSE CHEM-1210

Day 1– Syllabus and Safety
Introduction to laboratory policies, safety procedures, and best practices for handling chemicals and equipment.
Day 2– Measurements
Students will practice precise and accurate measurement techniques using laboratory instruments, including balances, graduated cylinders, and thermometers.
Day 3– Mixture Separation
Application of physical and chemical separation techniques such as filtration, evaporation, and distillation to isolate components of a mixture.
Day 4– Paper Chromatography
Exploration of chromatographic separation methods to analyze mixtures based on differences in molecular interactions.
Day 5– Qualitative Analysis
Identification of unknown substances using systematic chemical tests and observations of reaction outcomes.
Day 6 – Aqueous Solutions
Investigation of solubility, electrolytes, and conductivity properties of various aqueous solutions.
Day 7– Titrations
Determination of concentration using acid-base titrations and indicators to identify the equivalence point.
Day 8– Gravimetric Analysis
Quantitative determination of a substance through precipitation, filtration, and mass measurement techniques.
Day 9– Heat of Neutralization
Measurement of heat released during acid-base neutralization reactions using calorimetry.
Day 11– Atomic Spectra
Observation and analysis of atomic emission spectra to understand electron transitions and energy levels.
Day 12– Determination of Gas Constant (R)
Experimental determination of the universal gas constant (R) using gas collection and pressure-volume calculations.
Day 13– Molecular Geometry
Modeling molecular shapes using VSEPR theory to predict bond angles and molecular structures.
Day 14– Intermolecular Forces
Examination of different types of intermolecular forces and their effects on boiling points, solubility, and viscosity.
Day 15– Final Exam (Last Day of Lab)
Comprehensive practical exam assessing laboratory techniques, data analysis, and conceptual understanding.

CONCURRENT COURSE CHEM 1210

Day 1– Syllabus and Safety
Introduction to laboratory policies, safety procedures, and best practices for handling chemicals and equipment.
Day 2– Measurements
Students will practice precise and accurate measurement techniques using laboratory instruments, including balances, graduated cylinders, and thermometers.
Day 3– Mixture Separation
Application of physical and chemical separation techniques such as filtration, evaporation, and distillation to isolate components of a mixture.
Day 4– Paper Chromatography
Exploration of chromatographic separation methods to analyze mixtures based on differences in molecular interactions.
Day 5– Qualitative Analysis
Identification of unknown substances using systematic chemical tests and observations of reaction outcomes.
Day 6 – Aqueous Solutions
Investigation of solubility, electrolytes, and conductivity properties of various aqueous solutions.
Day 7– Titrations
Determination of concentration using acid-base titrations and indicators to identify the equivalence point.
Day 8– Gravimetric Analysis
Quantitative determination of a substance through precipitation, filtration, and mass measurement techniques.
Day 9– Heat of Neutralization
Measurement of heat released during acid-base neutralization reactions using calorimetry.
Day 11– Atomic Spectra
Observation and analysis of atomic emission spectra to understand electron transitions and energy levels.
Day 12– Determination of Gas Constant (R)
Experimental determination of the universal gas constant (R) using gas collection and pressure-volume calculations.
Day 13– Molecular Geometry
Modeling molecular shapes using VSEPR theory to predict bond angles and molecular structures.
Day 14– Intermolecular Forces
Examination of different types of intermolecular forces and their effects on boiling points, solubility, and viscosity.
Day 15– Final Exam (Last Day of Lab)
Comprehensive practical exam assessing laboratory techniques, data analysis, and conceptual understanding.

Understanding Your Degree Requirements Quiz
Career Triangle & Goals Worksheet
Submit Draft 1 Grad Plan for Review
Submit Draft 2 Grad Plan for Review
Peer Review
Course Evaluation
Second Draft Advisor Review Meeting
Submit Final Draft Grad Plan for Review
Create Navigate Academic Plan
Register for Classes

Development & Drafts: Students will learn how to read catalog course descriptions to understand program requirements, prerequisites, course rotations, etc. relevant to the completion of their degree. Students will identify some post graduation goals and explore supplemental resources or activities they can take advantage of to make the most of their education. Students will develop a first draft, edit a second draft based on feedback, solicit peer feedback, and schedule a meeting with their Academic Advisor.

Final: Students will meet with their Academic Advisor to polish their final draft, discuss any immediate fixes or things they will want to be aware of in future semesters, and discuss any concerns for the completion of their degree. Students are asked to create a plan based on this final review in EAB Navigate for departmental enrollment estimates. Students register based on their plan, and learn how to address issues due to scheduling that may arise.

Your overall grade is comprised of 7 components, worth 500 points, as described below:

1. Class Participation (Active Learning Activities, Community Engagement Activities, Jumpstart, Reflection, Discussion, Debates, etc.) (100 points): Throughout the semester, you will participate/engage in group activities, jumpstart, discussions, debates, reflections, worksheets, pair-and-share, individual class activities, etc., each worth 5 points. You must be present in class to complete them and earn points unless you provide a documented excuse.
2. Journal Entry #1 (50 points): 1-page per week (more details in rubric in Canvas-Modules-Week 7). You will keep a weekly journal of reflections from each reading assignment and class discussion throughout the semester for weeks 1-7 (chapters 1-7).
3. Journal Entry #2 (50 points): 1-page per week (more details in rubric in Canvas-Modules-Week 14). You will keep a weekly journal of reflections from each reading assignment and class discussion throughout the semester, for weeks 8-14 (chapters 8-14).
4. Midterm Exam (100 points): The midterm exam will be held in-class (in-person) and include chapters 1-7. It will comprise of 35 multiple choice questions (2 points each), 5 true and false questions (2 points each), and 5 short answer questions (4 points each), for a total of 100 points. You must bring your Utah Tech student ID and a #2 pencil to the midterm exam.
5. Case Study: Active Learning Activity Project (50 points):
6. Jumpstart Group Presentation (50 points): In your Jumpstart group (all group members MUST participate to earn the points), you will showcase one or more concept(s) of health communication via presentation (acceptable format: PowerPoint).
7. Final Exam (100 points): The final exam will be held in-class (in-person) and include chapters 8-14. It will comprise of 35 multiple choice questions (2 points each), 5 true and false questions (2 points each), and 5 short answer type questions (4 points each). You must bring your Utah Tech student ID and a #2 pencil to the final exam.

Ch. 1: What is organizational communication?
• Time, space, and the emergence of the modern org
• Orgs as communicative structures of power
• Defining organizational communication
• Communication, organizations, and work
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Ch. 2: Developing a critical approach to org comm
• Understanding theory in the critical analysis of org com
• Unpacking the critical approach
• The institute for social research
• Understanding org comm from a critical perspective
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Ch. 3: Fordism and Org Communication
• The Fordist organization
• Fordism and scientific management
• Fordism and bureaucracy
• Fordism and the human relations school
• Fordism and human resources management
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Ch. 4: Organizations and Communication Systems
• Situating the systems perspective
• The principles of the systems perspective
• The “new science” of systems theory
• Karl Weick: Organizing and communicating
...........................................................................................
Ch. 5: Communication, Culture, and Organizing
• The emergence of the cultural approach
• Two perspectives on organizational culture
• The power of “organizational culture”
• A broader conception of organization
• Organizational culture and metaphors
• Summarizing the two perspectives
.........................................................................................
Ch. 6: Post-Fordism and the Org Comm
• The fall of Fordism and the rise of post-Fordism
• Neoliberalism as an economic system
• Neoliberalism as a hegemonic discourse
• The post-Fordist workplace
......................................................................................
Ch.7: Power and Resistance at Work
• The community power debate
• Power, ideology, and organizational communication
• Resisting workplace control
• Biopower and organizational communication
.......................................................................................
Ch. 8: Communicating Gender at Work
• Feminist perspectives on org comm
• Masculinity and org comm
• Sexual harassment in the workplace
.........................................................................
Ch. 9: Communicating Difference at Work
• Defining difference at work
• Race and organizational communication
• Sexuality and organizational communication
• (Dis)ability and age
..........................................................................
Ch. 10: Branding, Work, and Consumption
• Branding and capitalism in the 20th century
• The evolution of branding: Three models
• Work, branding, and the entrepreneurial self
• The ethics of branding
.......................................................................................
Ch. 11: Leadership Comm in the New Workplace
• Traditional perspectives on leadership
• New approaches to leadership
• A critical communication perspective on leadership
........................................................................................
Ch. 12: Information and Comm Technologies in/at Work
• Understanding technology
• New technologies, new challenges
• Mobile comm and the extension of the workplace
• Managing knowledge and monitoring workers
• Distributed knowledge creation: Crowdsourcing
• Transparency and surveillance
........................................................................................
Ch. 13: Org Comm, Globalization, and CSR
• Defining globalization
• Spheres of globalization
• Globalization and economics
• Gender, work, and globalization
• Globalization and politics
• Organizing against globalization
• Globalization and corporate social responsibility
.........................................................................................................
Ch. 14: Communication, Meaningful Work, and Personal Branding
• Meaningful work
• Provides income adequate for a decent living
• Managing work identity: Some historical context
• Creating and managing work identities
• Identity, identification, and disidentification
• No collar, no life
............................................................................................................

