Course Syllabi Search - Fall 2025

Course Requirements Points
Chapter Summary assignments (13 X 20 pts.) 260
Theoretical Reflections Paper 1 100
Theoretical Reflections Paper 2 100
Theoretical Reflections Paper 3 100
Theoretical Reflections Paper 4 100
Exam 1 175
Final Exam 225
Total 1060

Introduction to Course
Syllabus Overview
What is Communication Theory?- Intro to what is communication theory
“Objective” Approaches to Communication Theory
Interpretive Approaches to Communication Theory-study of various approaches to theory
Socio-Psychological, Cybernetic, Rhetorical, Semiotic, and Socio-Cultural Traditions-study of Socio-Psychological, Cybernetic, Rhetorical, Semiotic, and Socio-Cultural Traditions
Critical and Phenomenological Traditions, Overview of the Field, and Ethical Considerations
Aristotle’s Rhetoric, Social Exchange Theory, and Uncertainty Reduction Theory-study of various theory and traditions and rhetoric
Symbolic Interaction Theory
Theoretical Application-study of theory related to communication theory
Expectancy Violations Theory-study of theory related to communication theory
Privacy Management Theory-study of theory related to communication theory
Elaboration Likelihood Model-study of theory related to communication theory
Narrative Paradigm-study of theory related to communication theory
Symbolic Convergence Theory-study of theory related to communication theory
Cultural Approach to Organizations-study of theory related to communication theory
Communication Accommodation Theory-study of theory related to communication theory
Co-Cultural Theory and Feminist Standpoint Theory-study of theories related to communication theory

Participation 20%:
Participation in class is crucial to your success in this class. The class forms a small community and your effort, or lack of, impacts the success of the group. We will practice the language every class period through activities, small groups, and partner work. Preparation is key. Late work is only accepted in a case-by-case basis. Please do not wait until the last minute to do your homework.

Fingerspelling Practice 10%:
Each class period, students will administer a fingerspelling “test” to their peers. These “tests” must include 5 words with a similar pattern (root, prefix, suffix). Students will be given two grades, one for administering the test, and a second grade for their receptive skills while taking “tests” administered by others. Each student is responsible for administering two (2) tests. Grade for expressive fingerspelling will be based on fluidity and accuracy of spelling (as determined by both the instructor and the success of the receptive students). All other students will answer the 5 words as a discussion post which they will pull up during class and submit after the fingerspeller is finished.

Midterm 10%:
You will be provided with a link to a video of a native ASL signer. You must identify language features learn in class as well as provide a thought response to the video. Your thought response should be in ASL and will be graded on the language features learned in this course.

Homework/Assignments 30%
Every two weeks we will work through a chapter of the text. Students are expected to read the chapter PRIOR to the beginning of the discussion week. Homework will consist of 3 parts: 1) initial production of a story from a prompt, 2) interpretation of a peer’s production, 3) reproduction of the SAME discussion prompt incorporating feedback from teacher and peer. Stories should not exceed 5 minutes in length.

The goal is for you to incorporate all features discussed in the course up to the week of the assignment. The videos you post in GoReact should reflect your cumulative application of skills, and specifically showcase the skillset discussed that week.

Deaf Influencer/Deaf Event/ASL Club 10%:

DEAF INFLUENCER
Make use of social media and find a Deaf Influencer. The account you follow must be a verified deaf individual and the account should predominantly be in ASL. After exploring their platform for a minimum of 2 hours, assess how they are using their platform to bring awareness to Deaf culture and the Deaf community and how that platform challenges your own American cultural mindset. What were signs you recognized or sign that you learned while viewing their platform? You will need to tell me about who you followed using an uploaded video in sign language. If you do not know what sign to use, use fingerspelling. Follow the rubric to make sure you include all of the information required.

DEAF EVENT:
Students are required to attend the ASL Talent Show, which will be held during International Deaf Awareness week in September. If you are unable to attend the event, you will need to work with your instructor to come up with another event or read a cultural book, which will need to be approved ahead of time. After attending the Deaf/ASL event, each student will upload a video describing the event attended, including their communication with others, their thoughts and feelings, and anything they learned or connections to other areas in their lives. The video will need to be done in ASL, and if you are not sure what sign to use, use fingerspelling. Follow the rubric to make sure you include all of the information required.

ASL CLUB/ASL LAB:
As part of this course, you are required to sign up for UT’s ASL Club. You must attend at least one meeting as part of this course. You may also visit the ASL lab for homework assistance, recording, and for ASL practice with other students.

Final 20%:
Your final test is a presentation in ASL. A prompt will be given to you by your instructor. Your ability to demonstrate mastery of the ASL features without preparation will be the basis of your grade. Submit your story via GoReact. Note- rubrics for each of these assignments can be found on Canvas.

Chapter 1: Fingerspelling - focuses on fingerspelling in ASL, emphasizing its role in interpretation and the challenges it presents for both signers and interpreters

Chapter 2: Numbers - Effectively interpreting numbers between English and ASL requires understanding the specific handshapes, movements, and contextual rules for different number sets and situations

Chapter 3: Lexicon -focuses specifically on the accurate use of ASL lexicon (vocabulary). Words and signs, parts of words and signs, and the use of space chose by the interpreter must be semantically accurate, preserving original meaning and intention.

Chapter 4: Classifiers - Classifiers are a fundamental aspect of American Sign Language (ASL), functioning as visual representations of nouns and verbs, and playing a vital role in conveying details about size, shape, movement, and placement.

Chapter 5: Space - Unlike English, which relies heavily on prepositions and linear sentence structures to describe spatial relationships, ASL uses the physical signing space in front of the interpreter to represent objects, locations, and their relationships.

Chapter 6: Grammar - focuses on the crucial role of spatial grammar and non-manual markers in conveying tense and other grammatical information within ASL, differentiating it significantly from the linear, spoken language structures of English.

Major Assignments include a Literacy Narrative, Exploratory Research Essay, Zine Remix, and Final Zine Artist Statement. Weekly homework assignments include readings, discussion board posts, drafts and outlines of the major assignments, peer review workshops, and self-evaluation conferences. Attendance is also graded for this course.

1. Literacy Narrative: "For this assignment, write a reflective, narrative essay about a time you learned something. While literacy is often thought of as the ability to read and write, we are witnessing a resurgence in other types of literacy, like digital literacy or emotional literacy, that extend beyond reading and writing. You may choose to reflect on how you learned to read, write, or speak (in any language), or another related skill (or “literacy”) you have learned that is meaningful to you. We will read examples in class and as part of your assigned readings."
2. Exploratory Research Essay: "In this assignment, you will conduct research on a topic of your choosing in order to write an exploratory research essay. The emphasis is on “exploratory” – I don’t expect you to be an expert on your topic by the end of the assignment, but do expect you will learn something new – both about your topic and about the process of conducting research, keeping track of sources, and synthesizing information in research writing."
3. Zine Remix: "In this multimodal project, you will make your own zine, which is a small, handmade booklet that can be about anything, though for our purposes it will stay related to our course content. In this project, you will remix 1 of the 2 prior assignments (literacy narrative or exploratory researched essay) into a zine. Remix just means that you take the same content and rethink its form for a new and different genre, audience, and/or context. For the zine, our audience is a more public one, so dialing down academic jargon and re-envisioning your format to be more multimodal (including images, collage, etc.) might be some common “moves” in remix."
4. Zine Artist Statement: "In this end-of-semester assignment, you will showcase your learning in this class by reflecting on your progress and growth as a writer and multimodal composer throughout the semester. In particular, you will reflect on the zine you made and the process of creating and remixing the original assignment, as an example of your growth and learning in this course. This essay will be written in class on the last week of class, but you are allowed to bring notes with an outline or bullet points to guide your writing in class."

Participation
Matrix
Classroom Map
Objective
Music Lesson
Cognitive Lesson
Language Lesson
Dramatic Play
Sensory Play
Observation Hours
Midterm Exam
Final Exam

Mondule 1: Welcome to Designing Integrated Curriculum with Play

Module 2: Curriculum Approaches
Learn Early Childhood Theories and Practices:
Reggio Emilia Montessori High Scope
Project Approach Integrated Thematic Units

Module 3: Developmentally Appropriate Practices
Learn Brain Science and what is Guided Play

Module 4: The Importance of Play
Put into practice: Brain Science and Guided and Free Play

Module 5 Writing Objectives and Assessments for Lesson Plans

Module 6: Writing a Lesson Plan: What goes into a lesson plan.

Module 7: Meeting Standards Through Play
Observing, Planning, and Guiding: How an Intentional Teacher Meets Standards Through Play

Module 8: Planning Lessons for Different Development Domains. Connecting Art, Literacy, and Drama through storytelling.

Module 9: Cognitive Development – Brain Development Using Playful Math Instruction and Standards

Module 10: Language: Supporting Language Through Culturally Rich Dramatic Play: Supporting Language Through Culturally Rich Dramatic Play

Module 11: Sensory Play uses in Early Childhood Education.

Module12: Engaging students with Natural Materials

Module 13: Professional Ethics according to NAEYC

Participation
Personal Philosophy of Early Childhood Education
Early Childhood Issues Article
Research Paper
2/3 Year Old Learning Center
Preschool Learning Center
Kindergarten Learning Center
Primary (grade 1-2) Learning Center
Classroom Observation
Quizes & Exams

Midterm
Final

Module 1: All Are Welcome
Students will be introduced to the class and each other through a syllabus quiz and introduction discussion about themselves.
Module 2: Intro to Early Childhood & Students will learn responsibilities of Early Childhood Educators according to NAEYC.
Module 3: Historical Foundations
Class will discuss theorists and theories that shaped early childhood as it is today.

Module 4: Developmentally Appropriate Practice
Discussion will entail learning about DAP and how to address it in EC.

Module 5: Learning and Developmental Theories
Discuss children with disabilities and how their diverse needs are addressed in EC.

Module 6: Early Childhood Models and Programs
Class will discuss the different models and programs that are used in EC.

Module 7: Infants and Toddlers
Class will learn the developmental milestones of toddlers and infants.

Module 8: Preschool ( 4/5-year-olds)
Class will learn the developmental milestones of preschoolers.

Module 9: Kindergarten
Class will learn the developmental milestones of kindergartners.

Module 10: Primary Grades
Class will learn the developmental milestones of primary grades 1-2.

Module 11: Assessment and Diverse Learners
Students will learn about assessment in EC and how to address diverse learners.

Module 12: Professional Ethics
Students will learn about professional ethics as outlined in the NAEYC Code of Ethics.

Class Participation
College Friend Day Planning (Day 1)
College Friend Day Participation (Day 1)
College Friend Day Observation Paper 1
College Friend Day Planning (Day 2)
College Friend Day Participation (Day 2)
College Friend Day Observation Paper 2
Diversity Compare & Contrast Paragraph First Two years
Diversity Compare & Contrast Paragraph Early Childhood
Diversity Compare & Contrast Paragraph Middle Childhood
Diversity Compare & Contrast Paragraph Adolescence
Diversity Compare & Contrast Paragraph Adulthood
Diversity Compare & Contrast Paragraph Late Adulthood
Observation #1 (Infant/Toddler, Adolescent, Middle Age/Late Adult
Observation #2 (Infant/Toddler, Adolescent, Middle Age/Late Adult
Observation #3 (Infant/Toddler, Adolescent, Middle Age/Late Adult
Midterm
Final

Module 1
Intro to Class; Visit the Preschool
Science of Human Development
Module 2
From Conception to Birth

Module 3
First Two Years Mind & Body

Module 4
First Two Years Social World

Module 5
Early Childhood Mind & Body

Module 6
Early Childhood Social World

Module 7
Middle Childhood Body & Mind

Module 7
Middle Childhood Body & Mind

Module 8
Adolescent Body & Mind

Module 9
Adolescent Social World

Module 10 Emerging Adulthood

Module 11
Adulthood Mind & Body

Module 12
Adulthood Social World

Module 13
Late Adulthood Mind & Body

Module 14
Late Adulthood Social World

VISUAL VOCABULARY Research weekly assignment
Quizzes on presented content
In class projects
Attendance
Final Research project

Each unit is based on a major graphic design style. Victorian, Arts and Crafts, Art Nouveau, Art Deco, Dada, German Expressionism, Early Modern, Modern, Late Modern, Post Modern etc...

Each section includes a small research project, an inclass assignment or quiz.

The final project is a synthesized research project that is presented in class.

In-Class Speeches: Introductory, Informative, Persuasive, Celebratory.
Written Speech Outline Assignments
Peer-review Feedback Assignments
Post-Speech Reflection Essays

Unit 1: Introduction, syllabus, go over the course schedule.

Unit 2: Course Introduction and Define Communication (Discuss Ch 1; activity: define communication

Unit 3: Understanding and Overcoming Speech Anxiety ( Discuss Ch 1 & 8; discuss the myth of speech anxiety)

Unit 4; Ethical Speaking and The Dark Side of Public Address (Discuss Ch 2; Talk about the dark side of public address)

Unit 5: Introduction Speech Outline Workshop (Discuss Ch 7; Students work on their first speech outline assignment)

Unit 6:Introductory Speech Days and Intercultural Dialogue-Exchanging Opposing Ideas-Session 1 (Students engage in a mini-debate session)

Unit 7: Audience Analysis and Cultural Identity (Discuss Ch3; Students address the importance of conducting audience analysis )

Unit8: Informative Speech Introduction (Discuss Ch 17; Introduce the informative speech assignment)

Unit 9:Presentation Aid & Language (Discuss Ch 10 & 11; Provides students tips on best strategies for presentation aids)

Unit 10: Body Language (Students practice body language and explore effective ways to connect with audience members nonverbally) Class activity: Short-Term Memory Practice;

Unit 11: Informative Speech Daysand Intercultural Dialogic-Exchanging Opposing Ideas-Session 2 (Students take part in another mini-debate session)

Unit 12: Persuasive Speech Introduction (Discuss Ch 16; Introduce the persuasive speech assignment; Claims, Warrants, and Evidence (Discuss the foundations of argumentation as rhetoric)

Unit 13: Ethos, Logos, and Pathos (Discuss the three foundations of persuasion techniques )

Unit 14: Speech Outline Workshop and Persuasive Speech Days.

Unit 15: Celebratory/Special Occasion Speech (Discuss Ch 13; Introduce the special occasion speech)

Exam 1, Exam 2 , Exam 3, Group Presentation, Term Paper, 10 writing assignments

Unit 1: Intro and overview of criminology, measuring crime, victimology, and early schools of criminology.
Unit 2: Social structural theories, social process theories.
Unit 3: Critical theories, individual traits, biosocial approaches, and developmental theories.

1. Mid-term exam
2. Weekly reflection essays
3. In-Class Group facilitations
3. Weekly discussion posts
4. A semester-long research project

Module 1 Definitions and the imperatives of Intercultural Communication
Module 1 enters into a conversation on/about intercultural communication. By the end of the module, you should be able to: Elaborate the political, social, and demographical factors that shape the ubiquity of intercultural communication. Engage in a dialectic approach to understanding culture interpretively and critically.
Highlight the communicative formations of culture as social constructions of difference.

Module 2 Cultural Identity and Popular Culture
Module 2 this module pays attention to the making of cultural identities as outcomes of human communication and social experience. This module also links the question of identity to popular culture as a site of struggle. By the end of the module, you should be able to:

Define the meanings of ascription and avowal in the context of identity negotiation.
Understand the complex nature of negotiating cultural identities rooted in various locations of social difference.
Critically examine the roles that media and popular culture play in cultivating certain perceptions or worldviews of the dominant group. Imagine counter-strategies of resistance through media or the use of popular culture.

Module 3 Politics of (Im)migration and Intercultural Adaptation
In this module, we will dive into the politics of (im)migration and explore the challenges and barriers to intercultural transitions. More specifically, we will come to terms with the multiple dimensions of global migration shaped by historical, economic, and political conditions of survival and resistance. By the end of the module, you should be able to: Identify the various types of migrants (e.g., involuntary and voluntary migrants) and articulate a general overview of the three waves of global migration. Define cultural assimilation, accommodation, and separation as communicative processes of intercultural transition. Understand intercultural adaptation as a complex process of negotiating cultural differences across micro, meso, and macro dimensions.

Module 4 Intercultural Relationships
Describe and elaborate the key characteristics of intercultural relationships through an interpretive and critical lens.
Understand how intercultural relationships are shaped, impacted, and negotiated through/by power differentials (e.g., privilege attached to a certain racial identity).
Reflect on the personal and structural barriers to developing intercultural relationships and brainstorm ideas for maneuvering those barriers.
Re-imagine your role as a cultural agent in facilitating intercultural allyship and coalition.

Module 5 (March 10-23) Negotiating Intercultural Conflict
A more nuanced definition of conflict across three paradigmatic orientations (social scientific, interpretive, and critical)
A more critical understanding of your own communication style in the context of conflict management
The role of “difference” in shaping intercultural conflict across relational and structural contexts.