The final grade is comprised of 7 components, worth 500 points, as described below:

1. Class Participation (Active Learning Activities, Jumpstart, Discussion, Debates, etc.) (100 points): Throughout the semester, you will participate/engage in group activities, jumpstart, discussions, debates, reflections, worksheets, pair-and-share, individual class activities, etc., each worth 5 points. You must be present in class to complete them and earn points unless you provide a documented excuse.
2. Journal Entry #1 (50 points): 1-page per week (more details in rubric in Canvas-Modules-Week 7). You will keep a journal of reflections from each reading assignment and class discussion throughout the semester for weeks 1-7 (chapters 1-7).
3. Journal Entry #2 (50 points): 1-page per week (more details in rubric in Canvas-Modules-Week 14). You will keep a journal of reflections from each reading assignment and class discussion throughout the semester, for weeks 8-14 (chapters 8-14).
4. Midterm Exam (100 points): The midterm exam will be held on Canvas and include chapters 1-7. It will comprise of 40 multiple choice questions (2 points each) and 10 true and false questions (2 points each).
5. Group Project: Theory and Practice Application Paper (50 points): Your Jumpstart Group will address the prompt, Is a political candidate’s personal life fair game as part of the campaign during an election? As part of your paper, you are required to (a) write about the practice of ethics in communication related to the prompt, (b) provide logic, reason, data, and references to support your claims and arguments, and (c) apply 1-2 concepts from readings/lectures/learnings from the class/course materials/discussions/activities covered from week 1 until week 11 (Chapter 11: Ethics in Organizational Communication). Your paper will be in MS-Word, 2-3 pages long, pages numbered, double-spaced, Times New Roman, 12-size font, 1-inch margins, with citations/references according to APA Citation Style (7th Edition), including a cover page which will not count toward the 2-3-page limit, and the cover page should list the names of group members, in alphabetical order, along with who did what for the assignment. More details available in Rubric.
6. Jumpstart Group Presentation (50 points): In your Jumpstart group (all group members MUST participate to earn the points), you will showcase one or more concept(s) of ethics of communication via presentation (acceptable format: PowerPoint).
7. Final Exam (100 points): The final exam will be held on Canvas and include chapters 8-14. It will comprise of 40 multiple choice questions (2 points each) and 10 true and false questions (2 points each).

Ch. 1: Introduction to Communication Ethics
• Everyday ethical decisions
• Approaches to reasoning about communication ethics
• The supposed inconvenience of ethics
• The scope of communication ethics
.............................................................................
Ch. 2: Character and Virtue Ethics
• The concept of character and the virtues
• Background of virtue ethics
• The art of persuasion and ethics
• Contemporary virtue ethics
• Implications of communication ethics
.................................................................................
Ch. 3: Duties
• Is lying always wrong?
• Kant’s system of deontological ethics
• Other universal ethics of communication
• Alternatives to universal systems
• Modern trends: Jürgen Habermas and discourse ethics
.......................................................................................
Ch. 4: Consequences
• Introduction to utilitarianism
• The principle of utilitarianism
• Foundations of utilitarian ethics: Bentham and Mill
• Implications of utilitarian ethics
• Variants on utilitarianism
• Highlights of utilitarian ethical system
• Egalitarianism and social justice theories
• Rawls: The ethics of social justice
• Scanlon: Reasonable obligations to others
• Highlights of egalitarianism
............................................................................................
Ch. 5: Relationships
• Dialogue in the real world
• Foundations of dialogical ethics
• Martin Buber: I and thou
• Carl Rogers: Positive regard
• Emmanuel Levinas: The Other
• Paulo Freire: The ethics of empowerment
• Summary of dialogic theories of communication
..............................................................................................
Ch. 6: Contemporary Challenges to Traditional Ethics
• What is modern?
• Postmodern perspectives
• Implications for communication ethics
• The feminist critique of traditional ethics
• The ethics of care
• Implications for communication ethics
............................................................................................
Ch. 7: Ethics of Online Communication and Social Media
• The changing nature of online communication
• Characteristics of online communication
• Major ethical issues in online communication
• Ethical framework for digital communication
• Trust and manipulation
• Self-disclosure
..............................................................................................
Ch. 8: Ethics in Interpersonal Communication: Relationship and Character
• Introduction to interpersonal communication
• The nature of interpersonal communication
• The ethics of dialogue
• Principles of dialogical ethics
• Conflict in interpersonal communication
• Ethical communication: Character counts
• Trust and manipulation
• The ethics of self-disclosure
..................................................................................
Ch. 9: Intercultural Encounters: Diversity and Inclusion
• The demographics of difference
• Intercultural communication
• Ethical perspectives
• Communication and people with disabilities
• Issues of harmful speech and political correctness
....................................................................................
Ch. 10: Ethics of Risk Communication
• Ethical considerations in risk communication
• Review of the discipline of risk communication
• Scientific and technical risk
• Meaning of risk
• Factors in assessing risk
• Psychological perspectives of risk assessment
• Social and cultural theories of risk perception
• Ethical implications in risk communication
• Elite sources
• Differing judgments about acceptable risk
• Assumption of informed consent
• Information asymmetries
• Use and misuse of numbers and percentages
• Stating relative risk versus absolute risk
• Misrepresenting the nature of science
.....................................................................................
Ch. 11: Ethical Issues in Mass Communication
• Introduction to the field of the media and mass communication
• Defining mass media and mass communication
• Overview of ethical problems in mass communication
• Professional codes of ethics
• Effects of mass communication
• Applications of ethical principles to the mass media
........................................................................................
Ch. 12: Ethics of Political Communication
• Uneasy relations of politics and ethics
• Ethics and political communication
• Political consultants and public relations
• Role of lobbyists
• Framework for ethical political communication
.....................................................................................
Ch. 13: Ethics in Organizational Communication
• Significance of ethical issues in organizational comm
• Definitions and the nature of organizational comm
• Ethical issues in organizational communication
• Responsibility to community and society
• Ethical vantage points for organizational comm
• Rawls and Habermas
• Utilitarianism
...........................................................................................
Ch. 14: Capstone
• Teaching and learning ethics: Can it be done?
• Ideals versus practice revisited
• Ethical equilibrium in communication
• Writing a personal code of communication ethics
• Challenges and issues for further studies in comm ethics
...........................................................................................

The final grade is comprised of 7 components, worth 500 points, as described below:

1. Class Participation (Active Learning Activities, Community Engagement Activities, Jumpstart, Discussion, Debates, Reports, etc.) (100 points): Throughout the semester, you will participate/engage in group activities, jumpstart, discussions, debates, reflections, worksheets, pair-and-share, individual class activities, etc., each worth 5 points. You must be present in class to complete them and earn points unless you provide a documented excuse.
2. Journal Entry #1 (50 points): 1-page per week (more details in rubric in Canvas-Modules-Week 7). You will keep a weekly journal of reflections from each reading assignment and class discussion throughout the semester for weeks 1-7 (chapters 1-7).
3. Journal Entry #2 (50 points): 1-page per week (more details in rubric in Canvas-Modules-Week 14). You will keep a weekly journal of reflections from each reading assignment and class discussion throughout the semester, for weeks 9-14 (chapters 8-13).
4. Midterm Exam (100 points): The midterm exam will be held in-class (in-person) and include chapters 1-7. It will comprise of 35 multiple choice questions (2 points each), 5 true and false questions (2 points each), and 5 short answer type questions (4 points each). You must bring your Utah Tech student ID and a #2 pencil to the final exam.
5. Active Learning Activity Group Project (50 points): In your Jumpstart Group, you will (a) Pick 1 topic from any of the 7 chapters in the Report, Dementia: A Public Health Priority, which is available in Canvas-Modules-Week 14, and write a 2-page summary on your topic, (b) Interview a family member or friend on their knowledge/experience(s) of dementia, whether they know someone who has dementia, and/or are themselves caregivers for a loved one with dementia, especially focusing on their concern(s) as related to dementia and caregiving, and write a 1-page interview transcript (report), and (c) Submit a 3-page Dementia Report (a 3-page document comprising of 2-page summary and 1-page interview transcript) in Canvas.
6. Jumpstart Group Presentation (50 points): In your Jumpstart group (all group members MUST participate to earn the points), you will present what you learned from Active Learning Activity Group Project on Dementia (acceptable format: PowerPoint).
7. Final Exam (100 points): The final exam will be held in-class (in-person) and include chapters 8-14. It will comprise of 35 multiple choice questions (2 points each), 5 true and false questions (2 points each), and 5 short answer type questions (4 points each). You must bring your Utah Tech student ID and a #2 pencil to the final exam.