Module 6 Intercultural Topics: Queerness, Indigeneity, and Feminisms
We examine a few current contemporary struggles germane to intercultural communication in this module. By the end of the module you should be able to:

Identify the key characteristics of the three waves of feminism and articulate the importance of engaging in an intersectional feminist thinking in everyday life.
Understand the complexity of queer politics and the role of heteronormativity in regulating social relations of gender and sexuality. Gain academic curiosity about settler colonialism and its consequences.

Module 7 Learning Intercultural Communication Towards Social Justice
In the final module, we first take a pause and reflect on what we’ve achieved this semester. Then, by doing so, we look at the one of the key goals of learning intercultural communication: to critically and ethically engage in social justice struggles against various modes of inequality and domination that affect all of us as global citizens. By the end of the module, you should be able to:Identify the key qualities crucial to developing global citizenship. Elaborate on the role of intercultural praxis (inquiry, framing, dialogue, positioning and action) in shaping one’s engagement with social justice. Define “dialogue” in the context of intercultural communication and explain how it is conducive to promoting a critical consciousness of social justice
Show Less

1. Mid-term exam
2. Weekly reflection essays
3. Weekly discussion posts
4. A semester-long research project

Description:
Module 1 Definitions and the imperatives of Intercultural Communication
Module 1 enters into a conversation on/about intercultural communication. By the end of the module, you should be able to: Elaborate the political, social, and demographical factors that shape the ubiquity of intercultural communication. Engage in a dialectic approach to understanding culture interpretively and critically.
Highlight the communicative formations of culture as social constructions of difference.

Module 2 Cultural Identity and Popular Culture
Module 2 this module pays attention to the making of cultural identities as outcomes of human communication and social experience. This module also links the question of identity to popular culture as a site of struggle. By the end of the module, you should be able to:

Define the meanings of ascription and avowal in the context of identity negotiation.
Understand the complex nature of negotiating cultural identities rooted in various locations of social difference.
Critically examine the roles that media and popular culture play in cultivating certain perceptions or worldviews of the dominant group. Imagine counter-strategies of resistance through media or the use of popular culture.

Module 3 Politics of (Im)migration and Intercultural Adaptation
In this module, we will dive into the politics of (im)migration and explore the challenges and barriers to intercultural transitions. More specifically, we will come to terms with the multiple dimensions of global migration shaped by historical, economic, and political conditions of survival and resistance. By the end of the module, you should be able to: Identify the various types of migrants (e.g., involuntary and voluntary migrants) and articulate a general overview of the three waves of global migration. Define cultural assimilation, accommodation, and separation as communicative processes of intercultural transition. Understand intercultural adaptation as a complex process of negotiating cultural differences across micro, meso, and macro dimensions.

Module 4 Intercultural Relationships
Describe and elaborate the key characteristics of intercultural relationships through an interpretive and critical lens.
Understand how intercultural relationships are shaped, impacted, and negotiated through/by power differentials (e.g., privilege attached to a certain racial identity).
Reflect on the personal and structural barriers to developing intercultural relationships and brainstorm ideas for maneuvering those barriers.
Re-imagine your role as a cultural agent in facilitating intercultural allyship and coalition.

Module 5 Negotiating Intercultural Conflict
A more nuanced definition of conflict across three paradigmatic orientations (social scientific, interpretive, and critical)
A more critical understanding of your own communication style in the context of conflict management
The role of “difference” in shaping intercultural conflict across relational and structural contexts.

Module 6 Intercultural Topics: Queerness, Indigeneity, and Feminisms
We examine a few current contemporary struggles germane to intercultural communication in this module. By the end of the module you should be able to:

Identify the key characteristics of the three waves of feminism and articulate the importance of engaging in an intersectional feminist thinking in everyday life.
Understand the complexity of queer politics and the role of heteronormativity in regulating social relations of gender and sexuality. Gain academic curiosity about settler colonialism and its consequences.

Module 7 Learning Intercultural Communication Towards Social Justice
In the final module, we first take a pause and reflect on what we’ve achieved this semester. Then, by doing so, we look at the one of the key goals of learning intercultural communication: to critically and ethically engage in social justice struggles against various modes of inequality and domination that affect all of us as global citizens. By the end of the module, you should be able to:Identify the key qualities crucial to developing global citizenship. Elaborate on the role of intercultural praxis (inquiry, framing, dialogue, positioning and action) in shaping one’s engagement with social justice. Define “dialogue” in the context of intercultural communication and explain how it is conducive to promoting a critical consciousness of social justice

Exams, including a mid-term exam and a final exam;
Group project
Proposal paper
Research Data-collection practicums
In-Class Workshops and Engagement

Unit 1-2: Introduction to Communication Reserach and Communication Studies. (This unit provides a clear definition of communication studies and the signficant roles of reserach in producing scinetific/humansitic/critical knowledge in the field)
Unit 3-4: Three Paradigmatic Orientations toward Communication Reserach: Social Scientific, Interpretive, Critical.(After grasping a general understanding of what encompasses Communication Research, we will examine the three "paradigmatic" approaches to conducting communication research. Each approach undergirds the validity of a particular research method that comes with particular objective/subjective goals. )
Unit 5: Understanding Reserach Ethics (Students will collectively elaborate the significance of and the imperative for ethical research in the era of mis-information and artificial intelligence)
Unit 6: Qualitative Reserach Session 1: Interviewing and Its Techniques (This unit understands interviewing as a crucial method of qualitative research. Students will learn about various research sampling strategies for qualitative interviewing and interview question designs)
Unit 7: Qualitative Reserach Session 2: Ethnographic Observation and Its Techniques (This unit takes a step further based on qualitative interviewing and explore fieldwork observation as another primary appraoch to qualitative resarch. Students will engage in real-life fieldwork practices with the instructor and learn about the ethics around observation)
Unit 8: Quantitaitve Research Session 1: Survey Designs (This unit covers survey design as a quantitative/social scientific appraoch to conducting communication research. Students will engage in deductive reasoning to make correlational and causal calims)
Unit 9: Qunatitiative Research Session 2: Experimentation Designs (This unit covers survey post-positivist experimentation as another influential quantitative/social scientific appraoch to conducting communication research.)
Unit 10: Critical Approaches to Communication Session 1: Rhetorical Criticisms (This unit shifts previous interpretive and socian scentific assumptions to research to interrogating knowledge as a production of hegemonic power. Students will understand rheotrical criticism as a necessary tool to shapren one's critcal thinking).
Unit 11: Performance and Arts-Based Communication Research Methods
Unit 12-13: Final Reserach Project Workshops

Assignment One: Choosing a Historical Artifact Topic Selection Discussion.

Assignment Two: Material Culture Primary and Scholarly Source Bibliography

Assignment Three: Material Culture Project Update Journal Entry

Assignment Four: Material Culture In-Class Presentation

Assignment Five: Material Culture Research-based Blog Post

Midterm Exam-Assesses knowledge of content from the first half of the semester a timeline covering pre-European Contact America to 1820.

Final exam-Assesses knowledge of content from the second half of the semester a timeline covering 1820 to 1877.

Unit One-During Unit One, students will study information related to pre-contact, Colonial, Revolutionary War, and early America to 1820.

Unit Two-During Unit Two, students will study information related to the Market Revolution, Jacksonian Democracy, the Antebellum Era, the Civil War, and Reconstruction.

Assignment One: Analyzing a Secondary Source

Assignment Two: Analyzing a Primary Source

Assignment Three: Supporting a Historical Argument

Assignment Four: Writing a Historical Context

Assignment Five: The Progressive Era

Assignment Six: Searching for Primary and Secondary Sources

Assignment Seven: Navajo Code Talkers Presentation

Assignment Eight: Connecting a Theme to American History Presentation

Discussion One: Discussing Colonial America
Discussion Two: Discussing Early America
Discussion Three: Discussing the Market Revolution
Discussion Four: Discussing The Gilded Age
Discussion Five: Discussing the Great Depression
Discussion Six: Discussing the Cold War
Discussion Seven: Discussing the Civil Rights Movement

Unit One-During Unit One, students will study information related to pre-contact, Colonial, Revolutionary War, and early America to 1820.

Unit Two-During Unit Two, students will study information related to the Market Revolution, Jacksonian Democracy, the Antebellum Era, the Civil War, and Reconstruction.

Assignment One: Choosing a Topic Discussion.

Assignment Two: Research Paper Primary and Scholarly Source Bibliography

Assignment Three: Research Paper PowerPoint

Assignment Four: Research Paper In-Class ArgumentWorkshop

Assignment Five: Final Research Paper

Midterm Exam-Assesses knowledge of content from the first half of the semester a timeline covering pre-European Contact America to 1820.

Final exam-Assesses knowledge of content from the second half of the semester a timeline covering 1820 to 1877.

Unit One-During Unit One, students will study information related to pre-contact, Colonial, Revolutionary War, and early America to 1820.

Unit Two-During Unit Two, students will study information related to the Market Revolution, Jacksonian Democracy, the Antebellum Era, the Civil War, and Reconstruction.

Students will be finalizing their scholarly question and literature review related to their capstone project and experience.

This is a fluid course and students will be responsible for finalizing a scholarly question related to their individual capstone project and experience. They will also be responsible for completing a comprehensive literature review.

Movement Research/Classwork, Assessments, Curiosity Points, Reflection, Final Assessment

"Building the Foundation": This unit builds a foundation with the students to help understand student perceptions around the course material, class environment, and course learning outcomes. "Broadening Students' Perspectives": This unit helps students explore what is possible from the course material to help them broaden their perspectives with regard to content and learning styles. "Co-Constructing the Thematic Unit": From the foundation and from the students' experiences in the broadening perspectives unit, we will co-construct a thematic unit in line with the course learning objectives to support students in connection with their interests, learning needs, and motivation to build a culminating assessment and the scaffolding to support this pursuit.

Participation, Reflection and Curiosity Learning Artifacts, Final Essay/Presentation

"Building the Foundation": This unit builds a foundation with the students to help understand student perceptions around the course material, class environment, and course learning outcomes. "Broadening Students' Perspectives": This unit helps students explore what is possible from the course material to help them broaden their perspectives with regard to content and learning styles. "Co-Constructing the Thematic Unit": From the foundation and from the students' experiences in the broadening perspectives unit, we will co-construct a thematic unit in line with the course learning objectives to support students in connection with their interests, learning needs, and motivation to build a culminating assessment and the scaffolding to support this pursuit.

• Both the midterm and final exam will be in person, timed, and written in a Blue Book.
o Open note tests (paper only)
 No computers or phones will be allowed on these tests. Paper notes only. Violating this rule will result in a failing grade.
• Biography Presentation
o Each student will select from a list of historical Americans and create/execute a class presentation on that individual.
 Each student must incorporate an original PowerPoint/Google Slides presentation.
 Student must demonstrate the research done by listing credible primary and secondary sources.
• Reading quizzes (based on “The American Yawp”) will be conducted online, via Canvas. They will be:
o Multiple choice
o Open book
o Due by 11:59pm MST on their Wednesday due dates (unless otherwise noted).
o No late submissions will be accepted.

History 1700: American History
Utah Tech University

HIST 1700 “American History” Section 04 (40012), and Section 08 (41312)
• Fall 2025
• Credits – 3

Time & Location:
• Section 04: MWF, 10am – 10:50am (GCB – Room 122)
• Section 08: MWF, 11am – 11:50am (GCB – Room 122)

Pre-requisite –Writing placement score of 17 or higher; or ENGL 1010, ENGL 1010D.

Instructor – Matt Bakke, JD, MA
• Email – matthew.bakke@utahtech.edu
• Preferred Method of Contact
o Email/Canvas
• Office Location & Hours
o GCB 449
o Mondays, 12pm-1pm (subject to change)
o Also available by appointment outside set hours
Welcome to American History 1700! In this course you will gain familiarity with American civic institutions, historical events, and more. The course will include lectures, student analysis and research, reading, writing, and workshops.

Course Description: “Fulfils the General Education American Institutions (Utah State Code R470) requirement. Surveys the historical, constitutional, and economic growth of the United States from colonial times to the present. Employs lectures, discussion, audio-visual materials, and various other instructional methods. Successful students will demonstrate a reasonable understanding of the history, principles, form of government, economic system of the United States, and the responsibilities of American citizens. 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. Identify and understand the major chronological and topical divisions in U.S. history. 2. Demonstrate substantive knowledge of the social, cultural, economic, and political history of the United States. 3. Develop historical thinking skills and use them to analyze major historical themes and arguments found in primary and secondary source materials. 4. Argue and write analytically, cogently, and comparatively about significant issues in U.S. history. Prerequisite: Writing placement score of 17 or higher; or ENGL 1010, ENGL 1010D. FA, SP, SU.”

Required Texts/Reading
• Locke, Joseph L., and Ben Wright. The American Yawp: A Massively Collaborative Open U.S. History Textbook. Stanford, CA: Stanford University Press, 2019.
• This book is free online: https://www.americanyawp.com/

List of Supplies
• You will need access to a computer:
o With PowerPoint/Google Slides to prepare your biography presentation
o Internet access for Canvas
• Whatever you need to take notes!
• Two “Blue Books,” one for the midterm exam and one for the final exam
o Can be purchased at the University bookstore

Grading Policy (Evaluation Methods & Criteria)
Your final grade shall be determined by the following criteria:

• Chapter Review Quizzes 300 points (10 quizzes x 30 pts each)
• Class Biography Presentation 300 points
• Midterm Exam 150 points
• Final Exam 250 points

Total = 1000 points

Grading Scale
The following grading scale shall be used in History 1700:

A 1000-930 A- 929-900 B+ 899-870 B 869-830
B- 829-800 C+ 799-770 C 769-730 C- 729-700
D+ 699-670 D 669-630 D- 629-600 F 599-0

(Rounding: If a student earns 93.5%, that student will receive an “A”; if a student earns 93.4%, that student will receive an “A-”. This example applies to all letter grades on the scale above).

Attendance and Punctuality Policy
Attendance will not affect your final grade (you are adults), but it will be taken per university policy.
• I will greatly encourage students to avoid missing class. The information obtained will be tested in the midterm and final, as well as assist you with your other assignments.

Additional Policies
• Quizzes and Exams must be completed on time. Make-up quizzes will only be provided for a serious reason that is formally documented (such as a doctor’s note or an email with ticket number from tech/Canvas support).
• Other late work: 15% loss of the grade per day late. Can be excused with formal documentation.
• Students should come to class on time and remain in class until the end of the class session.
• Students should be polite and respectful to one another, guests, teaching assistants, and lecturers.
• Electronic devices:
o Laptops are permitted for taking notes.
o Cell phones must be always put away during class, unless we are using them for a specific activity.
o Headphones/earbuds may not be used during class.
o Use of laptop or mobile phone in a manner that distracts others is not permitted. I reserve the right to ask you to close your laptop/put away your phone at any time.

Assignments

More detailed instructions and guidelines will be provided in upcoming class sessions, but please take note of the following:
• Both the midterm and final exam will be in person, timed, and written in a Blue Book.
o Open note tests (paper only)
 No computers or phones will be allowed on these tests. Paper notes only. Violating this rule will result in a failing grade.
• Biography Presentation
o Each student will select from a list of historical Americans and create/execute a class presentation on that individual.
 Each student must incorporate an original PowerPoint/Google Slides presentation.
 Student must demonstrate the research done by listing credible primary and secondary sources.
• Reading quizzes (based on “The American Yawp”) will be conducted online, via Canvas. They will be:
o Multiple choice
o Open book
o Due by 11:59pm MST on their Wednesday due dates (unless otherwise noted).
o No late submissions will be accepted.
• I will provide opportunity for extra credit during the course.

Tentative Schedule
Week/Date Topics Reading Due Assignments Due
Week 1
Aug. 20-22 Intro to History 1700.
Intro to primary source analysis/research.
Pre-Colonial America
Read chapters 1 & 2
Quiz due FRIDAY, Aug. 22
Week 2
Aug. 25-29 Colonial America
The American Revolution Read chapters 4 & 5
Quiz due Aug. 27
Week 3
Sep. 3-5 Founding the USA
The Constitution No class Sept. 1 (Labor Day)
Read chapter 6
Quiz due Sep. 3
Week 4
Sep. 8-12 Jeffersonian Era
War of 1812 and Jacksonian America
Trail of Tears Read chapters 7 & 9
Quiz due Sep. 10
Week 5
Sep. 15-19 US Slavery
Civil War
Read chapters 3, 8, & 11 (focus on topic of slavery)
Quiz due Sep. 17
Week 6
Sep. 22-26 Civil War Read chapters 13 & 14
Quiz due Sep. 24
Week 7
Sep. 29-Oct. 3 Reconstruction
Read chapters 15 & 16
No quiz, but please read!
In-Person Midterm Exam – Oct. 3 at regular class time
Week 8
Oct. 6-8 Westward Expansion
American Empire
National Parks Read chapters 17, 18, & 19
Quiz due Oct. 8
No class Oct. 10 (Fall Break)
Week 9
Oct. 13-17 US Immigration
The Progressive Era Read chapter 20
No quiz, but please read!
Week 10
Oct. 20-24 World War 1
The 1920s Read chapter 21
Quiz due Oct. 22
Week 11
Oct. 27-31 Prohibition
The 1930s Read chapters 22 & 23
No quiz, but please read!
Week 12
Nov. 3-7
The Second World War
The Cold War Read chapters 24 & 25
Quiz due Nov. 5
Week 13
Nov. 10-14 Post War America
Civil Rights
* Biography Presentations Read chapters 26, 27, & 28
Quiz due Nov. 12
*Please prep for your Biography Presentations
Week 14
Nov. 17-21 1960s
The Vietnam War
* Biography Presentations Biography presentations will take place
*Please prep for your Biography Presentations

Nov. 24-28
THANKSGIVING
BREAK
Week 15
Dec. 1-5

* Biography Presentations Biography presentations will take place
Review

FINAL
See YOUR section’s date

In Person FINAL EXAM
Section 04 (20015)
Dec. 10
9am - 10:50am

Section 08 (20251)
Dec. 8
11am - 12:50pm

Teaching and Learning Methods
• Lecture, discussions, exploring case studies, experiential learning, presentations, demonstrations, critiques, group work.