Ch. 1: Introduction
• What is health?
• What is health communication?
• Health care perspectives
• A systems-level approach
• The importance of health communication
...........................................................................
Ch. 2: The Landscape for Health Communication
• Current issues in health care
• Health communication in a changing world
• Communication in managed care
• Health care reform
..........................................................................
Ch. 3: Communication Between Patients and Health Care Providers
• Importance of patient-provider communication
• Health care encounters and power differentials
• Communication skill builders: Trusting relationships
• Collaborative communication
• Partnership-building strategies
• Communication skill builders: Strategies for care providers
............................................................................
Ch. 4: Patient Perspectives
• Voice of lifeworld
• Voice of medicine
• Health literacy
• Health and identity
• Invisible illnesses
• Patient satisfaction
• Cooperation and informed consent
...............................................................................
Ch. 5: Care Provider Perspectives
• Care provider preparation
• System-level influences on care providers
• Psychological influences on caregivers
• Stress and burnout
• Medical mistakes
• Interprofessional teamwork
............................................................................
Ch. 6: Diversity in Health Care
• Intersectionality theory
• Socioeconomic status
• Gender and sexual orientation
• Race and ethnicity
• Language differences
• Disabilities
• Age
..............................................................................
Ch.7: Cultural Conceptions of Health and Illness
• Culture and health communication
• Cultural conceptions of health
• Making sense of health experiences
• Sex, gender, and health
• Family roles and health communication
• Illness and coping metaphors
• Sick roles and healer roles
• Holistic care
...................................................................................
Ch. 8: Social Support, Family Caregiving, and End of Life
• Coping
• Social support
• Family caregivers
• End-of-life experiences
• Communication skill builders: Delivering bad news
......................................................................................
Ch. 9: Technology and Health
• Health information haves and have-nots
• Why and when do people seek eHealth information?
• Is eHealth information useful to everyday people?
• eHealth
• mHealth
• Telehealth
........................................................................................
Ch. 10: Health Care Administration, HR, M, & PR
• Conflicting goals
• Enhancing health care experiences
• Health care administration
• Human resources
• Marketing and public relations
• Service excellence
.........................................................................................
Ch. 11: Media and Health
• Media effects
• How media influences behavior
• Media literacy
• Advertising
• News coverage
• Media portrayals of health
• Social media
..........................................................................................
Ch. 12: Public Health and Crisis Communication
• What is public health?
• Risk and crisis communication
• Crisis communication models and guidelines
• Social media and crisis communication
• Case studies: A global perspective
........................................................................................
Ch. 13: Planning Health Promotion Campaigns
• Background on health campaigns
• Defining the situation and potential benefits
• Analyzing and segmenting the audience
• Establishing campaign goals and objectives
• Selecting channels of communication
........................................................................................
Ch. 14: Designing and Implementing Health Campaigns
• Theories of behavior change
• Culture-centered approach
• Designing campaign messages
• Piloting and implementing the campaign
• Evaluating and maintaining the campaign
...........................................................................................

Assignments (generally one per week plus one quiz per week):
Each module covers two weeks unless otherwise indicated.

Module 1: Design Principles, Elements, and Tools (1 week)
Module 2: Repetition, Contrast, & Emphasis
Module 3: Line & Shape
Module 4: Form, Value, & Size
Module 5: Color, Unity, & Balance
Module 6: Texture & Value
Module 7: Gestalt, Negative, & Positive Space (1 week)
Module 8: Movement & Emphasis (1 week)
Module 9: Summary Artwork (1 week)

Module 1: Design Principles, Elements, and Tools (1 week)
Learn about various Principles and Elements (P&E) of Design, along with an introduction to Photoshop

Module 2: Repetition, Contrast, & Emphasis
The main focus for this module is Repetition, Contrast, and Emphasis and you will create an effective design that contains all of them through Photoshop.

Module 3: Line & Shape
You will be diving deeper into understanding Line, Shape, and Alignment in the module. You will have a couple of assignments that will correlate to these P&E of design. One assignment will focus on Shape and Line, the other assignment will focus on geometric and organic shapes.

Module 4: Form, Value, & Size
This module will introduce form through the use of value and size. These are principles that make objects look realistic, or 3D on a 2D plane.

Module 5: Color, Unity, & Balance
Through this module, you will learn more about color and how to unify/balance the color in imagery.

Module 6: Texture & Value
Texture is another way to create form from shapes so it has the look of texture, not that it is textured. Texture is usually associated to a physical space, and our response to that space.

Module 7: Gestalt, Negative, & Positive Space
In this module you will learn about positive and negative space. More specifically about Gestalt theory or the unified whole of an image.

Module 8: Movement & Emphasis
The main focus of Module 8 is Movement & Emphasis. Movement provides a greater sense of interest and life in your designs. With a play of emphasis (on color, shape, or form) and movement, you will gain a better understanding of how to apply this element of design.

Module 9: Summary Artwork
This is basically your final in the course. It is a comprehensive application final. You will be applying multiple principles and all of the elements of design into your final art piece.

Required Materials:
Textbooks and required readings:
This course utilizes an Open Educational Resource textbook. As such, there is no textbook that needs to be purchased. All required chapters and readings will be posted in the corresponding modules in Canvas. Reading the textbook chapters and supplemental readings will enable you to learn the material much better, contribute more to class discussion, and prepare you for any tests and quizzes.
Utah Tech College of Business Learning Outcomes:
1. Evaluate real world business situations related to the core business functions of accounting, economics, finance, qualitative analysis, information systems, international business, legal and social environments, marketing & management.
2. Analyze real world business situations by identifying relevant business issues, performing appropriate quantitative and qualitative data analysis and synthesis, formulating viable courses of action.
3. Create and deliver professional quality oral presentations and written work products.
4. Analyze real world business situations by identifying relevant ethical issues, evaluating and synthesizing information, and formulating ethical courses of action.
Finance Program Learning Outcomes:
5. Produce fundamental financial analysis of the publicly listed company, estimate a fair value of the company stock, and formulate their investment recommendation.
6. Perform financial analysis in the area of corporate finance, propose a managerial decision, and support the recommended course of action with quantitative and qualitative arguments.