Institutional Assessment Maps

Course Learning Outcomes Map

1. Identify and understand the major chronological and topical divisions in U.S. history.
2. Demonstrate substantive knowledge of the social, cultural, economic, and political history of the United States.
3. Develop historical thinking skills and use them to analyze major historical themes and arguments found in primary and scholarly secondary source materials.
4. Argue and write analytically, cogently, and comparatively about significant issues in U.S. history.

List Program Learning Outcomes for degree program (PLOs)
1. Identify and describe key historical events, processes, and actors from a diverse array of times and places.
2. Investigate diverse forms of historical evidence and evaluate sources for their appropriateness and utility.
3. Create forms of written and oral presentation, using accepted professional methodologies, which clearly articulate historical interpretations.
4. Analyze and interpret historical evidence and key historiographical debates, distinguishing between causal and correlative factors in the historical process.

Learning Outcomes Map: CLOs to PLOs
CLO Mapped to PLO Assessment(s)
1. #1 and #4 Reading Assessments, Midterm, and Final Exam
2. #1 and #3 Presentation, Midterm, and Final Exam
3. #2 and #3 Presentation, Midterm, and Final Exam
4. #3 and #4 Midterm, and Final Exam

1. GE Essential Learning Outcomes

ELO 1. Broad Knowledge of the Liberal Arts & Sciences—point (a) “Demonstrate comprehensive knowledge of the human past, including the historical development of human knowledge in global contexts”
ELO 4. Information Literacy—points (b) and (c) “• Critically evaluate information and information sources” ; “Use information effectively to accomplish a specific purpose.”

CLO ELO Assessment
1 1a Reading Assessment
2 1a and 4b Reading Assessment, Presentation, Midterm and Final Exam
3 4b and 4c Midterm and Final Exam
4 1a and 4c Midterm and Final Exam

Non-Contract Statement
This syllabus is meant to serve as an outline and guide for the course. Please note that the I may modify it at any time with reasonable notice to students. I may also modify the Schedule at any time to accommodate the needs of the class. Should you have any questions or concerns about the syllabus, it is your responsibility to contact me for clarification.

Faculty and Student Responsibilities
• Defining Plagiarism:
o "Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual's words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression."

Resources
• Writing Center: https://writingcenter.utahtech.edu/
• Tutoring Center: https://tutoring.utahtech.edu/
• UTT Library: https://library.utahtech.edu/
• Career Services: https://career.utahtech.edu/
• Booth Wellness Center: https://wellness.utahtech.edu/
o Physical and Mental Health services
• Technical Help Desk: https://help.utahtech.edu/home/
• Veterans Center: https://veterans.utahtech.edu/
• Disability Resource Center: https://drcenter.utahtech.edu/
• Academic Advisement: https://advisement.utahtech.edu/

• Americans with Disabilities Act (ADA) Statement
o “UT welcomes all students and strives to make the learning experience accessible. If you are a student with a medical, psychological, or learning disability that may require accommodations for this course, you are encouraged to contact the Disability Resource Center (DRC) as soon as possible. You may request reasonable accommodations at any time during the semester; however, they are not retroactive. The DRC is located next door to the Testing Center in the North Plaza Building” (435-652-7516, drc@utahtech.edu, drcenter@utahtech.edu).

• Addressing Sexual Misconduct
o “Utah Tech 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.– Utah Tech 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.”

• Both the midterm and final exam will be in person, timed, and written in a Blue Book.
o Open note tests (paper only)
 No computers or phones will be allowed on these tests. Paper notes only. Violating this rule will result in a failing grade.
• Biography Presentation
o Each student will select from a list of historical Americans and create/execute a class presentation on that individual.
 Each student must incorporate an original PowerPoint/Google Slides presentation.
 Student must demonstrate the research done by listing credible primary and secondary sources.
• Reading quizzes (based on “The American Yawp”) will be conducted online, via Canvas. They will be:
o Multiple choice
o Open book
o Due by 11:59pm MST on their Wednesday due dates (unless otherwise noted).
o No late submissions will be accepted.

History 1700: American History
Utah Tech University

HIST 1700 “American History” Section 04 (40012), and Section 08 (41312)
• Fall 2025
• Credits – 3

Time & Location:
• Section 04: MWF, 10am – 10:50am (GCB – Room 122)
• Section 08: MWF, 11am – 11:50am (GCB – Room 122)

Pre-requisite –Writing placement score of 17 or higher; or ENGL 1010, ENGL 1010D.

Instructor – Matt Bakke, JD, MA
• Email – matthew.bakke@utahtech.edu
• Preferred Method of Contact
o Email/Canvas
• Office Location & Hours
o GCB 449
o Mondays, 12pm-1pm (subject to change)
o Also available by appointment outside set hours
Welcome to American History 1700! In this course you will gain familiarity with American civic institutions, historical events, and more. The course will include lectures, student analysis and research, reading, writing, and workshops.

Course Description: “Fulfils the General Education American Institutions (Utah State Code R470) requirement. Surveys the historical, constitutional, and economic growth of the United States from colonial times to the present. Employs lectures, discussion, audio-visual materials, and various other instructional methods. Successful students will demonstrate a reasonable understanding of the history, principles, form of government, economic system of the United States, and the responsibilities of American citizens. 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. Identify and understand the major chronological and topical divisions in U.S. history. 2. Demonstrate substantive knowledge of the social, cultural, economic, and political history of the United States. 3. Develop historical thinking skills and use them to analyze major historical themes and arguments found in primary and secondary source materials. 4. Argue and write analytically, cogently, and comparatively about significant issues in U.S. history. Prerequisite: Writing placement score of 17 or higher; or ENGL 1010, ENGL 1010D. FA, SP, SU.”

Required Texts/Reading
• Locke, Joseph L., and Ben Wright. The American Yawp: A Massively Collaborative Open U.S. History Textbook. Stanford, CA: Stanford University Press, 2019.
• This book is free online: https://www.americanyawp.com/

List of Supplies
• You will need access to a computer:
o With PowerPoint/Google Slides to prepare your biography presentation
o Internet access for Canvas
• Whatever you need to take notes!
• Two “Blue Books,” one for the midterm exam and one for the final exam
o Can be purchased at the University bookstore

Grading Policy (Evaluation Methods & Criteria)
Your final grade shall be determined by the following criteria:

• Chapter Review Quizzes 300 points (10 quizzes x 30 pts each)
• Class Biography Presentation 300 points
• Midterm Exam 150 points
• Final Exam 250 points

Total = 1000 points

Grading Scale
The following grading scale shall be used in History 1700:

A 1000-930 A- 929-900 B+ 899-870 B 869-830
B- 829-800 C+ 799-770 C 769-730 C- 729-700
D+ 699-670 D 669-630 D- 629-600 F 599-0

(Rounding: If a student earns 93.5%, that student will receive an “A”; if a student earns 93.4%, that student will receive an “A-”. This example applies to all letter grades on the scale above).

Attendance and Punctuality Policy
Attendance will not affect your final grade (you are adults), but it will be taken per university policy.
• I will greatly encourage students to avoid missing class. The information obtained will be tested in the midterm and final, as well as assist you with your other assignments.

Additional Policies
• Quizzes and Exams must be completed on time. Make-up quizzes will only be provided for a serious reason that is formally documented (such as a doctor’s note or an email with ticket number from tech/Canvas support).
• Other late work: 15% loss of the grade per day late. Can be excused with formal documentation.
• Students should come to class on time and remain in class until the end of the class session.
• Students should be polite and respectful to one another, guests, teaching assistants, and lecturers.
• Electronic devices:
o Laptops are permitted for taking notes.
o Cell phones must be always put away during class, unless we are using them for a specific activity.
o Headphones/earbuds may not be used during class.
o Use of laptop or mobile phone in a manner that distracts others is not permitted. I reserve the right to ask you to close your laptop/put away your phone at any time.

Assignments

More detailed instructions and guidelines will be provided in upcoming class sessions, but please take note of the following:
• Both the midterm and final exam will be in person, timed, and written in a Blue Book.
o Open note tests (paper only)
 No computers or phones will be allowed on these tests. Paper notes only. Violating this rule will result in a failing grade.
• Biography Presentation
o Each student will select from a list of historical Americans and create/execute a class presentation on that individual.
 Each student must incorporate an original PowerPoint/Google Slides presentation.
 Student must demonstrate the research done by listing credible primary and secondary sources.
• Reading quizzes (based on “The American Yawp”) will be conducted online, via Canvas. They will be:
o Multiple choice
o Open book
o Due by 11:59pm MST on their Wednesday due dates (unless otherwise noted).
o No late submissions will be accepted.
• I will provide opportunity for extra credit during the course.

Tentative Schedule
Week/Date Topics Reading Due Assignments Due
Week 1
Aug. 20-22 Intro to History 1700.
Intro to primary source analysis/research.
Pre-Colonial America
Read chapters 1 & 2
Quiz due FRIDAY, Aug. 22
Week 2
Aug. 25-29 Colonial America
The American Revolution Read chapters 4 & 5
Quiz due Aug. 27
Week 3
Sep. 3-5 Founding the USA
The Constitution No class Sept. 1 (Labor Day)
Read chapter 6
Quiz due Sep. 3
Week 4
Sep. 8-12 Jeffersonian Era
War of 1812 and Jacksonian America
Trail of Tears Read chapters 7 & 9
Quiz due Sep. 10
Week 5
Sep. 15-19 US Slavery
Civil War
Read chapters 3, 8, & 11 (focus on topic of slavery)
Quiz due Sep. 17
Week 6
Sep. 22-26 Civil War Read chapters 13 & 14
Quiz due Sep. 24
Week 7
Sep. 29-Oct. 3 Reconstruction
Read chapters 15 & 16
No quiz, but please read!
In-Person Midterm Exam – Oct. 3 at regular class time
Week 8
Oct. 6-8 Westward Expansion
American Empire
National Parks Read chapters 17, 18, & 19
Quiz due Oct. 8
No class Oct. 10 (Fall Break)
Week 9
Oct. 13-17 US Immigration
The Progressive Era Read chapter 20
No quiz, but please read!
Week 10
Oct. 20-24 World War 1
The 1920s Read chapter 21
Quiz due Oct. 22
Week 11
Oct. 27-31 Prohibition
The 1930s Read chapters 22 & 23
No quiz, but please read!
Week 12
Nov. 3-7
The Second World War
The Cold War Read chapters 24 & 25
Quiz due Nov. 5
Week 13
Nov. 10-14 Post War America
Civil Rights
* Biography Presentations Read chapters 26, 27, & 28
Quiz due Nov. 12
*Please prep for your Biography Presentations
Week 14
Nov. 17-21 1960s
The Vietnam War
* Biography Presentations Biography presentations will take place
*Please prep for your Biography Presentations

Nov. 24-28
THANKSGIVING
BREAK
Week 15
Dec. 1-5

* Biography Presentations Biography presentations will take place
Review

FINAL
See YOUR section’s date

In Person FINAL EXAM
Section 04 (20015)
Dec. 10
9am - 10:50am

Section 08 (20251)
Dec. 8
11am - 12:50pm

Teaching and Learning Methods
• Lecture, discussions, exploring case studies, experiential learning, presentations, demonstrations, critiques, group work.

Institutional Assessment Maps

Course Learning Outcomes Map

1. Identify and understand the major chronological and topical divisions in U.S. history.
2. Demonstrate substantive knowledge of the social, cultural, economic, and political history of the United States.
3. Develop historical thinking skills and use them to analyze major historical themes and arguments found in primary and scholarly secondary source materials.
4. Argue and write analytically, cogently, and comparatively about significant issues in U.S. history.

List Program Learning Outcomes for degree program (PLOs)
1. Identify and describe key historical events, processes, and actors from a diverse array of times and places.
2. Investigate diverse forms of historical evidence and evaluate sources for their appropriateness and utility.
3. Create forms of written and oral presentation, using accepted professional methodologies, which clearly articulate historical interpretations.
4. Analyze and interpret historical evidence and key historiographical debates, distinguishing between causal and correlative factors in the historical process.

Learning Outcomes Map: CLOs to PLOs
CLO Mapped to PLO Assessment(s)
1. #1 and #4 Reading Assessments, Midterm, and Final Exam
2. #1 and #3 Presentation, Midterm, and Final Exam
3. #2 and #3 Presentation, Midterm, and Final Exam
4. #3 and #4 Midterm, and Final Exam

1. GE Essential Learning Outcomes

ELO 1. Broad Knowledge of the Liberal Arts & Sciences—point (a) “Demonstrate comprehensive knowledge of the human past, including the historical development of human knowledge in global contexts”
ELO 4. Information Literacy—points (b) and (c) “• Critically evaluate information and information sources” ; “Use information effectively to accomplish a specific purpose.”

CLO ELO Assessment
1 1a Reading Assessment
2 1a and 4b Reading Assessment, Presentation, Midterm and Final Exam
3 4b and 4c Midterm and Final Exam
4 1a and 4c Midterm and Final Exam

Non-Contract Statement
This syllabus is meant to serve as an outline and guide for the course. Please note that the I may modify it at any time with reasonable notice to students. I may also modify the Schedule at any time to accommodate the needs of the class. Should you have any questions or concerns about the syllabus, it is your responsibility to contact me for clarification.

Faculty and Student Responsibilities
• Defining Plagiarism:
o "Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual's words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression."

Resources
• Writing Center: https://writingcenter.utahtech.edu/
• Tutoring Center: https://tutoring.utahtech.edu/
• UTT Library: https://library.utahtech.edu/
• Career Services: https://career.utahtech.edu/
• Booth Wellness Center: https://wellness.utahtech.edu/
o Physical and Mental Health services
• Technical Help Desk: https://help.utahtech.edu/home/
• Veterans Center: https://veterans.utahtech.edu/
• Disability Resource Center: https://drcenter.utahtech.edu/
• Academic Advisement: https://advisement.utahtech.edu/

• Americans with Disabilities Act (ADA) Statement
o “UT welcomes all students and strives to make the learning experience accessible. If you are a student with a medical, psychological, or learning disability that may require accommodations for this course, you are encouraged to contact the Disability Resource Center (DRC) as soon as possible. You may request reasonable accommodations at any time during the semester; however, they are not retroactive. The DRC is located next door to the Testing Center in the North Plaza Building” (435-652-7516, drc@utahtech.edu, drcenter@utahtech.edu).