Course Learning Outcomes:
You can find up to date course descriptions and learning outcomes here: https://catalog.dixie.edu/courses/
1. Understand the importance of financial literacy in the context of overall economy. (LO 1A)
2. Identify the benefits of a properly designed personal financial plan and be able to discuss its relationship to economic conditions and personal goals. (LO 1A)
3. Construct and implement a well-planned personal financial plan. (LO 1A, 1B, 3B)
4. Explain the techniques of successful budgeting and asset management including the meaning and purpose of specific financial statements and records. (LO 1A, 1B, 3B)
5. Discuss the advantages and disadvantages of different types of checking accounts and savings plans. (LO 1A, 3B)
6. Identify the types of credit available to consumers and be able to discuss the pros and cons of using credit verses savings and cash when purchasing consumer goods. (LO 1A, 1B, 3B)
7. Explain the factors that influence the availability of financial services. List the types of services and products offered by financial institutions are commonly used by consumers. (LO 1A, 1B, 3B)
8. Discuss factors that influence consumer-buying decisions and identify strategies for effective purchasing. (LO 1A, 1B, 3B)
9. Describe basic consumer rights and responsibilities. (LO 1A, 3B)
10. Describe the role of planned borrowing in personal financial management. (LO 1A, 1B, 3B)
11. Discuss decision considerations for making major purchases such as a home and automobile. (LO 1A, 1B, 3B)
12. Explain the meaning and purpose of the major types of insurance. (LO 1A, 1B, 3B)
13. Define significant personal finance terms. (LO 1A, 3B)
14. Describe the relationship of retirement and estate planning to future financial well-being. (LO 1A, 1B, 3B)
As an Udvar-Hazy School of Business student you will need to have a laptop and Internet access. If you do not have Internet access at home, you can access Canvas in the library at the Holland Centennial Commons, UHB Lab 200, or at the CIS Computer lab at HAZY 151.
Course readings, assignments and discussions will be posted on Canvas. You are to submit all assignments on Canvas by the deadline.
Individual Assignments
All assignments for the course are posted in Canvas along with all supplemental files and assignment files needed to complete the assignments, as well as the point values assigned to each assignment.
Quizzes/Case Studies
Quizzes and Case Studies will be posted on Canvas. They are designed to check if you have read the assigned readings and know the key terms and definitions.
Online Discussions
Several of the modules in Canvas have an online discussion component. To get full credit for the discussion, you must give an initial response and two more responses to fellow classmates to get full credit for the discussion.
Final Exam
Final exam is 20% of course grade. Final exam is a case study designed to test your knowledge of the personal finance concepts learned throughout the course.

20 Points: Attendance & participation
10 Points: Lead one class discussion
15 Points: Field assignment & reflection
30 Points: Weekly Canvas post
25 Points: Final project, paper, or extended field assignment

Unit 1: The Big 6 "isms" - This unit covers the Norton Anthology of World Religions' primary religions: Judaism, Christianity, Islam, Hinduism, Buddhism, and Daoism. Students learn how to think about different religions and their cultural nuances while establishing what it means to think through concepts like belief, faith, and ritual.
Unit 2: Some "Others" - This unit covers religions not typically included in "world religions": Confucianism, Shinto, Shamanism and Folk Religions, and Indigenous traditions in terms of art and political identity. Students build on their previous exposure in order to push against the idea that "religion" is a monolith.
Unit 3: Critical Religious Studies - This unit builds on knowledge gleaned from particular traditions in order to critically consider what religion is (and isn't), why it's relevant and important in the contemporary world, and how to approach the study of religion. Readings include topics such as atheism, secularism, transgression, belief, and orientalism. Students apply their knowledge to the world today and learn to embrace open questions.

The final grade is comprised of 7 components, worth 500 points, as described below:

1. Class Participation (Active Learning Activities, Community Engagement Activities, Jumpstart, Reflection, Discussion, Debates, etc.) (100 points): Throughout the semester, you will participate/engage in group activities, jumpstart, discussions, debates, reflections, worksheets, pair-and-share, individual class activities, etc., each worth 5 points. You must be present in class to complete them and earn points unless you provide a documented excuse.
2. Journal Entry #1 (50 points): You will keep a journal of reflections from each reading assignment and class discussion throughout the semester for weeks 1-7.
3. Journal Entry #2 (50 points): You will keep a journal of reflections from each reading assignment and class discussion throughout the semester, for weeks 8-14.
4. Midterm Exam (100 points): The midterm exam will be held in-class (in-person) and include chapters 1-7. It will comprise of 35 multiple choice questions (2 points each), 5 true and false questions (2 points each), and 5 short answer type questions (4 points each). You must bring your Utah Tech student ID and a #2 pencil to the midterm exam.
5. Active Learning Activity Group Project (50 points): In your Jumpstart Group, you will (a) Pick 1 topic from any of the 7 chapters in the Report, Dementia: A Public Health Priority, which is available in Canvas-Modules-Week 14, and write a 2-page summary on your topic, (b) Interview a family member or friend on their knowledge/experience(s) of dementia, whether they know someone who has dementia, and/or are themselves caregivers for a loved one with dementia, especially focusing on their concern(s) as related to dementia and caregiving, and write a 1-page interview transcript (report), and (c) Submit a 3-page Dementia Report (a 3-page document comprising of 2-page summary and 1-page interview transcript) in Canvas.
6. Jumpstart Group Presentation (50 points): In your Jumpstart group (all group members MUST participate to earn the points), you will present what you learned from Active Learning Activity Group Project on Dementia (acceptable format: PowerPoint).
7. Final Exam (100 points): The final exam will be held in-class (in-person) and include chapters 8-14. It will comprise of 35 multiple choice questions (2 points each), 5 true and false questions (2 points each), and 5 short answer type questions (4 points each). You must bring your Utah Tech student ID and a #2 pencil to the final exam.

Ch. 1: The most frequent procedure
• What is provider patient communication?
• Communication in the temple of free medicine
• Taking the interaction for granted
• How best to talk to patients: Learning to listen
• We can use that as data
• The visit with our doctor: What works, what doesn’t
• Becoming involved in the visit
• Doctor-patient relationships: Can health reform make everything better?
• Stop smoking Vs. Smoking cessation counseling
...............................................................................
Ch. 2: Visit time and clock time
• Not visit length, but visit quality
• Increase visit time through mindfulness
• Can different races work together in the examination room?
• Mindfulness defined: What, why, and how – for us and our doctors
• The dance of doctor and patient: Recognizing the other’s needs
....................................................................................
Ch. 3: What we want as patients: Lessons from communication science
• What is real, “patient-centered care?”
• Different patients, different doctors
• Communication science for the benefit of patients: A brief history
• What’s lacking in our doctor-patient relationships?
• A support group for patients
• The doctor’s role as a gatekeeper
• Types of doctor-patient relationships
• Dissecting our visit with the doctor
• Identifying preferences – or making decisions
.....................................................................................
Ch. 4: The doctor as a professional – in our eyes
• The doctor is in – but sometimes, uncertain
• What doctors need and want?
• Concepts of professionalism: From Greece to today
• What doctors think about norms of professionalism: Two studies
• The doctor’s role: Bridging the gap between doctor views and ours
• Acknowledging doctor’s professional needs
• Patients should be involved in defining the doctor’s role
..........................................................................................
Ch. 5: Measuring how good our doctors are
• What is quality?
• Process or outcome – Which is more important?
• How do we patients define quality?
• Will regulations ensure quality?
..........................................................................................
Ch. 6: Telling our story: Taking the time to express our health concerns to ourselves & others
• Communicating even before the visit
• Communicating about symptoms
• Paperwork before the visit
• Finally: Face to face with the doctor
• When should we see each other again?
• Our long-term health objectives/goals for visits
..........................................................................................
Ch. 7: Make the most of the visit through mindfulness
• Effective communication in the exam room
• Doctor’s response
• Doctor’s empathy
• Doctor’s and patient’s role during the visit
......................................................................................
Ch. 8: How to communicate even while intimidated, limited, uncomfortable, or uneducated
• Give me my damn data
• Barriers between patients and doctors
• Barriers to communication in the hospital
• Culture-based strategies for communication
• Does culture help in healing?
• Does culture get in the way of medical science?
• End of life decision/communication
........................................................................................
Ch. 9: What we’re talking about: Negotiating the agenda with the doctor
• Patient goals Vs. doctor goals
• Patient priorities Vs. doctor priorities
• Agenda setting and related issues
• Bridging the language gap
• Disagreeing with the doctor
........................................................................................
Ch. 10: Acknowledge – and use – emotion and motivation
• Feelings while visiting the doctor
• Can good medicine be emotional?
• Emotion in the medical interview
• Recognizing emotion
• Addressing anger
• Fear of the unknown
• Sadness
............................................................................................
Ch. 11: How to talk to the doctor about what makes you nervous, embarrassed, or grossed out
• General strategies to discuss uncomfortable things
• Bowels and other parts
• Death and dying
• End of life care
• Mental health communication
• Case study: Write an obituary
...............................................................................................
Ch. 12: Making healthy communities with healthy communication
• Healthy individual Vs. healthy community
• Explanatory models and doctor’s approaches
• Saving lives and empowering people
• Empowering the health of your community
• Legislating health
• Does community empowerment actually work?
...............................................................................................
Ch. 13: Learning how to want less: Creating a resource-sparing medical culture together with our doctors
• Differences of opinion: Is more care better?
• Overuse in back pain: Are we the problem?
• What if our health problems aren’t treatable?
• If we make the decision, will we want less?
• What aggressive therapies can do?
• Adverse effects
• Adverse effects, medications, and vicious cycle
• Changing the culture: Variation in care/overuse
• A battery of tests: When screen tests don’t work
• Reducing overuse through the relationship
................................................................................................
Ch. 14: Transforming our health care system through communication and collaboration
• When it’s difficult to advocate for yourself
• Health care costs and the care of the sickest
• If screening tests are imperfect
• How to improve communication in our health care system?
• Building a health care system with relationships at the center
• Is reducing overuse rationing?
..............................................................................................

This course introduces the foundations of embedded systems using C++, microcontroller programming, and data communication protocols. Students will complete weekly programming activities, exams, and a final project that includes design, implementation, and presentation.
Class Activities & Homework: Weekly practice in C++ programming and embedded systems concepts.
3 Exams: Assess understanding of programming, system architecture, and peripheral control.
Final Project: Students complete a full embedded application, including prototype, documentation, and presentation.

I. Programming Foundations for Embedded Systems
1. C++ Basics for Embedded Systems – I/O, arithmetic, loops, arrays, and bitwise operations for embedded control.
2. Modular Code & Memory – Functions, templates, recursion, and pointers for efficient embedded programming.
3. OOP for Embedded Design – Object-oriented concepts for structuring firmware and hardware abstraction.
II. Embedded Hardware & Architecture
4. Embedded System Architecture – Overview of microcontroller architecture and core components.
5. GPIO & ADC – Digital I/O control and analog-to-digital signal conversion.
III. Communication & Control
6. Data Communication – UART, SPI, and I2C protocols for device communication.
7. Interrupts – Interrupt-driven programming for real-time responsiveness.
8. Timers – Timer-based control and event scheduling in embedded systems.

Participation/Growth:
Portfolio Demonstration:
Amended Career Plan:
Amended Portfolio Site:

Week 1: Course Launch & Expectations
Review course requirements and key deadlines

Self-assessment: Where are you now professionally?

Begin tracking Participation/Growth (weekly check-ins begin)

Week 2: Professional Identity Review
Revisit your Career Plan and Portfolio Site from Senior Project I

Identify areas for revision/improvement

Set individual project goals for the semester

Week 3: Portfolio Critique Round 1
Present current portfolio for small-group feedback

Begin a list of targeted revisions for your site

Week 4: Career Plan Workshop
Guided work on Amended Career Plan

Explore alignment with post-grad goals or grad school prep

Peer discussion: evolving definitions of success

Week 5: Site Structure & Strategy
Refine site organization and visual branding

Work session: implement revisions or restructure portfolio

Review updated résumés, bios, and artist statements

Week 6: Career Plan Rough Draft Due
Deliverable: Draft of Amended Career Plan

Group feedback & discussion

Continue weekly growth reflections

Week 7: Professional Storytelling
Sharpening bios, project descriptions, and supporting materials

Focus on clarity, voice, and confidence

Site content writing/editing time

Week 8: Peer Website Review
In-class partner review of revised portfolio sites

Checklist-based feedback on usability, tone, and completeness

Adjust plan for final revisions

Week 9: Mock Interview or Elevator Pitch
Practice short professional intros (for networking, interviews, etc.)

Receive peer and instructor feedback

Continue refining presentation materials

Week 10: Career Plan Final Due
Deliverable: Final Amended Career Plan

Group share-out: what’s changed and why?

Week 11: Showcase Prep
Clarify what your Portfolio Demonstration will include

Rehearse delivery if oral or live

Schedule individual check-ins

Week 12: Final Website Work
Final editing and quality control for portfolio sites

Add images, videos, writing samples, or new project documentation

Accessibility & visual clarity review

Week 13: Participation & Progress Check
One-on-one check-ins to track growth and final prep

Turn in growth reflection to date

Final troubleshooting for websites

Week 14: Portfolio Demonstration Week 1
Begin Portfolio Demonstrations

Present website and talk through design/career connections

Week 15: Portfolio Demonstration Week 2
Final presentations continue

Peer feedback and Q&A

Week 16: Final Wrap-Up & Reflection
Submit:

Final Amended Portfolio Site link

Final Growth Reflection

Reflect on evolution from Senior Project I to II

Celebration of work completed and next steps

Exams and chapter homework

Week Day Date Chapter Topic Assignment Due
1 Mon 1/6 Introduction Class overview 1/24
Wed 1/8 Chapter 2 Newton's 1 Law 1/24
Fri 1/10 Chapter 3 Linear Motion 1/24
2 Mon 1/13 Chapter 4 Newton's 2 Law
Wed 1/15 Chapter 4 Newton's 2 Law 1/24
Fri 1/17 Chapter 5 Newton's 3 Law 1/24
3 Mon 1/20 University Closed
Wed 1/22 HW Review Newton's Laws
Fri 1/24 Exam Review Newton's Laws
4 Mon 1/27 Exam 1 Newton's Laws
Wed 1/29 Chapter 6 Momentum 2/10
Fri 1/31 Chapter 7 Energy 2/10
5 Mon 2/3 Chapter 7 Energy 2/10
Wed 2/5 Chapter 8 Rotational Motion 2/10
Fri 2/7 HW Review Mechanics
6 Mon 2/10 Exam Review Mechanics
Wed 2/12 Exam 2 Mechanics
Fri 2/14 Chapter 9 Gravity 2/26
7 Mon 2/17 University Closed
Wed 2/19 Chapter 11 Atomic Nature of Matter 2/26
Fri 2/21 NO CLASS
8 Mon 2/24 Chapter 19 Vibrations and Waves 2/26
Wed 2/26 HW/Ex Review Matter
Fri 2/28 Exam 3 Matter
9 Mon 3/3 Chapter 22 Electrostatics 3/19
Wed 3/5 Chapter 23 Electric Current 3/19
Fri 3/7 Chapter 24 Magnetism 3/19
10 Mon 3/17 Ch 22,23,24 Unit Review
Wed 3/19 HW/Ex Review Electricity and mag
Fri 3/21 NO CLASS
11 Mon 3/24 Exam 4 Electricity and mag
Wed 3/26 Chapter 26 Properties of Light 4/11
Fri 3/28 Chapter 26 Properties of Light 4/11
12 Mon 3/31 Chapter 27 Color (Online Class) 4/11
Wed 4/2 Chapter 28 Reflection and Refraction 4/11
Fri 4/4 NO CLASS
13 Mon 4/7 Chapter 29 Light Waves 4/11
Wed 4/9 HW Review Light
Fri 4/11 Exam Review Light
14 Mon 4/14 Exam 5 Light
Wed 4/16 Chapter 32 The atom 4/23
Fri 4/18 Chapter 33 Radioactivity 4/23
15 Mon 4/21 Chapter 35 Special TOR 4/23
Wed 4/23 HW/Ex Review Atom and Relativity
Fri 4/28 Reading Day – No Class
Final Mon 5/2 Exam 6 Finial Exam

Assignments (generally one per week):

1 Module #1 The Divided Mind
2 Module #2 Why is Art Important?
3 Module #3 Creativity
4 Module #4 The Elements and Principles of Design
5 Module #5 World Tour: Africa
6 Module #6 World Tour: Prehistory
7 Module #7 World Tour: Iran
8 Module #8 World Tour: China and Japan
9 Module #9 World Tour Italy
10 Module #10 Impressionism
11 Module #11 Dada, Cubism, Surrealism
12 Module #12 Abstraction
13 Module #13 Contemporary Art
14 Module #14 Final Papers and Exam

One quiz per week -- each quiz is associated with the concepts learned in preparation for each week's drawing assignment, all of which are listed above

Weekly Modules:

1 Module #1 The Divided Mind
Learn the nature of the human brain and how that relates to creativity.

2 Module #2 Why is Art Important?
This module speaks to some questions about the utility of art.

3 Module #3 Creativity
In this module, we will discuss the nature of creativity.

4 Module #4 The Elements and Principles of Design
In this module we will discuss the formal names and terms for the nuts and bolts of how the visual arts work.

5 Module #5 World Tour: Africa
You'll be taking a look at the cultural context of Ghanaian Kente cloth, and you'll be learning about its cultural significance. You will also begin to learn about the art of ceramics.

6 Module #6 World Tour: Prehistory
This module is an introduction to some of the earliest art humans have created.

7 Module #7 World Tour: Iran
You'll be taking a look at the cultural context of the development of mosques in Iran, and at the end of the module, trying your hand at creating a tesselation.