• Addressing Sexual Misconduct
o “Utah Tech 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.– Utah Tech 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.”

module projects

introduction to health policy
context of health policymaking
policy formulation
policy implementation and modification
competence of health professionals

fen phen project

fraudulent types of healthcare, alternative medicine, and products and services.

evaluating products and services
evidenced based information
vulnerable populations

Exams, group project, attendance, written papers

COURSE SCHEDULE
Date Topic Reading
W 8/20 Course Overview and Introductions
M 8/25 NO CLASS
W 8/27 The Nature of Conflict Ch. 1
M 9/1 NO CLASS - LABOR DAY
W 9/3 Activity 1
M 9/8 Perspectives on Conflict Ch. 2
W 9/10 Activity 2
M 9/15 Group day! Meet your groups, receive your topics
W 9/17 Interests and Goals Ch. 3
M 9/22 Activity 3 Journal 1 due
W 9/24 Power: The Structure of Conflict Ch. 4
M 9/29 Activity 4
W 10/1 Group day! Research, prepare, pre-negotiations
M 10/6 NO CLASS
W 10/8 Conflict Styles Ch.5 M 10/13 MIDTERM EAM Ch. 1-5
W 10/15 Activity 5
M 10/17 Emotions in Conflict Journal 2 due Ch. 6
W 10/22 Activity 6
M 10/27 Analyzing Conflicts Ch. 7
W 10/29 Activity 7
M 11/3 Group day! Research, prepare, pre-negotiations
W 11/5 Bullying Ch. 8
M 11/10 Activity 8
W 11/12 Interpersonal Negotiation Viral Video Project due Ch. 9
M 11/17 Activity 9
W 11/19 Resilience and Forgiveness Journal 3 due Ch. 10
M 11/24 THANKSGIVING NO CLASS
W 11/26 THANKSGIVING NO CLASS
M 12/1 Activity 10 - Group day!
W 12/3 In class Negotiation
M 12/8 FINAL EXAM Ch. 6-10
IMPOIRTANT: Several University dates (e.g., last day to add/withdraw) are not listed on this syllabus and can be found here: https://academics.utahtech.edu/academic-calendar/

Exams, written journals, attendance, written paper

COURSE SCHEDULE
Dates Topic(s) Readings
8/20-9/11 Definitions & Principles Ch. 1
Identity & The self Ch. 2
Assignments due:
-Discussion board Ch 1 (9/2)
9/12-10/1 Social attraction Ch. 3
Uncertainty & Expectations Ch. 4
Assignments due:
-Discussion board Ch 3 (9/20)
-Journal 1 (9/25)
-Discussion board Ch 4 (10/1)
10/2-10/20 Relational Stages & Dialectics Ch. 5
Affection & Immediacy Ch. 7
Assignments due:
-Discussion board Ch 5 (10/8)
-Discussion board Ch 7 (10/15)
-Journal 2 (10/17)
-Exam #1 – Chapters 1, 2, 5, 7, & 8 (10/20)
10/21-11/15 Love & Connection Ch. 8
Communicating Sexually Ch. 9
Relational Maintenance Ch. 10
Assignments due:
-Discussion board Ch 8 (10/23)
-Discussion board Ch 9 (11/3)
-Discussion board Ch 10 (11/10)
-Viral Video Project (11/15)
11/16-12/6 Coping with Conflict Ch. 11
Relational Transgressions Ch. 13
Ending Relationships Ch. 15
Assignments due:
-Discussion board Ch 11 (11/22)
-Journal 3 (12/1)
-Discussion board Ch 15 (12/4)
-Final paper due (12/6)
Finals Week
Assignments due:
-Exam #2 – Chapters 9 – 13 12/10
IMPOIRTANT: Several University dates (e.g., last day to add/withdraw) are not listed on this syllabus and can be found here: https://academics.utahtech.edu/academic-calendar/

Internship Agreement and Evaluation Form

Internship Logs (4 x 50 pts. each)

Resume

Final Meeting

Final Paper

Since this is an internship, there are no 'units' in the traditional sense. The student needs to put in at least 90 hours of the internship and complete all of the assignments (see above), then they have to schedule a meeting at the end of the semester with their work supervisor and faculty advisor to go over their learning outcomes.

Exams, group project, attendance, written papers

Date Topic Reading/Required Materials
Th 8/21 Course Overview and Introductions
T 8/26 The Importance of NVC Ch. 1
Th 8/28 Studying NVC Activity 1
T 9/2 Cultural Influences on NVC Ch. 3
Th 9/4 NVC Around the World Activity 2
T 9/9 Bio-Evolutionary Influences Ch. 2
Th 9/11 NVC and the Body Activity 3 Journal 1 due
T 9/16 Appearance Ch. 6
Th 9/18 Appearance (cont.) Activity 4
T 9/23 Kinesics and Vocalics Ch. 4
Th 9/25 NVC Cues Activity 5
T 9/30 Haptics and Proxemics Ch. 5
Th 10/2 Haptics and Proxemics (cont.). Activity 6
T 10/7 Midterm Exam (Ch. 1-6)
Th 10/9 FALL BREAK NO CLASS
T 10/14 Group day #1
Th 10/16 The NVC Environment Ch. 7
T 10/21 Chronemics Activity 7 Journal 2 Due
Th 10/23 Identity, image, & impressions Ch. 8
T 10/28 More on Identity & Image Activity 8
Th 10/30 Emotions Ch. 9
T 11/4 Group Day #2
Th 11/6 Expressing Emotions Activity 9
T 11/11 Relational messages/Power & influence Ch. 10/11
Th 11/13 Coordinating Interactions Viral Video Prohect Due Ch. 12
T 11/18 Activity 10 – Group day #3
Th 11/20 Influence & Deception Ch. 13/14
T 11/25 THANKSGIVING NO CLASS
Th 11/27 THANKSGIVING NO CLASS
T 12/2 Group Presentations Journal 3 Due
Th 12/4 Group Presentations
T 12/11 Final Exam (Ch. 8-14)
IMPOIRTANT: Several University dates (e.g., last day to add/withdraw) are not listed on this syllabus and can be found here: https://academics.utahtech.edu/academic-calendar/

MAIN CHARACTER ENERGY (WITH STRATEGY) Report
INTERVIEW ONE-SHEET
CAPTION. CLICK. CONVERT (AND OUTSMART THE BOT) Report
MOCK NEWS CONFERENCE* (group project)
THE STATEMENT* (group project)
PEER EVALUATIONS (from group project)
Mid-term and final exam
QUIZZES on Canvas

Week 1: What Is Public Relations?
Introduce the scope, purpose, and evolution of public relations, distinguishing it from related fields like advertising and marketing.

Week 2: The History and Foundations of PR
Examine the origins of public relations, from early propaganda to modern strategic communication, with attention to key figures and milestones.

Week 3: Public Relations Theories and Research
Explore essential theories (e.g., agenda-setting, two-way communication) and research methods such as SWOT analysis, surveys, and focus groups that inform PR strategy.

Week 4: The Publics in Public Relations
Identify internal and external publics, stakeholder relationships, and how segmentation and audience analysis drive effective communication.

Week 5: Ethics and Law in PR
Unpack legal responsibilities, ethical dilemmas, and professional codes of conduct, including transparency, advocacy, and social responsibility.

Week 6: Writing and Messaging in PR
Learn the basics of clear, purposeful PR writing—from news releases to mission statements—with an emphasis on audience and tone.

Week 7: Media Relations and Newsrooms
Understand how to build productive relationships with journalists, pitch stories, and manage the earned media landscape.

Week 8: Social and Digital Media Strategies
Examine how PR professionals use social platforms for engagement, storytelling, crisis management, and reputation building.

Week 9: Corporate and Organizational PR
Explore internal communication, executive visibility, and strategic messaging in corporate and nonprofit environments.

Week 10: Government, Public Affairs, and Advocacy
Study how PR functions in government settings, public policy, and issue advocacy, including lobbying and political communication.

Week 11: Crisis Communication and Reputation Management
Learn how to navigate organizational crises, prepare for reputational threats, and apply crisis communication models and messaging.

Week 12: CSR and Environmental Communication
Investigate how organizations communicate about social responsibility, sustainability, and ethics—and how audiences respond.

Week 13: Global and Multicultural PR
Analyze how culture, language, and geography shape PR strategy, and the importance of intercultural competence in global campaigns.

Week 14: Measurement and Evaluation in PR
Discuss how to assess the effectiveness of PR efforts using qualitative and quantitative metrics, including media coverage and behavioral outcomes.

Week 15: Future Trends and Professional Pathways
Explore emerging trends—AI, influencer PR, data ethics—and reflect on career possibilities and skills for the future of the profession.

This is an online course so the major assignments will be:
Weekly quizzes
Short essays
Poster
Discussions
Presentation and Video
Mid-term and Final Exam

Week 1: Introduction to Media and Culture
Explore how media shapes and reflects culture, including key concepts such as convergence, media literacy, and the evolution of mass communication.

Week 2: The Internet and Digital Media
Trace the development of the internet, digital platforms, and participatory culture, while unpacking how algorithms, data, and access shape public discourse.

Week 3: Digital Gaming and the Media Playground
Examine the cultural, social, and economic impact of video games and interactive media, with attention to industry trends and gamification in daily life.

Week 4: Sound: Music and the Recording Industry
Delve into the history and business of recorded music, from vinyl to streaming, and analyze how pop music both reflects and drives cultural shifts.

Week 5: Radio: Soundwaves of Influence
Understand the rise of radio as the first broadcast medium, its role in American culture and politics, and its surprising persistence in the digital age.

Week 6: Television and Streaming Culture
Study the transformation of television—from broadcast to streaming—and how it shapes collective memory, identity, and binge-worthy behavior.

Week 7: Film: Hollywood and Beyond
Investigate cinema’s role in myth-making and mass influence, from the studio system to independent film, with a critical lens on representation and narrative power.

Week 8: Midterm Review and Media Literacy Checkpoint
Review core concepts, theories, and trends from the first half of the course and engage in a reflective media literacy exercise to assess analytical growth.

Week 9: Print Media: Books and the Publishing Industry
Explore the enduring cultural role of books and how publishing has adapted to e-readers, audiobooks, and the rise of influencer-authors.

Week 10: Journalism in the Digital Age
Examine how journalism functions in democracy, what counts as credible reporting, and how digital platforms are reshaping news production and consumption.

Week 11: Magazines and Visual Culture
Trace the evolution of magazines and their impact on beauty standards, political commentary, and lifestyle branding across generations.

Week 12: Advertising and Consumer Culture
Unpack the psychology, strategies, and ethics of advertising—and how it constructs desire, identity, and values in a media-saturated world.

Week 13: Public Relations and the Image Economy
Analyze how public relations manages reputation and narrative, blurring lines between authenticity and performance in institutional and personal branding.

Week 14: Media Effects, Theories, and Regulation
Survey key media effects theories (like cultivation and agenda-setting) and explore the legal and ethical boundaries shaping media industries.

Week 15: Global Media, Cultural Hybridity, and Course Wrap-Up
Investigate how media flows across borders, reshaping identity and culture, and reflect on the course’s key takeaways about media power, creativity, and critique.

Overview
As you engage in this photography course, my goal is that you will be able to feel confident using your cameras from a technical aspect and that you will see the world in a different way and approach your subjects with the question of “why” you are taking the photo. What story do you want to tell? What is your vision as an artist and how can you use photography to communicate that with others? My goal is that you will begin to see photography as a new creative outlet that can be used for many things, whether it is documenting your personal life in a better way, or perhaps it is the path you will embark on in your college career, and later, your professional career. My goal is also that you will observe the world around you more, notice things you may not have paid attention to before, and look at photographs with a new perspective to help you understand history and current events.

Class Structure

This class is structured with weekly activities and assignments. You will be spending a lot of time out taking photos on your own! You can work your way through each Module week by week. There will be an assignment due with each module. I have posted videos and articles in each module for you to watch and read. For your assignments, you will upload your image as well as post it in the discussion board for the class critique. We'll also have a one-on-one portfolio review with your instructor and you'll sign up for that in Google Docs. Be sure you are checking your Canvas emails regularly! I will also post in announcements regularly to check in with all of you.

Interaction Expectations

This course is based around interaction between your peers and your instructor. We will have regular class critiques and it is important that you provide written feedback and engagement in the discussion threads on Canvas in order to get full credit for each assignment.

1.)
Describe the visual and written discourse of photography history and practicality of digital photography and apply this to the evaluation of photographs as an art form and aesthetic sense.
(aligns with PLO 4, 5 and ELO 2,3,5,6,7) Essay about a photograph or a photographer of their choice.
Meaningful Photograph assignment. Year in Pictures assignment and discussion.
Analyze photographs from artists throughout history and discuss in class.
Peer reviews and class critiques.
2.)
Create digital photographs by applying the basics of digital camera operation, by using the camera as a tool for creative expression and visual thinking, and by manipulating formal elements to achieve better compositions.
(aligns with PLO 2,3 and ELO 1,2,3,5) Take photographs and turn in weekly assignments that show they are understanding the basic technical skills of camera operation.
Exposure Triangle/Light Meter
Aperture and Shutter Assignment. ISO Assignment. Composition. Lighting. Portraits. Editing. Capture the Feeling. Photojournalism.
3.)
Design exhibition-quality photographs through employment of craftsmanship, critiques, and professional presentation.
(aligns with PLO 1,3 and ELO 1,3,4) Creating a Portfolio.
Class Discussions and Critiques
Portfolio peer reviews
Final Project and Class Critique

Studio class in advanced photography course providing an introduction to 19th-century and other early photographic processes with an emphasis on hand-coated, non-silver emulsions. Objectives include the development of an understanding of non-silver photography (how it works in theory and practice), an appreciation for photography as it originated in the 19th century, an aesthetic sense for evaluating photos, knowledge of digital techniques as applied to old technology, an ability to use the camera as a tool for creative expression as well as a form of visual thinking, the ability to manipulate formal elements to achieve better compositions, and craftsmanship to produce portfolio-quality photographs.
How Your Final Grade Will Be Determined

In Class Participation - 20%
Your attendance and contribution to the discussion is important to creating compelling conversation and bringing unique perspectives to the class. If you anticipate having to miss class or an assignment, I expect you to contact me in advance to make alternate arrangements. While attendance may not be part of your grade you cannot participate if you are not here. All critiques are mandatory for full credit in participation.

Skill Building Projects - 50%
There will be four skill-building projects throughout the course. You will present six prints and a one-paragraph statement for each project to the class on the assigned critique day. Please write your name on the back of each print and number them 1-6.

The rubric for the next project will be handed out at the end of critiques. You have two and a half weeks for each of these projects. They are quick and may feel incomplete, but that is okay, these projects are meant as an introduction to new processes and creative storytelling.

Final Project - 30%
Your final project is to create six quality prints expanding on the skill-building project of your choice. You may use up to 2 prints from the previous project in your final. We will have our final class critique during Finals Week.

Cyanotype Project

Create six prints. The subject matter is creative and interesting. At least one of your prints uses each of the following: natural objects, fabric, and toned.
Present your six prints - The subject is well placed in the picture and the composition is put together nicely. The image is matted correctly and evenly. Prints have good quality blue tones with good contrast and clarity (dark blue tones but with highlights and mid tones.
Write one paragraph statement - Artist statement describing your intention and concept in a well-formulated manner. Explain the process and what was learned, including historical background. The paragraph is typed and printed, ready to be presented on Critique Day.
Participate in class critique discussion giving and taking constructive criticism respectfully.
Print your name and number 1-6 on the back of each print.
Post to the assignment on Canvas - photos of your six prints and your written paragraph

Van Dyke Brown Project

Create 4 prints. The subject matter is creative and interesting. At least one Print must be toned and also one print cyanotype combination
Present your six prints - The subject is well placed in the picture and the composition is put together nicely. The image is matted correctly and evenly. Prints have good quality brown tones with good contrast and clarity
Write one paragraph statement - Artist statement describing your intention and concept in a well-formulated manner. Explain the process and what was learned, including historical background. The paragraph is typed and printed, ready to be presented on Critique Day.
Participate in class critique discussion giving and taking constructive criticism respectfully.
Print your name and number 1-6 on the back of each print.
Post to the assignment on Canvas - photos of your six prints and your written paragraph
Lumen Project

Create six prints. The subject matter is creative and interesting. At least one print; uses a photo transparency, is not fixed, and is toned. The student uses different brands of photo paper (notes the variety used).
Present your six prints - The subject is well placed in the picture and the composition is put together nicely. The image is matted correctly and evenly. Prints have good-quality tones with good contrast and clarity.
Write one paragraph statement - Artist statement describing your intention and concept in a well-formulated manner. Explain the process and what was learned, including information about a lumen artist of your choice. The paragraph is typed and printed, ready to be presented on Critique Day.
Participate in class critique discussion giving and taking constructive criticism respectfully.
Print your name and number 1-6 on the back of each print. List type of photopaper used
Post to the assignment on Canvas - photos of your six prints and your written paragraph

Polaroid Emulsion Lift Project

Create four prints. The subject matter is creative and interesting. At least one print is not using watercolor paper.
Present your four prints - The subject is well placed in the picture and the composition is put together nicely. The image is matted correctly and evenly. Prints have good-quality tones with good contrast and clarity.
Write one paragraph statement - Artist statement describing your intention and concept in a well-formulated manner. Explain the process and what was learned, including information about a lumen artist of your choice. The paragraph is typed and printed, ready to be presented on Critique Day.
Participate in class critique discussion giving and taking constructive criticism respectfully.
Print your name and number 1-4 on the back of each print.
Post to the assignment on Canvas - photos of your four prints and your written paragraph

Final Project

Create six prints, two of which may be from past projects. The subject matter is creative and interesting with a theme or story that is cohesive.
Present your six prints - The subject is well placed in the picture and the composition is put together nicely. The image is matted correctly and evenly. Prints have good-quality tones with good contrast and clarity.
Write one page statement - An artist statement describing your intention and concept in a well-formulated manner. Explain the process and what was learned. The artist statement is typed and printed in MLA format, ready to be presented on Critique Day.
Participate in class critique discussion giving and taking constructive criticism respectfully.
Post to the assignment on Canvas - photos of your six prints and your written artist statement.

Grading Information: Final grades on this course will be based on a percentage-based system, with 1000
points possible to earn. There will not be a “curve” used to determine grades.
Grade Components: Class Attendance (20% of course grade), Class Participation Discussions (10% of
course grade), Quizzes (10% of course grade), Reflection Paper (20% of course grade), Literature Review Paper
(30% of course grade), and Final Reflective Essay (10% of course grade).
Class Attendance: Class attendance is vital to your learning process. An attendance sheet will be available
for each class to mark your attendance. If you are more than 10 minutes late, you will not receive credit for
attending that class. You will NOT receive credit if you “forget” to sign in.
Class Participation Discussions: Class participation is vital to your learning process. The discussion forum in
Canvas will be where you will, each week, describe your involvement in the classes. This will help verify your
participation. The discussion for each week will open AFTER the Thursday class is held and will close BEFORE
the following week’s classes begin.
Quizzes: On unannounced Tuesdays, starting with week 2 of the semester and lasting through week 14,
you will take an in-class quiz. You will have 15 minutes to complete the quiz. You are allowed to use your
textbook, which is the APA manual (which is required for the course), during quizzes, but you cannot share the
book with a peer. No other resources are permitted. You cannot take the quiz early or late; it must be
completed during the scheduled class time on the day it is assigned. If you attempt to take it outside of class,
you will receive a zero. One of your lowest quiz scores will drop from your grade. This will also help cover
instances if you are sick or have a conflicting commitment on a quiz day. Only officially excused absences, such
as UTU activities like athletics, are permitted; illnesses without a doctor’s note, childcare, work, and other
4
personal reasons are not excused.
Reflection Paper:
Choose a psychological topic of personal or academic interest. Your reflection should explore your
connection to the topic and provide initial thoughts and questions that will guide your later research. This
topic will also serve as the basis for your Literature Review in Week 14.
Literature Review Paper:
A structured APA-format review of scholarly sources on a selected psychological topic.
Due Week 14.
Final Reflective Essay:
A reflection paper discussing the student’s experience, participation, and learning in this class will be due
before the final week of classes. A rubric outlines the expectations and scoring for this paper and is listed with
the assignment.

Week Dates Topic Manual Section
1 8/21 Welcome and Syllabus Review
2 8/26 & 8/28 Scholarly Writing & Publishing Principles 1
3 9/2 & 9/4 Paper Elements & Format 2
4 9/9 & 9/11 Journal Article Reporting Standards 3
5 9/16 & 9/18 Writing Style & Grammar 4
6 9/23 & 9/25 Bias-Free Language Guidelines 5
7 9/30 & 10/2 Mechanics of Style 6
8 10/7
10/9
Beginning the Literature Review
FALL BREAK
9 10/14 & 10/16 Tables & Figures 7
10 10/21 & 10/23 Works Credited in the Text 8
11 10/28 & 10/30 Reference List 9
12 11/4 & 11/6 Reference Examples 10
13 11/11 & 11/13 Legal References & Publication Process 11, 12
14 11/18 & 11/20 Reviewing the Literature Review
11/25 & 11/27 Thanksgiving Break
15 12/2 & 12/4 Final Reflection and Course Wrap-Up

A business internship must include learning goals, significant projects, and a committed supervisor/mentor who will guide and evaluate the intern. One to three hours of upper division elective credit is available to all Utah Tech University students doing a business related internship if it meets these requirements.

Internships may be part-time or full-time employment, and are generally eight weeks to one year in length (15 weeks is the standard). The majority of students do internships within the United States, but interest and opportunities in international work experience is steadily increasing.

COURSE CREDIT REQUIREMENTS

3 credit hours: 2 credit hours: 1 credit hour
150+ hours of work, 100+ hours of work 50+ hours work
5-6 Supervisor-approved goals 4-5 Supervisor-approved goals 3-4 Supervisor-approved goals
Weekly Journal Entry Weekly Journal Entry Weekly Journal Entry
Learning Report Learning Report
Company Report

Weekly Journal Entries: Submit one journal entry each week of your internship that includes the progress made on each goal, as well as the total number of hours worked that week. We suggest that you ponder and reflect on your experience and make note of insights and learning gained, as well as your progress on each of your weekly goals. Include networking opportunities, projects, executive visits, etc.

Company Report: Please list your name, company name, semester and year registered for the internship, and label it "company report." This report should be completed by the end of the fourth week in your internship or sooner. It will assist you in gaining helpful background information about your sponsor company. This company report should include company history, products/services, target market, financial strength, human resource benefits and career opportunities, company organization, and company plans for the future.
The report should be 5 - 8 typed pages, double-spaced. The company report should address the following areas as they pertain to your sponsor company. These may be used as headers (the numbers to the right of the headings indicate the point value for each section):

History/Background 10
Products/Services, Price, Promotion 20
Target Market 10
Financial Strength 10
Human Resources, Benefits, Career Opportunities 15
Company Organization 10
Future Plans 10
Conclusion 10
Grammar/Spelling 5
TOTAL 100

Note: If the nature of your internship does not allow for the above information, you may contact the Internship Office and make a proposal for a different report to satisfy this requirement.

Learning Report: This paper should be a synopsis of your learning acquired through the internship experience, and may be an expansion of your journal entries. Critically analyze your internship and state your observations, learning, and/or personal growth in the following areas: leadership, self-management skills, creative problem solving and decision-making. State concepts from the classroom that you were able to use in the work site, as well as new learning that you can take back to the classroom. Consider management styles and work ethics. If you were owner of the company, what changes would you implement?

The report length should be 5 - 8 typed pages, double-spaced, and is due on the last scheduled day of class in the semester the internship is taken.

Grading and Course Content: Grades will be based on the following:

Attendance 15%
Mini-case Projects 40%
Mid-term Exam 15%
Final Exam 15%
Comprehensive Case Project 15%
Total 100%

Week Subject Reading Chapter
1 Course Introduction and Scheduling
2 “Management Science” discussion and definition
The Modeling Process (Models vs. Modeling) Ch. 1
3 Spreadsheet modeling overview Ch. 2
4 Spreadsheet modeling overview Ch. 2
Break even analysis Ch. 2.4
5 Net Present Value Modeling Ch. 2.7
6 Queuing (Waiting Line)Modeling Ch. 13
7 Regression and Forecasting Models Ch. 14
8 MID-TERM REVIEW
9 MID-TERM EXAM
10 Inventory Management Models Ch. 12
Economic Order Quantity
News Vendor Model
11 Inventory Management Models (Cont.) Ch. 12
Economic Order Quantity
News Vendor Model
12 Constrained Optimization Ch. 3
Introduction
Types of Models Introduction
Product Mix Ch. 3
13 Constrained Optimization (Cont.)
Blending Ch. 4
14 Constrained Optimization (Cont.)
Portfolio Management Ch. 7.7
15 Comprehensive Case Project Presentations
16 FINAL Exam

Grading and Course Content: Grades will be based on the following:

Group Current Business Topic Exercises 25%
Homework Assignments 35%
Exam I 20%
Exam II 20%
Total 100%

Week Subject Reading Due
1 Class Overview
Intro to Operations and Supply Chain Management Chapter 1
Business Processes Chapter 4
2 Operations and Supply Chain Strategies Chapter 2
3 Forecasting Chapter 9
Managing Capacity Chapter 6
4 Inventory Management Chapter 11
5 Project Management Chapter 14
6 Linear Programming Instructor provided
7 Developing Products and Services Chapter 15
8 Exam I
9 Managing Quality Chapter 5
10 Supply Management Chapter 7
Logistics Chapter 8
11 Sales and Operations Planning (Aggregate Planning) Chapter 10
12 Managing Production Across the Supply Chain Chapter 12
Supply Chain Information Systems Chapter 12s
13 JIT / Lean Production Chapter 13
14 Thanksgiving
15 JIT / Lean Production (Cont.) Lean Six Sigma White Belt Exam
16 Exam II Review
17 Exam II

Course Requirements:
1. Participation: Pre-semester (30%) - Weekly (30 points%)
• You are expected to actively engage with the material of each class and contribute to a
positive learning environment for yourself and the class community. Arrive on time,
participate meaningfully in all class activities, and stay until the end of class for full
credit.
• Meaningful participation includes the following aspects: completing assigned readings
prior to class, contributing to class discussions, asking questions, using class time wisely,
being respectful and supportive.
2. Reflection Assignments (25%)
• Each week you will have a brief reflection assignment due via Sunday at 11:59pm on
Canvas. Your reflections will take on a variety of forms (i.e. written, collage, poetry,
2D/3D representations, etc.). Reflection guidelines for each week will be available
following the Monday class period and will relate to the week’s learning topic.
3. Final Essay/Presentation (15%)
• You will write a final essay addressing the three big questions of the course. You will
also give a brief presentation on this topic during the final exam period.

Not a legally binding contract. Instructor reserves the right to alter course to accommodate class
needs.
Pre-semester Course: Aug. 18-19

Project Semester Schedule (Dates need to be updated)
Week 1 – August 20-22:
Habits of a Successful Student
Week 2 – August 28-September 1:
Becoming a Learner - Chapter 1
** Reflection Assignment 1 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 3 – September 4-8:
Monday, September 4th, Labor Day - NO CLASS
** School Holiday! No homework🙂.
Week 4 – September 11-15:
Overcoming Challenges and GRIT
** Reflection Assignment 2 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 5 – September 18-22:
Mental Health and Stress Management
** Reflection Assignment 3 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 6 – September 25-29:
Becoming a Learner - Chapter 2
** Reflection Assignment 4 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 7 – October 2-6:
College Writing Expectations
** Reflection Assignment 5 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 8 – October 9-13:
Designing Your Education; Dance Course Sequences
** Reflection Assignment 6 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 9 – October 16-20:
Advising and Registering (Navigate and Degree Works)
** Reflection Assignment 7 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 10 – October 24-28:
Becoming a Learner - Chapter 3
** Reflection Assignment 8 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 11 – October 30-November 3:
Designing Your Life
** Reflection Assignment 9 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 12 – November 6-10:
Becoming a Learner - Chapter 4
** Reflection Assignment 10 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 13 – November 13-17:
Communication and Conflict Management
** Reflection Assignment 11 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 14 – November 20-24:
Library Research and AI
** Reflection Assignment 12 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 15 – November 27-December 1:
Becoming a Learner - Chapter 5
** Final Part 1 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Week 16 – December 4-8:
Wrap Up
** Final Part 2 due by Sunday Night at 11:59 PM. See Canvas for specific guidelines.
Finals, December 11-15
Final Exam - Monday, December 11 (11:00am-12:50pm)
** Final Part 3 due. See Canvas for specific guidelines.
Grades Due, December 19th

Original research project leading to a presentation of findings.

Not applicable.

Exams, labs, homework assignments, written report

Lecture 1 Students will learn the differences between rocks and minerals, atomic structure, and an overview of crystalline structure.
Lecture 2 Students will learn about the different classes of silicate and non-silicate minerals, their compositions and atomic arrangements.
Lecture 3 Students will learn about the various diagnostic mineral properties, how to observe them, and their relationships to composition and atomic structure.
Lecture 4 Students will learn about the atomic arrangements of the various silicate and non-silicate mineral groups.
Lecture 5 Students will learn about the application of thermodynamics and mineral growth.
Lecture 6 Students will learn about specific mineral habits and their relationships to the environment of formation.
Lecture 7 Students will learn about Pauling’s Rules and crystal growth.
Lecture 8 Review Session
Lecture 9 Exam
Lecture 10 Students will learn about analytical techniques in mineralogy.
Lecture 11 Students will learn about analytical data processing and interpretation.
Lecture 12 Students will learn about the basics of crystallography and mineral structures.
Lecture 13 Students will learn about the crystal groups and symmetry properties of minerals.
Lecture 14 Students will learn about how to identify and represent crystallographic elements.
Lecture 15 Students will learn how to identify crystallographic operations and how they are formed by the crystal lattice.
Lecture 16 Students will learn how to use a stereo net for crystallography.
Lecture 17 Review Session
Lecture 18 Exam
Lecture 19 Students will learn detailed information about the various silicate crystal classes.
Lecture 20 Students will learn detailed information about the various silicate crystal classes.
Lecture 21 Students will learn detailed information about the various silicate crystal classes.
Lecture 22 Students will learn detailed information about the various silicate crystal classes.
Lecture 23 Students will learn detailed information about the various silicate crystal classes.
Lecture 24 Students will learn detailed information about the various silicate crystal classes.
Lecture 25 Students will learn detailed information about the various silicate crystal classes.
Lecture 26 Students will learn detailed information about non-silicate minerals.
Lecture 27 Students will learn detailed information about non-silicate minerals.
Lecture 28 Exam

Field trip, oral presentation, research paper, lab assignments

Lecture 1 Students will learn the differences between rocks and minerals, atomic structure, and an overview of crystalline structure.
Lecture 2 Students will learn about the different classes of silicate and non-silicate minerals, their compositions and atomic arrangements.
Lecture 3 Students will learn about the various diagnostic mineral properties, how to observe them, and their relationships to composition and atomic structure.
Lecture 4 Students will learn about crystal properties.
Lecture 5 Students will learn about the atomic arrangements of the various silicate and non-silicate mineral groups.
Lecture 6 Students will learn about the application of thermodynamics and mineral growth.
Lecture 7 Students will learn about specific mineral habits and their relationships to the environment of formation.
Lecture 8 Review Session
Lecture 9 Exam
Lecture 10 Students will learn the theory behind optical microscopy and its use to identify minerals in thin section.
Lecture 11 Students will learn about magma generation in the mantle and parts of the crust.
Lecture 12 Students will learn about magma differentiation and how certain magma compositions are generated.
Lecture 13 Students will learn to identify and interpret textures of igneous rocks and the significance of those observations.
Lecture 14 Students will learn how to identify and classify igneous rocks both in the field and in thin section and using mineral components and compositional data.
Lecture 15 Students will learn about the thermodynamics of igneous rock formation and magma chamber dynamics.
Lecture 16 Students will learn about crystal settling and field relations of igneous bodies.
Lecture 17 Review Session
Lecture 18 Exam
Lecture 19 Students will learn of sedimentary environments and the types of sediments common to them.
Lecture 20 Students will learn about weathering and erosion and characteristics of sediment.
Lecture 21 Students will learn to classify sedimentary rocks.
Lecture 22 Students will learn of sedimentary facies development and how to interpret them.
Lecture 23 Students will learn how to observe and interpret metamorphic textures.
Lecture 24 Students will learn to classify metamorphic rocks and correlate them to metamorphic grades.
Lecture 25 Students will learn about sulfide mineralization.
Lecture 26 Students will learn about economic deposit formation.
Lecture 27 Oral Presentations/Review Session
Lecture 28 Exam

Major Assignments (230 points total):
1) Class Attendance and Participation (100---70+30 points)
Attendance and participation are fundamental to learning and professional disposition. Therefore, there will be a grade assigned to your efforts put toward it. You will receive 5 points for each class that you arrive on time, complete readings, and participate in for the entire class period. You will lose 2 points for missing a day without approval from Dr. Janney. Over 14 weeks, attendance and participation amount to 70 total points.
The activities in class will occasionally be collected and assigned points, up to 30 total points. If you miss a class where an activity is collected, you will need to write a response to the alternative reflection question posted on Canvas and bring it to the next class meeting.

2) Group Presentation (30 points)
You and a partner will be preparing a short presentation of ~20 minutes on a theorist to share with the class. Your information will be used to complete the Theories and Theorist Grid Project.
That means your presentation should address:
1. Personal information – name, lifespan, picture, and any biographical information that is relevant to their theory
2. Educational Theory developed - what’s it known as
3. Explanation of the theory - this is the most important part of your presentation. Anyone watching your presentation should come away with a very clear understanding of the theory.
4. Identified Limitations of the theory – usually, there are perceived weaknesses to every theory (that’s why they’re considered theories)
5. Applications for teachers - how is this theory used in the classroom and in education
6. Resources used cited in APA format
Your presentation will be graded on a 30-point rubric with the above six categories each worth five points.

3) Theories and Theorists Grid Poster (15 points)
In Preparation for the Praxis and in order to identify key researchers and theorists and understand their contributions to the field of educational psychology, you will create a grid to organize important information regarding the following people:

4) The Anxious Generation Chapter Reflections (25 points)
Each week, you will be assigned to read one chapter from The Anxious Generation and a 1-2 question reflection assignment on Canvas over that chapter. In class, we will conduct Socratic Seminars to discuss the chapter and its implications for teaching and learning. The 12 total reflections will amount to 25 points.

5) Module Quizzes and Final Assessment (30---5x4 + 10 points)
At the end of each of the first four modules, there will be a 5-item quiz assessing your understanding of the major ideas under the module. Then, at the end of the course, there will be a 10-item summative assessment of the course learning objectives.