8 Module #8 World Tour: China and Japan
You'll be taking a look at the cultural context of painting in both China and Japan, and you'll be learning a lot about how different modes of perception were in ancient Japan than they were in Europe.

9 Module #9 World Tour Italy
You'll be taking a look at the cultural context of the Italian Renaissance, an important art movement that swept through Europe and ended up becoming the foundation for much of the art of the Western world up until the present day.

10 Module #10 Impressionism
Become familiar with the cultural context involved in Impressionism. Understand how technology influenced Impressionist painting.

11 Module #11 Dada, Cubism, Surrealism
Understand how Dada, cubism, and surrealism reflected technological, cultural, and emotional contexts of the early 20th century.

12 Module #12 Abstraction
In this module we will discuss abstraction in art, a way of making images that don't refer to something concrete in the visible world.

13 Module #13 Contemporary Art
In this module we will discuss a range of artwork being created in recent years.

14 Module #14 Final Papers and Exam
Research an artist or art movement from class. Understand that artist or art movement in its cultural context.

Required Reading Material: Required reading of all learn pages in each weekly module -- supplied to the student through the Canvas course

Participation/Growth:
Website Outline:
Career Plan Rough Draft:
Career Plan:

Week 1: Course Overview & Introductions
Introduction to course goals and expectations

Discuss professional growth and participation

Self-assessment: Where are you now?

Week 2: Setting Professional Goals
Define individual learning and career goals

Begin growth journal or reflection log

Introduction to digital portfolios/websites

Week 3: Exploring Career Paths
Overview of career options in your field

Identify 2–3 potential career directions

Group discussion on industry trends

Week 4: Website Basics & Inspiration
Review examples of professional websites

Discuss components of a personal/professional site

Begin brainstorming site content

Week 5: Website Outline Due
Deliverable: Website Outline (Sections, intended content, tone, style)

Peer review and feedback

Participation check-in & reflection

Week 6: Resume & Bio Workshop
Draft your professional bio

Resume basics (tailoring, formatting, purpose)

Website content development continues

Week 7: Professional Materials
Work on resume and bio

Upload draft content to website template

Peer share-out: one section of your site

Week 8: Career Plan Rough Draft Due
Deliverable: Career Plan Rough Draft

Group discussion: How does your plan align with your goals?

Feedback and suggestions from peers/instructor

Week 9: Branding & Professional Identity
Personal branding basics (voice, visuals, tone)

Evaluate your current materials and online presence

Participation check-in & growth reflection

Week 10: Digital Presence Review
Review draft websites in small groups

Check that resume, bio, and other content align with goals

Provide/receive structured peer feedback

Week 11: Revising Career Materials
Update Career Plan and resume based on feedback

Workshop any missing website elements

One-on-one check-ins

Week 12: Career Plan Final Due
Deliverable: Final Career Plan

Present how your plan evolved and why

Peer celebration of milestones

Week 13: Final Website Work Session
Dedicated class time for polishing site

Image rights, accessibility, and formatting check

Optional one-on-one site walkthroughs

Week 14: Mock Interviews or Pitches
Practice introducing yourself and your work

Peer feedback on clarity and confidence

Participation reflection: what’s changed for you?

Week 15: Final Website Due
Deliverable: Completed Professional Website

Class showcase: share your site and career goals

Final growth reflection prompt assigned

Week 16: Final Reflection & Celebration
Share final reflections on participation and growth

Discuss next steps post-course

Celebrate completed work and progress

There are multiple positions. For Lighting and Sound workshop, available positions include:
Lighting Designer, Assistant Lighting Designer, Master Electrician, Light Board Operator, Sound Designer, Assistant Sound Designer, or Sound Board Operator. Please refer to technical position descriptions for responsibilities.

This workshop offers hands-on experience in technical theatre through a variety of lighting and sound roles. Available positions include Lighting Designer, Assistant Lighting Designer, Master Electrician, Light Board Operator, Sound Designer, Assistant Sound Designer, and Sound Board Operator. Students will be assigned roles based on production needs and should review the technical position descriptions for details on responsibilities. Involvement will vary by position, spanning either the full 6-week production process or the 2-week tech and performance period. This is a collaborative opportunity to develop practical skills in a live theatre setting.

There are multiple positions. For Lighting and Sound workshop, available positions include:
Lighting Designer, Assistant Lighting Designer, Master Electrician, Light Board Operator, Sound Designer, Assistant Sound Designer, or Sound Board Operator. Please refer to technical position descriptions for responsibilities.

This workshop offers hands-on experience in technical theatre through a variety of lighting and sound roles. Available positions include Lighting Designer, Assistant Lighting Designer, Master Electrician, Light Board Operator, Sound Designer, Assistant Sound Designer, and Sound Board Operator. Students will be assigned roles based on production needs and should review the technical position descriptions for details on responsibilities. Involvement will vary by position, spanning either the full 6-week production process or the 2-week tech and performance period. This is a collaborative opportunity to develop practical skills in a live theatre setting.

20 Points: Attendance & participation
5 Points: Lead one class discussion
20 Points: Perusall (reading & annotation)
30 Points: Five short assignments
25 Points: Final project/paper and presentation

UNIT 1: Seeing - Students explore various aspects of East Asian art and culture that pertain to our sense of sight. Assignments include readings on Daoist painting, Zen Buddhist calligraphy, and two famous films. Students learn how to connect their own vision with examples from East Asian art and culture through readings, films, and an assignment that asks them to practice calligraphy in an East Asian language.
UNIT 2: Hearing - Students explore various aspects of East Asian art and culture that pertain to our sense of hearing. Assignments include study of mantras, sutras, and music. Students learn how to connect their own hearing with examples from East Asian art and culture through readings, podcasts, and recordings, and an assignment that asks them to practice a mantra of their choice.
UNIT 3: Smelling - Students explore various aspects of East Asian art and culture that pertain to our sense of smell. Assignments include readings about perfume in Chinese history, fragrance in a Buddhist sutra, and incense ceremony in Japan. Students learn how to connect their own sense of smell with examples from East Asian art and culture through readings and a "show-and-smell" class session.
UNIT 4: Tasting - Students explore various aspects of East Asian art and culture that pertain to our sense of taste. Assignments include essays about and videos of Buddhist cooking practices and a film. Students learn how to connect their own sense of taste with examples from East Asian art and culture through readings, a film, Japanese snacks provided during class, and an assignment that asks them to prepare their own Asian meal or eat at an Asian restaurant.
UNIT 5: Touching - Students explore various aspects of East Asian art and culture that pertain to our sense of touch. Assignments include readings and a practical session on martial arts and readings on Tibetan ritual dance and acupuncture. Students learn how to connect their own hearing with examples from East Asian art and culture through readings, a practical martial arts session during class, and an assignment that asks them to practice a dance or martial art on their own or in a group.
UNIT 6: Feeling - Students explore various aspects of East Asian art and culture that pertain to our sense of feeling. Assignments include readings on bushido, Japanese nationalism, and the communal nature of foraging. Students learn how to connect their own sense of "feeling" with examples from East Asian art and culture through readings, a film, and an assignment that asks them to reflect on the "feeling" of a place that feels significant to them.

There are multiple positions. For Lighting and Sound workshop, available positions include:
Lighting Designer, Assistant Lighting Designer, Master Electrician, Light Board Operator, Sound Designer, Assistant Sound Designer, or Sound Board Operator. Please refer to technical position descriptions for responsibilities. Depending the production needs, you will be selected for a position.

This workshop offers hands-on experience in technical theatre through a variety of lighting and sound roles. Available positions include Lighting Designer, Assistant Lighting Designer, Master Electrician, Light Board Operator, Sound Designer, Assistant Sound Designer, and Sound Board Operator. Students will be assigned roles based on production needs and should review the technical position descriptions for details on responsibilities. Involvement will vary by position, spanning either the full 6-week production process or the 2-week tech and performance period. This is a collaborative opportunity to develop practical skills in a live theatre setting.