6) Final Essay—Why Educational Psychology Matters to the Preparation of Teachers (30 points)
The final assignment of the course is an argumentative, research-based essay. Select one of the following prompts, take your position, and explain, citing references, course materials, and examples. This is an argumentative essay, so you are arguing for your perspective!
(1) Should educational psychology be a required course for all teacher candidates? Why or why not?
(2) Some critics argue that classroom experience matters more than theory. Respond to this claim using key insights from educational psychology.
Paper Requirements:
• Typed, 5-page, single-spaced, 12 pt Times New Roman
• At least five scholarly citations and APA style references
• Abstract Summary at the beginning
• A logical flow including (I) Introduction section, (2) Main argument(s), (3) Conclusion section
Note, your quality of writing is not the focus of this essay; rather, your ability to synthesize the key ideas from the course and how they apply to the practice of teaching and learning.
The detected use of AI-generated text will result in an automatic zero and potential university disciplinary action. AI tools are just that. Tools to assist YOU, the expert, in your thinking, framing, and phrasing. You cannot replace the human element in teaching or writing.

Module 1: Foundations of Educational Psychology
This module addresses the core tenets of the field of educational psychology, its place in scientific research and understanding cognition, and exploring the credibility and reliability of research.

Module 2: Theories of Learning
This module addresses the major theories of learning (Behaviorist, Social, Developmental, Cognitive, Constructivist, and Sociocultural) and their implications for highly effective teaching and learning.

Module 3: Development Across Lifetimes
This module addresses the development of learners throughout their lifetime. This module also addresses identity development, emotional growth, and moral reasoning models in learning.

Module 4: Motivation, Individual Differences, and the Learning Environment
This module addresses the motivation to learn, navigating individual differences including mindsets, worldviews, and differentiation, and supporting learning through environmental factors.

Module 5: Applications of Educational Psychology
This module ties the course together and explores pragmatic, real-world applications of educational psychology.

Lab Assignments

PLC and HMI Architecture and Programming Environments: Students learn how to create, manage, and locate PLC tags, navigate PLC and HMI programming software, and upload or download programs.

PLC Wiring: Covers wiring techniques for discrete, analog, and specialty I/O modules.

PLC Instructions: Explores a wide range of PLC instructions, including contacts, coils, timers, counters, mathematical functions, control instructions, sequencers, shift registers, and basic motion control instructions.

Literature review
Research project

Peer review and 1-1 meetings
Group meeting
Revised methods assignment
Final thesis submission
Final thesis outline
Full thesis draft
Draft findings write-up
Literature review draft 1
Initial topic proposal
Draft of full literature review or research design/prospectus
Literature review draft 2
Final submission of literature review or research design/prospectus

Required for Art Majors. Students will prepare a senior portfolio, learn professional methods for preparing art work for show, and present their work to the public in a gallery experience. Students must successfully complete Junior Portfolio Review before enrolling in this course. BFA students are required to take this course twice. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Know how and prepare for a final art show. 2. Understand and apply ways to hang and set up an art show. 3. Build an online presence with artwork. 4. Understand how to work with others in a group setting through scheduling and conflict resolution. Prerequisite: Instructor permission.

Key Assignments:
Artist statement, resume, CV, website, multiple pieces of art for a solo or group show.

BFA students take this course twice, for first semester outline it is titled S1. For second semester outline it is titled S2:

S1 Calendar:

wk 1 Select a show venue, I talk about the pros and cons of how a show is set up. How to stick with content.

wk 2 Artist Statements and how to write them for this show. They will also work on writing a general artist statement.

wk 3 Work on creating an artwork presentation plan. How will this look in the gallery?

wk 4 Start writing a CV/Resume. History of artwork shows and awards to share with the world.

wk 5 Pros and cons of a website and how to build one.

wk 6 Work on art for show. Take pictures of work in progress.

wk 7 Personal assessment for BFA students, what it should include and how was your BFA experience.

wk 8 Work on art for show. Take pictures of work in progress.

wk 9 Work on art for show. Take pictures of work in progress.

wk 10 Work on art for show. Take pictures of work in progress.

wk 11 Work on art for show. Take pictures of work in progress.

wk 12 Work on art for show. Take pictures of work in progress.

wk 13 Work on art for show. Take pictures of work in progress.

wk 14 Work on art for show. Take pictures of work in progress.

wk 15 Work on art for show. Take pictures of work in progress.

wk 16 Work on art for show. Take pictures of work in progress.

S2 Calendar:

wk 1 Work on art for show. Take pictures of work in progress.

wk 2 Work on art for show. Take pictures of work in progress.

wk 3 Work on creating an artwork presentation plan. How will this look in the gallery?

wk 4 Work on art for show. Take pictures of work in progress.

wk 5 Create an announcement for your show. Take the test on setting up a show.

wk 6 Work on art for show. Take pictures of work in progress.

wk 7 Work on art for show. Take pictures of work in progress.

wk 8 Work on art for show. Take pictures of work in progress.

wk 9 Work on art for show. Take pictures of work in progress.

wk 10 Work on art for show. Take pictures of work in progress. Set up show.

wk 11 Work on art for show. Take pictures of work in progress.

wk 12 Work on art for show. Take pictures of work in progress. Set up show.

wk 13 Work on art for show. Take pictures of work in progress.

wk 14 Work on art for show. Take pictures of work in progress. Set up show.

wk 15 Work on art for show. Take pictures of work in progress.

wk 16 Write a reflection on the show, take pics of clean up and gallery presentation for final grading.

Readings
Discussions
Collaborative group work
Peer reviews
Writing assignments

Introduction to Portfolios
Artifacts
PLO’s 1-6
Reflection Essay
Revision
Peer Review
Polishing the Portfolio
Resume Writing & Revision
Applications

Readings
Discussions
Collaborative group work
Peer reviews
Writing assignments

Introduction to Portfolios
Artifacts
PLO’s 1-6
Reflection Essay
Revision
Peer Review
Polishing the Portfolio
Resume Writing & Revision
Applications

Required for Art Majors. Students will prepare a senior portfolio, learn professional methods for preparing art work for show, and present their work to the public in a gallery experience. Students must successfully complete Junior Portfolio Review before enrolling in this course. BFA students are required to take this course twice. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Know how and prepare for a final art show. 2. Understand and apply ways to hang and set up an art show. 3. Build an online presence with artwork. 4. Understand how to work with others in a group setting through scheduling and conflict resolution. Prerequisite: Instructor permission.

Key Assignments:
Artist statement, resume, CV, website, multiple pieces of art for a group show.

wk 1 Select a show venue, I talk about the pros and cons of how a show is set up. How to stick with content.

wk 2 Artist Statements and how to write them for this show. They will also work on writing a general artist statement.

wk 3 Work on creating an artwork presentation plan. How will this look in the gallery?

wk 4 Start writing a CV/Resume. History of artwork shows and awards to share with the world.

wk 5 Pros and cons of a website and how to build one. Create an announcement for your show. Take the test on setting up a show.

wk 6 Work on art for show. Take pictures of work in progress.

wk 7 Work on art for show. Take pictures of work in progress.

wk 8 Work on art for show. Take pictures of work in progress.

wk 9 Work on art for show. Take pictures of work in progress.

wk 10 Work on art for show. Take pictures of work in progress.

wk 11 Work on art for show. Take pictures of work in progress.

wk 12 Work on art for show. Take pictures of work in progress. Set up show.

wk 13 Work on art for show. Take pictures of work in progress. Set up show.

wk 14 Work on art for show. Take pictures of work in progress. Set up show.

wk 15 Work on art for show. Take pictures of work in progress.

wk 16 Write a reflection on the show, take pics of clean up and gallery presentation for final grading

Graduate art students will focus on creating artwork using various drawing and painting media not limited to Charcoal, Graphite, Pastel, Acrylic, Oil, Watercolor, and Multimedia. Students will apply theoretical content into the creation of various art pieces that meet their goals discussed with the Graduate Thesis Committee. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1.Create a theoretical and project-based plan in drawing and/or painting that will express improvement of skills in art that can be exhibited. 2.Devise a drawing and/or painting project plan in conjunction with the Graduate Thesis Committee. 3.Manage and execute the project plan in agreement with standards set forth by the Graduate Thesis Committee. 4.Arrange and be prepared for regular meetings with the Graduate Thesis Committee, where student work will be assessed.

Key Assignments:
write and stick to contract, create contractually required amount and quality of art.

This is a studio course where students will work on their artwork for a certain amount of time dependent on the amount of credits taken for the course. If they take 6 credits students will work in their studio for 18 hours per week. Faculty meet with students often and talk about progress and reassess goals based on outcome.

- Service Learning Hours (students are required to find their own service-learning site to shadow a community OT)
- OT GIF
- Elevator Pitch
- Video Journals
- Personal Statement
- Letter to the Future Learner
- Quizzes
- Discussions

Four modules to include the following components:

Unit 1: Foundations of Occupational Therapy**

- History and evolution of the profession

- Key figures in OT (e.g., Eleanor Clarke Slagle, William Rush Dunton)

- Philosophical underpinnings and core concepts

**Unit 2: Occupational Science and the Meaning of Occupation**

- Defining ""occupation"" and ""occupational performance""

- How occupation influences health, identity, and well-being

- Introduction to Occupational Science as a discipline

**Unit 3: Roles and Scope of Practice**

- Domains of OT practice (e.g., physical health, mental health, pediatrics, geriatrics)

- Differences between Occupational Therapists (OTs) and Occupational Therapy Assistants (OTAs)

- Emerging practice areas (telehealth, community-based practice)

**Unit 4: The OT Process**

- Evaluation, intervention, and outcome monitoring

- Client-centered practice and evidence-based practice

- Documentation basics and goal writing (e.g., SMART goals)

**Unit 5: Professional Standards and Ethics**

- Code of Ethics (AOTA)

- Core Values of OT (altruism, dignity, truth, etc.)

- Cultural competence and DEI (Diversity, Equity, Inclusion) in OT practice

**Unit 6: Frameworks and Models in OT**

- Overview of the **Occupational Therapy Practice Framework (OTPF-4)**

- Key models: Model of Human Occupation (MOHO), Canadian Model of Occupational Performance and Engagement (CMOP-E), Person-Environment-Occupation Model (PEO)

**Unit 7: Settings and Populations**

- Hospitals, schools, home health, skilled nursing facilities, outpatient clinics

- Working with children, adults, and older adults

- Community-based and non-traditional settings

**Unit 8: Teamwork and Interprofessional Collaboration**

- Working within interdisciplinary healthcare teams

- Understanding the roles of PTs, SLPs, social workers, nurses

- Advocacy for the OT role in diverse settings

**Unit 9: Education, Licensure, and Credentialing**

- Academic paths (bachelor's, master's, doctoral degrees)

- National Board for Certification in Occupational Therapy (NBCOT) exam

- State licensure and continuing education requirements

**Unit 10: Trends and the Future of OT**

- Emerging technologies (assistive tech, VR/AR in therapy)

- Advocacy and the expansion of OT into new fields

- Global perspectives and international practice

Chapter quizzes, observations and written summaries, Final exam, College Friend Day written summaries

The Science of Human Development: Theories/theorists related to studying human beings, ethical researching in human development
Conception to Birth: Genetics influence on development, Zygote to newborn development
The First Two Years: Physical, cognitive, social, and emotional development
Early Childhood: Physical, cognitive, social, and emotional development
Middle Childhood: Physical, cognitive, social, and emotional development
Adolescence: Physical, cognitive, social, and emotional development
Emerging Adulthood: Physical, cognitive, social, and emotional development
Adulthood: Physical, cognitive, social, and emotional development
Late Adulthood: Physical, cognitive, social, and emotional development
Death and Dying: Death and Hope, Cultural practices, choices, reactions

Graduate art student course, the first of two courses intended for students who will teach their artistic practices to students. This course introduces students to best practices and principles of classroom management, as well as curricular planning and creation within an artistic context. Explanatory and demonstrative techniques are explored with relation to artistic practices and concepts. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1.Analyze various motivational theories, learning theories, and developmental theories. 2.Organize an art studio classroom for efficiency, clarity, and encouragement of cooperative behavior. 3.Compose clear and thorough curricular plans for teaching art for the duration of a typical academic class. 4.Demonstrate ways to teach artistic skills and concepts.

Key Assignments:
Teaching Philosophy, teaching theories, planning and assessing assignments, instructional demonstrations.

August 12
What does it mean to teach?
morning: Getting settled at UT, community-building activities, overview of course
afternoon: Situating oneself as a teacher, philosophies and theories of learning, role of reflection in teaching & learning

August 13
How do we know what to teach?
Principles of backwards design + token economy of key terms
Understanding CLOs and PLOs
Determining scope and sequence in our teaching
Defining concepts, skills & experiences
Connecting this to our syllabi
Expectations for facilitating discussion: modeling + breaking down elements
morning: Defining a learning trajectory: PLOs, CLOs, backwards design, introduction to measuring learning
afternoon: Identifying concepts and skills, need vs nice to know; sequencing learning; using Bloom's to deepen thinking

August 14
Who are we teaching? How do we establish ourselves as the teacher?
Discussion facilitation #1: Each student chooses one assigned resource + leads 15 minutes over that resource
Setting the expectation in the syllabus
Teacher presence
Classroom climate + why it matters
Planning your first day of class
morning: Setting the tone: expectations, norms, and classroom climate
afternoon: Setting the tone, cont'd: syllabus policies that support the climate

August 22
Discussion facilitation #2: Each student facilitates 15 minutes of one chapter from Small Teaching
Learning Theories & Learning Climate

August 29
Elements of teaching concepts (as background knowledge to skills; as understandings about the discipline)
Elements of teaching skills

September 5
Microteach: Lecture on a concept/introduction to a skill, with ample time for in-class critique and feedback
Reflection on microteach due following week

September 12
Microteach: Facilitating a critique or demoing a skill, with ample time for in-class critique and feedback
Reflection on microteach due following week

September 19
Assessments of knowledge & skill/performance
Setting & assessing the target
Establishing the success criteria
Describe the learning progression towards that assessment

September 26
Assessment critique
Communicating expectations with students
Planning for feedback
Expectations for end of semester

October 3
Studio time to prepare Pecha Kucha + outstanding assignments Submit statement on teaching/philosophy [more structure/guidance + examples]

October 10
Pecha Kucha Presentations: Should focus on what you learned from engaging in discussion facilitation + microteaches
Submit ideal syllabus + justification [how did you know what to teach, and how did you organize this in your syllabus? Something about assessments, etc. More structure than last go.]

Studio class for art students and others interested in further study of human form. Emphasizing the human figures, bones, and muscles and their individual shapes, proportions, insertions and origins. Drawing and sculpting will occur emphasizing greater accuracy in anatomical structure and form from books, life, software, and possibly cadavers. Repeatable for a maximum of 6 credits. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Name all of the human bones and muscles along with their origins and insertions. 2. Draw from memory the shapes of certain bones and muscles in proportion. 3. Sculpt a proportionate bone and muscle study.

Key Assignments:
Anatomy tests, anatomically correct drawings, cadaver drawings, anatomically correct sculpted Ecorche.

Aug 20: Syllabus, Canvas, Directions, Terminology, Body regions
Overview of the course, tools, and key anatomical regions to set the foundation.

Aug 25: Male/Female diff, Body Proportions, Skeleton: made of, Skull, Vertebra, Thoracic, Pelvis, Scapula
Learn key skeletal structures and proportional differences between male and female forms.
Due: Gen Anatomy Quiz
Sketchbook: 4 proportional skeleton drawings

Aug 27: Start LG drawing, Skeleton: Femur, Tib/Fib, Humerus, Radius/Ulna, Hands and Feet
Begin large-scale figure drawing focusing on the limbs and appendicular skeleton.
Quiz: Core skeleton

Sep 1: Holiday, No class

Sep 3: Start LG drawing in class
Work on large-scale skeletal drawing using live figure as reference.
Sketchbook: 1/2 LG skeleton drawing due

Sep 8: Skeleton live figure
Draw the skeleton from a live figure to reinforce spatial understanding of bone structure.
Test: Skeleton
Quiz: Movement
Sketchbook: LG skeleton drawing due

Sep 10: Muscles: Make up of muscles, simple shapes, attachments
Study how muscles are built and how to simplify their forms for drawing.

Sep 15: Muscles: Head, Core, muscle drawing in class
Focus on core and cranial muscle groups and how they influence surface form.
Quizzes: General Muscle, Muscle
Sketchbook: LG 1/2 Muscle drawing due

Sep 17: Muscles: Extremities
Learn the structure and function of arm and leg muscles for figure drawing.

Sep 22: Muscle live figure
Draw superficial and deep muscles from a live model to solidify understanding.
Test: Muscle
Sketchbook: LG Deep/Superficial Muscle drawing due

Sep 24: Skin and Fat, Surface names, tape muscles
Explore how skin and fat overlay muscle, and use tape to create muscles on skeleton.

Sep 29: Live figure drawing
Draw from a live model while observing surface and adipose layer forms.
Quiz: Surface/Adipose
Sketchbook: Skeleton/muscle overlay drawing 1

Oct 1: Focused skeletal/muscle labeled drawing
Create a detailed, labeled drawing that clearly shows skeletal and muscular anatomy.

Oct 6: Live figure drawing
Use observation to refine anatomical accuracy in your drawings.
Quiz: Skeleton/Muscle
Sketchbook: Skeleton/muscle overlay drawing 2

Oct 8: Midterms, Build Armature, How to sculpt: Block in head and torso
Begin sculpting process by creating an armature and blocking in major body masses.

Oct 13: Sculpt: Block in Hips
Add hips to the sculpture, refining lower torso structure.
Sketchbook: Head and torso simple shapes finished

Oct 15: Sculpt: Block in Extremities (scapula, arms, legs, hands, feet)
Add rough limb forms to your armature to establish full figure proportions.

Oct 20: Sculpt: Refine Head and Ribs
Focus on detailing and refining the upper body and cranial features.
Sketchbook: Hips and extremity shapes finished

Oct 22: Visit Lab @ 3 — text Scott day before
Field trip to lab for anatomical study from models or cadaver references.

Oct 27: Full body in class
Work on the full sculpture, checking proportion and refinement.
Test: In-class
Sculpt: Refine hips, legs, scapula, arms
Sketchbook: Lab drawings labeled

Oct 29: Visit Lab @ 3 — text Scott day before
Second lab visit for deeper anatomical reference.

Nov 3: Sculpt: Refine Hips, legs, scapula, arms
Further refine the form and accuracy of limbs and hips.
Sketchbook: Lab drawings labeled (professor gone)

Nov 5: Sculpt: Deep leg muscles
Shape deep muscle groups of the legs, focusing on anatomical layering.
(Professor gone)

Nov 10: Sculpt: Deep arm and torso muscles
Work on internal muscle forms of the arms and torso.
Due: 1/2 Écorché done (professor gone)

Nov 12: Sculpt: Superficial arm and leg muscles
Add surface-level muscles to define external form of limbs.

Nov 17: Sculpt: Superficial face, neck, core muscles
Model the outer layers of muscles that define facial expression and core tone.
Sketchbook: Finish deep muscles, superficial arms/legs

Nov 19: Sculpt: Finish ribs, skull, vertebrae
Complete the structural anatomy of the torso and head.

Nov 24: Thanksgiving Break

Nov 26: Thanksgiving Break

Dec 1: Sculpt: Finish hip and extremity bones
Wrap up remaining skeletal elements and polish structure.
Sketchbook: Finish sculpture

Dec 3: Sculpt: Texture muscles and bones
Final sculpting session focused on adding surface detail and anatomical texture.

Dec 8:   Comprehensive Final and Finished Écorché 3-4:50pm 

Participate in Woodwind Day and Concert in April. Come to class weekly, prepared with that weeks practicing assignment.

We work on Ensemble Playing, Tuning, Repertoire, large ensemble and small groups.

Studio class for art students and students interested in further painting experiences. Covers constructing a figure painting (or multi figure) through various steps and techniques, by painting shapes and values; using size, angle, and position, applying dark, middle, and light colors. Students will be able to paint recognizable figurative images and continue study in the medium. Live draped and undraped models will be used. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Paint figures proportionately and accurately with use of value and color. 2. Understand how light can change the feel and visual elements in a figure and space. 3. Work through errors within a figure painting through focus and repetition.

Key Assignments:
Anatomy test, single figure full color painting, multifigure full color painting, final full color painting

ug 20: Syllabus, Figure Artists, get to know, groups, intro to figure

Aug 25: Anatomy skeleton, 15: 8 min shadow studies Bring:1 board/canvas, pallet, lg brush, umber, gamsol (paint, pic, erase, start over)

Aug 27: Anatomy muscles, 20: 6 min shadow studies Bring:1 board/canvas, pallet, lg brush, umber, gamsol (paint, pic, erase, start over)

Sep 1: Holiday

Sep 3: Anatomy adipose and shapes, 20: 5 min shadow studies Bring:1 board/canvas, pallet, lg brush, umber, gamsol (paint, pic, erase, start over)

Sep 8: 4:Grisaille from photos. Bring:1 16x20 board/canvas (divide in 4), pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine 30 min each) Due: Adv underpainting

Sep 10: Grisaille from photo. Bring:1 16x20 board/canvas (divide in 2), pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish)

Sep 15: Grisaille from photo. Bring:1 16x20 board/canvas (divide in 2), pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish) Due: Adv HW painting 2

Sep 17: Single Figure full value/color day 1. Bring:1 16x20 board/canvas, pallet, lg&med brush, all colors, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish) Due: Adv Grisaille

Sep 22: Single Figure full value/color day 2 Bring:1 16x20 board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine to finish)

Sep 24: Single Figure full value/color day 1. Bring:1 16x20 board/canvas, pallet, lg&med brush, all colors, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish)

Sep 29: Single Figure full value/color day 2. Bring:1 16x20 board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine to finish) Due: Adv HW painting 3

Oct 1: Single Figure full value/color day 1. Bring:1 16x20 board/canvas, pallet, lg&med brush, all colors, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish)

Oct 6: Single Figure full value/color day 2. Bring:1 16x20 board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine to finish)

Oct 8: Multifigure concept 1 day 1. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish) Due: Adv Single figure

Oct 13: Multifigure concept 1 day 2 Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color) Due: Adv HW painting 4

Oct 15: Multifigure concept 1 day 3 Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color)

Oct 20: Multifigure concept 1 day 4 Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color)

Oct 22: Multifigure concept 2 day 1 Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish)

Oct 27: Multifigure concept 2 day 2. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color) Due: Adv HW painting 5

Oct 29: Multifigure concept 2 day 3. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color)

Nov 3: Multifigure concept 2 day 4. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color) (Grad student teaching)

Nov 5: Multifigure concept 3 day 1. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish) (Grad student teaching)

Nov 10: Multifigure concept 3 day 2. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color) (Grad student teaching) Due: Adv HW painting 6

Nov 12: Multifigure concept 3 day 3. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color)

Nov 17: Final work from life and pic. Bring:1 18x24 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish) Due: Adv Multifigure, HW Final Concept

Nov 19: Final work from life and pic. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color)

Nov 24: Thanksgiving Break

Nov 26: Thanksgiving Break

Dec 1: Final work from life and pic. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color) Due: Adv HW work on final

Dec 3: Final work from life and pic. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color)

Dec 8: FINAL EXAM 11!! Final work from life and pic. Bring:1 16x20 or larger board/canvas, pallet, lg&med brush, all colors, gamsol, oil (refine shapes, values/color)

Daily Reflection on Learning (27): At the end of each class period, write a brief paragraph about some of what you were learning/thinking/questioning. This is a personal response to the day’s discussions, not an overview of the material. Give yourself a score for the daily using the following rubric:
1—Here physically, didn’t think much about the material, didn’t discuss much, looked at my phone mainly
2—Thought some about the material, mainly trying to remember the ideas/concepts, engaged some with my classmates
3—Thought mainly about the material, tried asking questions, tried looking at ideas from multiple angles, stayed mainly on track with my classmates in our discussions
4—Focused thinking pretty much all of class time, engaged in respectful dialogue with classmates trying to understand the material deeply, applied the material to myself (my own family, my potential work, my relationships)
There are 29 total “dailies” available. Your lowest 2 will be dropped. So 108 points are available for the dailies.

Theory Thoughts Journal (7): Keep a journal of notes and thoughts in a fashion that works for you (e.g., outlines, mind maps, questions, hypotheses) as you study. Include your thinking about the material, including questions/challenges you have. You will submit a copy of your journal for each major theory we all study as a class and a copy of your notes for the “theory of choice” you work with a group to present on. Your journal should show what supplemental sources (other than our textbook) you studied to learn about the theory. You need to use at least two supplementary sources to expand your understanding of the theory. For each theory, look up at least one primary source (preferred) or “summary” source and one research article that uses the theory. Each set of notes is worth 15 points for a total of 105. These will be graded using the following rubric:
0=No notes turned in
5=Some notes but they don’t show much detail/thought—they wouldn’t help you pass an exam
10=Notes convey a fair bit of information, show some thought, mainly summarizing
15=Notes convey significant information, show the student was thinking about the material, integrating with other concepts/theories covered, applying material to own life

Group mini-presentations (6): For each theory we all study as a class your group will be given a family case (short story, song, or movie clip) to analyze using the theory. Use the principles/ideas from the theory to try explaining the family interactions/dynamics, to gain insight into the family, and to offer a way for the family to improve. You will be given some class time to work on these presentations. Presentations should be less than 10 minutes and may include giving the class the case. Each member of the group will receive the same grade unless it is obvious that some member(s) are doing less work (e.g., absent, not discussing). Each presentation is worth 20 points for a total of 120. Grades will be given according to the following rubric:
up to 12 points for the quality of the insights/explanations, showing application of specific concepts from the theory
up to 8 points for the quality of the suggested intervention/way to improve, showing how the theory could be used to help the family

Group Presentation on a Theory of Choice (1): Select a family theory that we do not all study as a class. Find classmates who also want to know more about this theory. Form a group (we will have 5 total groups). As a group, prepare and give a full-class presentation (it can include interactive discussions, demonstrations and/or case studies) on the theory of choice. If your group wants to, you can cover 2 theories, but no more than 2. Your presentation should include: basic tenets/ideas/assumptions of the theory; what it highlights and obscures about families; predictions/hypotheses/research questions generated; criticisms (and rejoinders) of the theory; and, how the theory can be applied practically toward family interventions. Look up primary or summary sources (multiple group members could read the same or different sources here) and include research sources (one different source per group member). Presentations will be given at various times throughout the semester. Your group members will each receive the same grade on the presentation unless a group member plays less than an equal role. The presentation will be worth 100 total points. Points will be awarded according to the following rubric:
up to 40 points for the quality of covering the basic tenets/ideas/assumptions of the theory;
up to 15 points for the quality of covering the criticisms (and rejoinders) of the theory, what it highlights and obscures about families;
up to 15 points for the quality of covering the predictions/hypotheses/research questions generated through using the theory;
up to 30 points for the quality of covering the how the theory can be applied practically toward family interventions.

Final Project with Presentation (1):
This is a wide open assignment which you can use significant creativity to fulfill. The parameters are as follows: your project must use one or more family theories, your project must show you have a deep understanding of the theory(s) used, your project (and your presentation of it) must show professionalism, and your project should be personally useful to you. Some ideas to get your creative juices flowing:
 write a paper analyzing your own family experience and show ways to help your family improve
 if you are an aspiring therapist, analyze a case family from a movie/novel and show ways the family could improve, or,
 create an intervention based in a theory
 if you are thinking about going to graduate school, write an academic paper comparing/contrasting some theories, or,
 do original research looking at the state of using a particular theory in the academic literature
These are just some ideas—feel free to use one or propose something different! There will be 4 progress checks along the way in the semester. This is a project you will want to get started on as soon as possible. I will give you feedback on your progress to help you improve the final product. The final project with presentation will be worth 150 points. The project itself is worth 100, the presentation 30, and meeting the progress checks 20 (each worth 5 points). Because of the wide-open nature of this assignment, it is very difficult to give a specific rubric for grading. Essentially, the grade will based on the quality of the work done, showing depth of thought/understanding of the theory(s) used, and the professionalism (including writing quality if you have a written portion) shown. The feedback given on earlier drafts shown at the progress checks will help you see how you are doing with these grading criteria.
 Progress Check 1: Submit the idea/rough outline of what you believe you want to do
 Progress Check 2: Show notes, more firm outline, show that you are giving shape to the project
 Progress Check 3: A very rough draft of the project
 Progress Check 4: A pretty clear draft of the project
If you are far enough along by October 31, and you are doing a research-oriented project, then you could consider submitting your work for the Utah Conference on Undergraduate Research. Many of the projects for this course could also be submitted in the Spring semester for the Utah Tech Regional Symposium for Research, Innovation, and Creativity; and/or polished for the UT-sponsored research and creativity journal, “Creativity.”

Units will discuss in depth each of the following theories:
Social Exchange
Symbolic Interaction
Life Course/Family Development
Family Systems
Conflict Theory
Ecological Framework
Theory Construction & Testing

Assignments:
Daily Reflection on Learning (26): At the end of each class period, write a brief paragraph about some of what you were learning/thinking/questioning. This is a personal response to the day’s discussions, not an overview of the material. Give yourself a score for the daily using the following rubric:
1—Here physically, didn’t think much about the material, didn’t discuss much, looked at my phone mainly
3—Thought some about the material, mainly trying to remember the ideas/concepts, engaged some with my classmates
4—Thought mainly about the material, tried asking questions, tried looking at ideas from multiple angles, stayed mainly on track with my classmates in our discussions
5—Focused thinking pretty much all of class time, engaged in respectful dialogue with classmates trying to understand the material deeply, applied the material to myself (my own family, my potential work, my parenting). There are 28 “dailies” available. Your lowest 2 will be dropped, giving a total of 130 class points possible for the dailies.

Case Studies (6): For each area of NEPEM there will be some cases presented. Using any concepts covered in the course up to the presentation of the case, but focusing mainly on the area of NEPEM at hand, give a brief analysis of and intervention suggestion(s) for one of the cases. These responses could be done as papers (no more than 3 pages in length) or videos (no more than 10 minutes long). Give the responses as if you were a parent (family life) educator responding to a client’s request for help. You should try to help the client have insight into what might be going on with the child and the parenting (analysis) and what the parent might try to do differently (intervention) to improve outcomes for the child. Cases will be discussed in class. You may feel free to work collaboratively on these case studies. If you want to turn in one case study response for a group, you may do so; all group members would then get the same grade. To help each person participate fully, I suggest groups of 2 or 3, max. You may also feel free to propose your own case—for instance, if you are a parent, or you want to observe a friend/family member doing parenting—to make the material more personally applicable. If you do gather your own case material, I would really like (but am not demanding) a video of your observation (or part of it) with permission to potentially use it in future classes. Each Case Study will be worth 30 points for a total of 180 for all. Grades will be based on quality of the analysis (how insightful, how appropriately/accurately concepts were used) and the quality of the intervention (how helpful are the suggested actions in addressing the issues). Because you are practicing professionalism, papers should be free of grammatical errors—some points may be deducted for glaring writing errors, but not for writing style; and videos should show you behaving professionally with a planned out response—points may be deducted for glaring unprofessionalism.

Parenting Plans (6): For each area of NEPEM, you will create a personal parenting plan addressing the main idea/issues of the area. These plans should be big picture plans that include some specific actions you want to take, but not detailed action plans. Include some reasoning as to why you want to include the ideas/actions in the plan. For instance, under “Care for Self,” you may write something like, “I want to have daily exercise that includes some cardio and some resistance training as part of maintaining fitness for personal health and stress reduction. I have found that when I exercise regularly, I am more patient with others—it is an anger-prevention tool for me.” This addresses some big picture issues with reasoning (health, stress, patience, anger reduction), has specific actions (exercise, cardio & resistance training), but is not giving a detailed plan (number of repetitions of bicep curls). Write up each plan, 2 pages max. Grades will be based on plausibility of the action plan (is it reasonable? is it possible?), applicability to the NEPEM area, sound reasoning, and clarity of the writing. Each plans is worth 30 points for a total of 180.

Reading Journal and Report (6): You will choose 3 parenting books to read during the semester. Each book should be specifically written to be used by parents to help them with their parenting. Each book you choose should be from a different perspective or genre of parenting books. While doing the reading, keep a reading journal. The reading journal should include your thoughts, your questions, your responses to what you read, and maybe some outlining to remind you of the material or some direct quotes you find particularly impactful. These journal entries should be highly personalized so you can potentially use them in your own parenting. We will have 6 class days set aside for giving reports on what you are learning from the books you have chosen. You will give the reports in small “Book Club” groups so you get to learn from a couple of classmates and get exposure to the parenting material they have chosen. You should read about half of the book for each Book Club time so that you give two reports for each book you read. When you give your “Book Club” report, strike a balance between reporting what the author(s) of the book is teaching and how the material is impacting you. While giving your report, allow for questions and discussions, but during your report time, at least 60% of the time you should be doing the talking. On the Book Club day, submit a copy of your reading journal entries that cover the portion of the book you reported on. Your reading journal and report will be graded on: depth of thought shown in your responses to the material, showing that you are obviously reading the book (e.g., not skimming), and giving an informative, interactive report. Each submission will be worth 40 points, 240 points total for the 3 books/6 reports.

Final Presentation (1): For the final presentation, put together a 7-10 minute talk on “three key parenting issues for me and what I will do about them.” The talk should be both instructional and personal. Concerning being instructional, when you tell about each of the three key issues, teach just enough about what those issues are and why they are important so somebody who hadn’t heard of them before would understand what you are talking about. Concerning being personal, you should show how those issues apply to you and what you are going to do to address them in your parenting. The presentation is worth 90 points, 30 for each issue you address. Half of the points will be for the instruction (15 for each issue) and half for the personalization. The points for the instruction will be based on how clearly you present the ideas and the depth of thought shown about them. The points for the personalization will be based on how applicable you make the material to yourself and the plausibility/soundness of the action plans.