Assignments:
Participation in class/assignments and daily e-mail/Canvas checking)
Lighting Journals
Reading Assignments
Project #1 – Light Photo Lab
Project #2 – Instrument Selection
Project #3 – Wiring Project
Project #4 – Gel Project
Project #5 – Drafting Project
Project #6 – Viz Project
Project #7 – Beamwright
Final Design Project
Midterm
Shop Hours

Week 1: Introduction & Light Photo Lab
Topics:

Welcome, syllabus, tour of spaces

Begin Light Photo Lab

Assignments:

Assignment 1: Light Photo Lab

Bring at least one of two photos

Week 2: Light Photo Lab Continued
Topics:

Continue Light Photo Lab

Assignments:

Assignment 2

Assignment 3

Due:

2nd photo

Project 1 Photo Lab

Week 3: Intro to Lighting & Production
Topics:

Intro to Lights & Production Team

Production Lab Day

Assignments:

Read Chapters 1 & 2

Assignment 1

Week 4: Production Lab & Electrical Theory
Topics:

Production Lab Day

Electrical Theory

Assignments:

Read Chapter 3

Assignment 2

Week 5: Instruments & Project Work
Topics:

(No Class) Project Work Day

Lens, Lamps, Reflectors, & Instruments

Assignments:

Assignment 3

Assignment 4

Instrument Project

Read Chapter 4

Assignment 7

Week 6: Instruments & Demos
Topics:

Continue Instruments

Demo Lighting Instruments

Assignments:

Assignment 5

Assignment 6

Due:

Project 2 Instrument Worksheet

Week 7: Cables, Connectors, & Color
Topics:

Cables & Connectors

Introduction to Color

Assignments:

Wiring Project

Read Chapters 5 & 8

Assignment 4

Assignment 6

Week 8: Midterm & Color Projects
Topics:

Midterm

Color continued

Assignments:

Gel Project

Assignment 8

Due:

Midterm

Week 9: Break & Practicals
Topics:

Semester Break (No Class)

Practicals & Effects / Movers & LEDs

Assignments:

Assignment 9

Read Chapters 7 & 10

Project 3 Wiring

Week 10: Production Lab & LEDs
Topics:

Production Lab Days

Movers & LEDs Continued

Assignments:

Light Journals Part 1

Assignment 5

Project 4 Gel

Week 11: Design Process & Light Plot
Topics:

Design Process & Image of Light

Lighting Key & Light Plot

Assignments:

Read Chapters 11–14

Assignment 8

Assignment 9

Week 12: Drafting & Project Work
Topics:

(No Class) Project Work Day

Paperwork / Drafting

Drafting Lab

Assignments:

Drafting Project

Read Chapter 15

Week 13: Final Project Development
Topics:

Drafting / Final Project

Viz, Nomad, & Patching

Assignments:

Drafting Project Due

Week 14: Viz Work & Rehearsal
Topics:

Viz Lab Day

Rehearsal & Performance Procedures

Assignments:

Read Chapter 17

Week 15: Final Project Work Days
Topics:

In-Class Final Project Work

Assignments:

Beamwright

Viz Project

Week 16: Final Presentations
Topics:

Final Project Presentation

Assignments:

Present Final Project

2 exams
6 discussion posts
6 assignments

• UNIT 1 – Describe a manager’s four major tasks: planning, organizing, leading, and controlling
• Explain the purpose of organizational values, mission, and vision
• Demonstrate how focusing on skills and strengths leads to success as a manager
Describe the historical foundations of management
• UNIT 2 – Explain how managers use a systems approach to critical thinking to achieve results
• Diagram the eight most common systems archetypes that managers can expect to encounter
• Illustrate how internal influences create unique types of cultures
• Understand how managers organize international businesses
• Explain the challenges and opportunities of working with cultural differences
• Explain ethics as they relate to the five domains of individuals, organizations, stakeholders, government, and the global community

• UNIT 3 - Describe the seven steps of the decision making process.
• Demonstrate how managers select the most desirable alternative.
• Outline different types of goals and the characteristics that make them effective.
• Explain how businesses use planning to sole problems and make a difference.

• UNIT 4 – Show how managers combine vertical and horizontal approaches to organizational design in order to be more adaptive.
• Explain how managers assess human resource needs and select talent to meet demand
• Design a performance development process based on organizational needs.
• Describe why managers form working groups to achieve results.
• Explain the characteristics of teams

• UNIT 5 - Define leadership in a global context.
• Distinguish among four basic types of leaders.
• Explain the characteristics of individual personalities and strength profiles.
• Explain how managers use motivation and communication to achieve results.

• UNIT 6 - Define entrepreneurship, entrepreneurs, and entrepreneurial firms.
• Identify three characteristics of a growing entrepreneurial firm.
• Explain how managers use controls to operate organizational performance.
• Explain how managers connect facilities, processes, and people to control performance.
• List the steps in the comprehensive model of foreign market entries.

6 discussion posts
6 assignments
2 exams

• UNIT 1 – Describe a manager’s four major tasks: planning, organizing, leading, and controlling
• Explain the purpose of organizational values, mission, and vision
• Demonstrate how focusing on skills and strengths leads to success as a manager
Describe the historical foundations of management
• UNIT 2 – Explain how managers use a systems approach to critical thinking to achieve results
• Diagram the eight most common systems archetypes that managers can expect to encounter
• Illustrate how internal influences create unique types of cultures
• Understand how managers organize international businesses
• Explain the challenges and opportunities of working with cultural differences
• Explain ethics as they relate to the five domains of individuals, organizations, stakeholders, government, and the global community

• UNIT 3 - Describe the seven steps of the decision making process.
• Demonstrate how managers select the most desirable alternative.
• Outline different types of goals and the characteristics that make them effective.
• Explain how businesses use planning to sole problems and make a difference.

• UNIT 4 – Show how managers combine vertical and horizontal approaches to organizational design in order to be more adaptive.
• Explain how managers assess human resource needs and select talent to meet demand
• Design a performance development process based on organizational needs.
• Describe why managers form working groups to achieve results.
• Explain the characteristics of teams

• UNIT 5 - Define leadership in a global context.
• Distinguish among four basic types of leaders.
• Explain the characteristics of individual personalities and strength profiles.
• Explain how managers use motivation and communication to achieve results.

• UNIT 6 - Define entrepreneurship, entrepreneurs, and entrepreneurial firms.
• Identify three characteristics of a growing entrepreneurial firm.
• Explain how managers use controls to operate organizational performance.
• Explain how managers connect facilities, processes, and people to control performance.
• List the steps in the comprehensive model of foreign market entries.

Participation in class (and daily e-mail/Canvas checking)
Nine Reading Assignments
Final Exam
Project #1 – Tool Presentation
Project #2 – Construction Project & Cut List
Project #3 – Drafting Project
Project #4 – Lighting Production Project
Project #5 – Interview a Professional Project
Project #6– Prop Build Project
Final Project (Rube Goldberg Project)
Shop Hours

Week 1
Welcome and Introductions
Introduction to the course. Review of the syllabus, expectations, and an overview of projects.
Tool Training (Scene Shop)
Hands-on training with essential tools. Focus on proper usage and safety protocols.
Production Day (Scene Shop)
First workday in the scene shop. Students begin practical production tasks.

Week 2
Safety and Tools
Discussion and demonstrations of shop safety. Overview of the tools used in scenic production.
Tool Training (Scene Shop)
Continuation of tool-specific training. Emphasis on precision and efficiency.
Production Day (Scene Shop)
Practical application of tool skills. Work on early-stage projects.

Week 3
No Class: MLK Day
Tool Training (Scene Shop)
Advanced tool training. Introduction to specialty tools for complex projects.
Production Day (Scene Shop)
Focus on teamwork and completing project milestones.

Week 4
Materials & Hardware
Lecture on commonly used scenic materials and their applications. Overview of hardware essentials.
Materials & Hardware Continued
Deep dive into material properties, costs, and sustainability. Hands-on material identification.
Production Day (Scene Shop)
Utilizing materials and hardware learned in class for active projects.

Week 5
Scenic Production Techniques: 2D Scenery
Introduction to flat scenery techniques, painting, and texturing.
Scenic Production Techniques: 3D Scenery
Discussion of 3D scenic construction, structural integrity, and design considerations.
Production Day (Scene Shop)
Building 2D and 3D scenic elements based on designs.

Week 6
Flat Project Lab Day (Scene Shop)
Workshop dedicated to constructing and assembling flat scenery.
Flat Project Lab Day (Scene Shop)
Continuation of flat scenery project. Emphasis on accuracy and collaboration.
Production Day (Scene Shop)
Finalizing flat project details and troubleshooting.

Week 7
No Class: President’s Day
Mechanical Drafting
Introduction to drafting techniques. Focus on translating design to technical drawings.
Production Day (Scene Shop)
Applying drafting skills to scenic construction.

Week 8
Drafting Project 3 Lab Day
Lab session for creating detailed drafts of assigned project.
Drafting Project 3 Lab Day
Continued drafting work. Individual feedback provided.
Drafting Project 3 Lab Day
Finalizing drafts and preparing for implementation.

Week 9
Knots and Rigging Scenery (Mainstage)
Hands-on session focused on rigging techniques, knots, and safety for stage productions.

Week 10
No Class: USITT Conference

Week 11
Spring Break: No Class

Week 12
Prop Lab Day (Scene Shop)
Focus on prop creation. Use of various materials and techniques.
Prop Lab Day (Scene Shop)
Continued prop work. Emphasis on creativity and functionality.
Production Day (Scene Shop)
Integrating props into scenic designs. Final adjustments.

Week 13
Lighting Production
Introduction to lighting design and its integration into scenic production.
Project 4 Lab Day (Mainstage)
Lab session focused on lighting implementation and troubleshooting.
Project 4 Lab Day (Mainstage)
Continued work on lighting projects with hands-on guidance.

Week 14
Prop Lab Day (Scene Shop)
Additional time to refine props and test their stage compatibility.
Prop Lab Day (Scene Shop)
Final touches on props. Quality check and rehearsal integration.

Week 15 & 16
Final Project Lab Days (Scene Shop)
Dedicated time to finalize the capstone project. Emphasis on collaboration and meeting deadlines.
Final Project Due
Submission and presentation of the final project. Peer and instructor feedback.
Review
Course review and preparation for the final exam.

Finals Week
Final Exam
Scheduled exam period for the course.

10 chapter quizzes
final exam
13 assignments
final project of Business Plan

UNIT 1 – Foundations of Business, Form of business ownership and business ethics
UNIT 2 – Operating a Successful Business – recruiting, motivatoikng, product design and operations management
UNIT 3 Marketing – Business in global environment, marketing
UNIT 4 – Financing the company
OVERALL Project – developing a business plan

Pre-requisite – Math 1050 or higher, grade “C” or higher or equivalent placement score taken within 2 years prior to enrollment in this course.
Co-Requisite – Chem 1215

1. Introduction and Syllabus Overview
Overview of course structure, policies, and expectations.
2. Classification of Matter and Chemical Reactions
Exploration of matter classification and fundamental reaction concepts.
3. Properties of Matter, Mixture Separation, and States of Matter
Examination of physical and chemical properties, separation techniques, and matter phases.
4. Units, Conversion Factors, and Significant Figures
Understanding units, conversions, and the application of significant figures.
5. Precision vs. Accuracy, Grubbs Test, and Temperature Conversions
Differentiating precision and accuracy, identifying outliers, and temperature calculations.
6. Atomic Structure, History, Symbols, and the Periodic Table
The evolution of atomic theory, atomic symbols, and periodic table organization.
7. Molecular and Ionic Compounds: Naming and Formulas
Introduction to nomenclature and formula writing for molecular and ionic compounds.
8. Polyatomic Ions
Identification and naming of common polyatomic ions.
9. Oxoanions and Acids
Understanding oxoanions and acid nomenclature.
10. Chemical Reactions, The Mole, Molar Mass, and Conversions
Introduction to stoichiometry, molar mass, and conversion calculations.
11. Exam 1: Chapters 1-2
Assessment covering foundational concepts from the first two chapters.
12. Balancing Chemical Reactions
Mastery of balancing equations for chemical reactions.
13. The Carbon Cycle, Stoichiometry, Limiting Reagents, and Percent Yield
Exploring stoichiometric principles, limiting reagents, and reaction efficiency.
14. Empirical vs. Molecular Formulas, Mass Spectrometry, and XRF
Differentiating formulas and introduction to analytical techniques.
15. Combustion Analysis Applications
Determining molecular compositions using combustion analysis.
16. Solutions: Concentration, Units, Conversions, and Dilutions
Introduction to solution chemistry and concentration calculations.
17. Beer’s Law, Electrolytes, Neutralization, Acids, and Bases
Examining solution properties and neutralization reactions.
18. Strong vs. Weak Acids and Bases, and Titrations
Exploring acid/base strengths and titration techniques.
19. Solution Chemistry and Precipitation Reactions
Understanding solubility and precipitation reactions.
20. Reactions in Aqueous Solutions
Investigating different reaction types occurring in solution.
21. Solubility Rules and Solution Types
Learning solubility guidelines and solution classifications.
22. Redox Reactions and Oxidation Numbers
Assigning oxidation states and understanding redox reactions.
23. Gas Properties, Pressure Measurement, and Boyle’s Law
Examining gas behavior and pressure-volume relationships.
24. Exam 2: Chapters 3-4
Assessment of topics covered in Chapters 3 and 4.
25. Gas Laws: Charles, Avogadro, Amonton, Ideal, and Combined
Applying gas laws to describe gaseous behavior.
26. Gas Stoichiometry, Density, and Dalton’s Law
Understanding gas stoichiometry, density, and partial pressure concepts.
27. Kinetic Molecular Theory, Effusion, Diffusion, and Real Gases
Exploring gas motion and deviations from ideal behavior.
28. Thermodynamics: Heat, Work, and Energy
Introduction to thermodynamic principles at a macroscopic level.
29. Molecular Energy, Systems, and Heat Flow
Examining energy transformations and heat transfer.
30. Internal Energy, Energy Units, Enthalpy, and Heat Capacity
Understanding thermodynamic quantities and heat measurement.
31. Calorimetry and Heat Transfer
Application of calorimetry techniques to quantify heat transfer.
32. Hess’s Law and Standard Enthalpy of Reaction
Using Hess’s Law for enthalpy calculations.
33. Food and Fuel Energy Values
Analyzing caloric and energy values in different materials.
34. Atomic Spectra and the Wave-Particle Nature of Light
Investigating light properties and atomic emission spectra.
35. Exam 3: Chapters 5-6
Assessment covering thermodynamics and atomic theory.
36. Quantum Theory and the Photoelectric Effect
Exploring fundamental principles of quantum mechanics.
37. Hydrogen Spectrum and Bohr Model
Studying hydrogen emission and atomic models.
38. Wave-Particle Duality, Quantum Numbers, and Atomic Orbitals
Understanding electron behavior in atoms.
39. Electron Spin, Orbital Diagrams, and Hund’s Rule
Learning electron configuration principles.
40. Quantum Model of the Atom
Examining the modern quantum mechanical model.
41. Electron Configurations, Atomic Radii, and Ionization Energy
Understanding periodic trends in atomic properties.
42. Chemical Bonding and Lewis Structures
Exploring covalent bonding and Lewis structures.
43. Bond Polarity and Electronegativity
Understanding bond polarity and molecular dipoles.
44. Resonance, Formal Charge, and Octet Rule Exceptions
Examining exceptions to standard bonding rules.
45. Bond Length, Bond Energy, and Reaction Enthalpy
Understanding bond strength and its thermodynamic implications.
46. Molecular Geometry and VSEPR Theory
Predicting molecular shapes using VSEPR.
47. Geometries for Steric Numbers 2-6
Exploring electron-pair geometries and molecular structures.
48. Exam 4: Chapters 7-8
Assessment covering bonding and molecular structure concepts.
49. Bond Dipoles, Molecular Dipoles, and Polarity
Relating molecular shape to polarity and dipole moments.
50. Valence Bond Theory and Hybridization
Introduction to orbital hybridization in bonding.
51. Molecular Orbital Theory and Bond Order
Analyzing bonding using molecular orbital diagrams.
52. MO Diagrams, Conductors, and Semiconductors
Understanding electronic properties of materials.
53. Intermolecular Forces and Their Trends
Exploring different types of intermolecular forces.
54. Strength of Intermolecular Forces and Their Effects
Examining how forces influence physical properties.
55. Phase Diagrams and Liquid Properties
Understanding phase transitions and liquid behavior.
56. Solubility and Henry’s Law
Investigating solubility principles and gas-liquid equilibria.
57. Summary of Intermolecular Forces
Reviewing the role of intermolecular interactions.
58. Exam 5: Chapters 9-10
Assessment covering intermolecular forces and solutions.
59. Final Review Part 1
Comprehensive review of key course topics.
60. Final Review Part 2
Continued final exam preparation.
61. Final Review Part 3
Final session before the comprehensive exam.