Topics we will cover through application of the National Extension Parent Education Model (NEPEM):
• Care for Self
o Create a personal philosophy of healthy parenting
o Evaluate the role of the parental relationship and its effect on the parents’ children
o Assess parenting style
o Create a plan for developing parenting virtues
• Understand
o Evaluate expectations and determine the developmental appropriateness of those expectations
o Assess child characteristics and needs and develop plans to work with the specific child characteristics and meet those needs
• Guide
o Prepare children for developmental transitions, including puberty
o Create learning environments that honor child characteristics/interests and align with parental values
o Create plans for helping children develop character virtues (values that form basic human decency)
o Model desired behavior
o Monitor children’s peer relationships and help them learn appropriate social skills for healthy friendships
• Nurture
o Practice relationship skills to enhance parent-child relationship quality
o Devise potential family rituals to enhance child well-being and celebrate the child as a fellow human being
o Understand how to use family resources to provide for children’s basic physical needs
• Motivate
o Understand how to assist children in self-discovery, including personal interests/talents, and self-development
o Help children evaluate consumer information
• Advocate
o Understand areas of special need and how to help a child obtain resources to address those needs
o Understand the effects of child trauma and how to help a traumatized child
o Evaluate extra-familial child care options

Reading Quizzes (10 points, 120 points total): Read the assigned chapter before coming to class and take the attending reading quiz available on Canvas. There are 13 quizzes available, your lowest quiz score will be dropped.

Papers (100 points, 700 points total): There are 10 paper assignments available for the semester—you must do seven (7). For each paper, identify two or three concepts from the chapter and class discussions you find particularly interesting and insightful. Illustrate how you see those concepts operating in your family by telling a brief story from your family experience. Then analyze your family interactions in terms of the concepts, striving for greater insight into why your family interacts the way it does. Finally, using the insights gained, make specific plans for family improvement. Each paper must use a short-essay format with an introductory paragraph containing a thesis statement, supporting paragraphs in the body, and a conclusion which wraps up the paper. You will turn in two drafts of each paper—a rough draft and a final. After you write your rough draft, you will get feedback on it from another person--the campus writing center is a great option. Put a note on the bottom of the rough draft indicating who you had review it, a summary of the comments, and what you will do to revise the paper. Then revise your paper, writing your final draft. Turn in both drafts. You will be graded on the content (quality of thought, depth of analysis, understanding of the concepts: 80pts), quality of writing (15 pts), and turning in two drafts with a revision memo (5 pts). Papers should be between three and four pages in length. Submit papers through Canvas by 11:59pm on the day due. Sample papers and an outline are on Canvas under “Files.”

Daily (130 points): For each class period you will write a “daily.” The daily should say something about what you found interesting and how you might use what you learned. You can also use the daily to give feedback about the course. You will give yourself a grade on each daily according to how involved you were in the class discussions:
1 point = “I was here but kept looking at my phone; did you say there was a paper due today?”
2 points = “I was here, maybe grunted a little to hopefully indicate listening,”
3 = “I participated a little, supported my fellow students,”
4 = “I put some of myself into what I said,”
5 = “I was fully mentally engaged, thinking about the material, relating it to myself, sharing my thoughts, and being fully respectful of my fellow students.”
Each daily is worth 5 points for 140 total points possible. Only 130 are counted toward your grade, your lowest 2 will be dropped.

Genogram Presentation (100 points): You will create a genogram looking at transgenerational processes in your family. You will be given 7 minutes to make a report to the instructor by video recording how you think these patterns may impact you and what you potentially can do about these influences. You only need to cover findings/issues you are willing to discuss. Grades will be based on legibility of the genogram (10 pts), completeness/accuracy (use of correct symbols, showing relationship quality lines, other potential intergenerational issues; 20 pts); showing awareness of intergenerational patterns (30 pts); demonstrating depth of thought about how the patterns affect family relationships (40 pts).

Final Presentation (100 points): Rather than a final exam, you will give an oral presentation to the class. This will be a 7 minute presentation covering the topic of your choice that completes the sentence: “The most impactful thing I learned about family processes was _____________.” You will present using visuals, handouts, videos, PowerPoint—anything to enhance your experience in a way that works best for you. You will have a lot of liberty to be creative and personal in your presentation. Grades will be given using the following rubric: Content—Presenter was accurate/ thorough in description of content area (I felt informed; 40 pts); Application—Presenter applied the content area into personal life with an orientation toward family improvement (I see the relevance of the material to the presenter and how it will make a difference for the presenter; 40 pts); Visual--Presenter's visual aid(s) effectively enhanced the presentation (I was kept interested by what I saw; 10 pts); Time—Presenter stayed within the time constraints, was present and listened to classmates (5 min < t < 7 min; 10 pts).

Daily 1 Family Processes, Intro to course
Chp 1 reading and quiz; Daily 2 Family Studies discipline; Family as fundamental unit of society
Chp 2 reading and quiz; Daily 3 (research question & findings) Family Theories—Family Systems Theory
Theory 1 readings; Daily 4 Family Theories—Family Development & Social Exchange
Theory 2 readings; Daily 5 Family Theories—Conflict & Symbolic Interaction
Chp 3 reading and quiz; Daily 6 Research on Families
Paper 1 (Theory); Chp 4 reading and quiz; Daily 7 Genograms & Intergenerational processes
Daily 8 Genograms & Intergenerational processes
Chp 5 reading and quiz; Daily 9 Mate selection processes
Daily 10 Mate selection processes
Daily 11 What is Love?
Genogram Presentations due; Daily 12 What is Love?
Chp 6 reading and quiz; Daily 13 Family paradigms
Paper 2 (Mate Selection/Love); Paradigms readings; Daily 14 Family paradigms
No class, Fall Break
Paper 3 (Family Paradigms); Chp 7 reading and quiz; Daily 15 Family Rituals
Chp 8 reading and quiz; Daily 16 Family Rituals, start Family Rules
Paper 4 (Family Rituals); Daily 17 Family Rules
Chp 9 reading and quiz; Daily 18 Communication processes
Paper 5 (Family Rules); Daily 19; Communication processes
Daily 20 Communication processes
Chp 10 reading and quiz; Daily 21 Distance regulation processes
Paper 6 (Communication); Couple & Family Map reading; Daily 22 Distance regulation processes, The couple & family map
Chp 11 reading and quiz; Daily 23 Family Virtues
Daily 24 Family Virtues
Paper 7 (Distance Regulation/Family Map); Chp 12 reading and quiz; Daily 25 Change processes
Paper 8 (Family Virtues); Daily 26 Change processes
Daily 27 Coping with Stress
Paper 9 (Change); Chp 13 reading and quiz; Daily 28 Coping with Stress/Course Wrap up

Studio class for art students and students interested in further painting experiences. Covers constructing a figure painting through various steps and a single technique, by painting values; applying dark, middle, and light colors. Students will be able to paint recognizable figurative images and continue study in the medium. Live draped and undraped models will be used. Prerequisite for ART 4230R.

Key Assignments:
Anatomy Test, 100 shadow shape paintings, Grisaille Figure Painting from life, Full Color Figure Painting from life, Final Paint project.

Aug 20: Syllabus, Figure Artists, get to know, groups, intro to figure

Aug 25: Anatomy skeleton, 10: 8 min shadow studies Bring:1 board/canvas, pallet, lg brush, umber, gamsol (paint, pic, erase, start over)

Aug 27: Anatomy muscles, 15: 6 min shadow studies Bring:1 board/canvas, pallet, lg brush, umber, gamsol (paint, pic, erase, start over)

Sep 1: Holiday

Sep 3: Anatomy adipose and shapes, 15: 5 min shadow studies Bring:1 board/canvas, pallet, lg brush, umber, gamsol (paint, pic, erase, start over)

Sep 8: 4: Grisaille Poster studies from photos. Bring:1 16x20 board/canvas (divide in 4), pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine 30 min each) Due: Underpainting

Sep 10: Grisaille painting from cast. Bring:1 16x20 board/canvas (divide in 2), pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish)

Sep 15: Grisaille painting from cast. Bring same 16x20 board/canvas paint on other side, pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish) Due: Grisaille Poster Study, HW figure painting 2

Sep 17: Grisaille painting from cast. Bring:1 16x20 board/canvas (divide in 2), pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish)

Sep 22: Grisaille painting from cast. Bring same 16x20 board/canvas paint on other side, pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish)

Sep 24: Grisaille painting from life. Bring:1 16x20 board/canvas (divide in 2), pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish)

Sep 29: Grisaille painting from life. Bring same 16x20 board/canvas paint on other side, pallet, lg brush, white&black paint, gamsol, oil (start 5 min shadow shape, divide light/dark, refine to finish) Due: HW figure painting 3

Oct 1: Color poster study from photos, make flesh tone paint. Bring:1 16x20 (divide in 4) board/canvas, pallet, pallet knife, med brush, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, flat simple shapes 25 min)

Oct 6: Color poster study from photos. Bring:1 16x20 (divide in 4) board/canvas, pallet, pallet knife, med brush, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, flat simple shapes 25 min) Due: Grisaille Full Value

Oct 8: Midterms: Color full value/color from life. Bring:1 16x20 (divide in 2) board/canvas, pallet, pallet knife, lg&med brush, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, refine to finish) Due: Color Poster Study

Oct 13: Color full value/color from life. Bring:1 16x20 (divide in 2) board/canvas, pallet, pallet knife, lg&med brush, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, refine to finish) Due: HW figure painting 4

Oct 15: Palette knife Color full value/color from life.

Oct 20: Palette knife Color full value/color from life. Bring:1 16x20 (divide in 2) board/canvas, pallet, pallet knife, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, refine to finish)

Oct 22: Rim light Color full value/color from life. In class anatomy test Bring:1 16x20 board/canvas, pallet, pallet knife, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, refine to finish)

Oct 27: Halloween dual Color full value/color from life day 1. Bring:1 16x20 board/canvas, pallet, pallet knife, lg&med brush, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, refine to finish) Due: HW figure painting 5

Oct 29: Halloween dual Color full value/color day 2. Bring: same board/canvas, pallet, pallet knife, lg&med brush, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, refine to finish)

Nov 3: Soft light Color full value/color day 1 from life. Bring:1 16x20 board/canvas, pallet, pallet knife, lg&med brush, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, refine to finish) (Grad student teaching)

Nov 5: Soft light Color full value/color day 2 from life. Bring: same board/canvas, pallet, pallet knife, lg&med brush, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, refine to finish). (Grad student teaching)

Nov 10: Grisaille glazing from photo. Bring: 2 Grisaille paintings, pallet, pallet knife, lg&med brush, all colors of paint, oil (Grad student teaching) Due: Full Value Color, HW figure painting 6

Nov 12: Style experiment full color from life. Bring: same board/canvas, pallet, pallet knife, lg&med brush, all colors of paint, oil (start 5 min shadow color/value, divide light/dark, refine to finish). Due: Glazed Grisaille

Nov 17: Final work from model, pose model and lighting in class take pics over/under expose. Bring cameras and still life items with the model Due: HW figure final Concept/size

Nov 19: Final work from pic. Bring 18x24 in canvas or larger to paint on, pallet, pallet knife, lg&med brushes, all colors, oil.

Nov 24: Thanksgiving Break

Nov 26: Thanksgiving Break

Dec 1: Final work from pic. Bring 18x24 in canvas or larger to paint on, pallet, pallet knife, lg&med brushes, all colors, oil. Due: HW work on final

Dec 3: Final work from pic. Bring 18x24 in canvas or larger to paint on, pallet, pallet knife, lg&med brushes, all colors, oil.

Dec 8: FINAL EXAM 11am!!

For brass musicians seeking a small ensemble performance experience stressing the elements of good performance preparation: intonation, balance, blend, and tone production in a constant effort to increase musicality while surveying a wide range of repertoire in order to gain awareness of small ensemble performance techniques, and rehearsal skills. Groups are required to meet two hours each week: one hour for rehearsal as an ensemble and one hour with faculty for a coaching lesson. Public performances required.

For this course, students will rehearse as a brass group together to: 1. Perform with proficiency. 2. Perform with artistic expression. 3. Demonstrate musical literacy through appropriate style and performance practices.
At the conclusion, students will perform as part of a performance/recital.

- Learning vibration fundamentals (All CLOs)
- Develop ability for all students to be comfortable with and be able to verbally discuss vibration principles (All CLOs)
- Develop ability to use FE software to perform vibration analysis since this is the most common method of performing vibration analysis of complex mechanical designs (CLO 9)
- Design, build, and test 1 DOF and 2 DOF systems and test on a shaker to compare test results with classical analysis predictions (CLO 12)
- Midterm and final projects will prepare students to work in jobs requiring vibration skills and develop ability to present aerospace type design reviews (CLO 13, 14)

This course covers fundamental and advanced concepts of mechanical vibrations, including single-degree-of-freedom (SDOF), two-degree-of-freedom, and multi-degree-of-freedom (MDOF) systems, damping mechanisms, free and forced vibration, and modal analysis. Students will explore time and frequency domain methods, Fourier transforms, and various vibration load cases such as sine, transient, shock, and random vibrations. Simulation and modeling will be performed using classical methods, MATLAB or Python, and Simcenter Nastran. Hands-on class projects involve building and testing adjustable 1 DOF and 2 DOF systems on a shaker table and comparing experimental data to theoretical predictions. For 2nd mid-term students will perform research in area of interest to them and present results to class. For class final students will create vibration FE model of current Capstone CubeSat design using Simcenter Nastran software and compare FE results vs predictions. Students in teams of two will present results to class, which will be equivalent to an aerospace Critical Design Review.

CLO 1: Analyze the free and forced response of single-degree-of-freedom (SDOF) mechanical systems.
CLO 2: Understand the various damping sources and apply the equivalent viscous damping approach.
CLO 3: Analyze two-degree-of-freedom (2DOF) mechanical systems, including coupled and torsional vibrations.
CLO 4: Apply analytical and computational methods to solve multi-degree-of-freedom (MDOF) vibration problems.
CLO 5: Understand the importance of modal superposition in determining vibration responses.
CLO 6: Examine all the various types of vibration loads including sine, transient, shock, and random vibration, and determine vibration responses for each of these load types.
CLO 7: Understand the importance of Fourier transforms in switching between time and frequency domains. Understand the importance of frequency response functions (FRFs) in determining vibration responses at any location from an applied load at any location on a mechanical system.
CLO 8: Interpret the physical meaning of natural frequencies, mode shapes, damping, and resonance in real systems.
CLO 9: Model and simulate mechanical systems using classical solutions, numerical solutions with MATLAB or Python, and SimCenter Nastran to analyze dynamic behavior.
CLO 10: Design and evaluate vibration mitigation techniques such as damping, isolation, and tuning.
CLO 11: Perform experimental modal analysis and critically assess the accuracy of theoretical models using lab data.
CLO 12: Class projects include designing, building, and testing 1 DOF and 2 DOF systems with the ability to adjust mass, damping, and stiffness parameters. Perform various vibration tests of these systems on a shaker table. Compare test results with classical results.
CLO 13: For second midterm students will perform research on vibration area of interest for each student and present research results to class.
CLO 14: For class final students will create a detailed vibration FE model using Simcenter Nastran (the same software used by NASA, Sandia National Labs, and many other aerospace companies) of the current Capstone CubeSat design and apply various vibration loads and compare with predicted results. This final presentation will be equivalent of reporting vibration results at an aerospace Critical Design Review (CDR).

Safety 12%
Pre-lab Quizzes 5%
Post Lab Assignments 51%
Laboratory Notebook 11%
Final Exam 21%

Physical Properties:
This unit explores the fundamental physical characteristics of chemical substances such as boiling point, melting point, solubility, and density and how these properties can be used to identify and separate compounds.

Chemistry Calculations:
Focuses on essential quantitative skills, including mole conversions, stoichiometry, concentration calculations, and limiting reagent determination, all vital for accurate lab work and data interpretation.

Recrystallization:
Covers the technique of purifying solid compounds by dissolving them in a hot solvent and then slowly cooling the solution to form pure crystals, emphasizing solvent selection and crystal formation.

Chemical Extraction:
Introduces liquid-liquid extraction methods to separate compounds based on differences in solubility between immiscible solvents, often using acid-base chemistry for effective separation.

Thin Layer Chromatography (TLC):
Examines the use of TLC as a quick and simple method to monitor reactions, assess purity, and identify compounds by analyzing the movement of substances on a coated plate.

Column Chromatography:
Details a separation technique where compounds pass through a column filled with solid adsorbent material, allowing for the purification of larger sample volumes based on polarity.

Bromine Alkene Addition:
Demonstrates an electrophilic addition reaction in which bromine is added across the double bond of an alkene, used to confirm the presence of unsaturation in organic compounds.

Distillation of Eugenol:
Explores the isolation of eugenol, a natural product found in clove oil, using steam distillation a method useful for extracting volatile organic compounds from natural sources.

Lidocaine Synthesis:
Covers the multi-step synthesis of lidocaine, a local anesthetic, emphasizing functional group transformations and the application of organic synthesis techniques.

SN1/SN2 Alkyl Halide Reactions:
Analyzes two fundamental nucleophilic substitution mechanisms SN1 (unimolecular) and SN2 (bimolecular) and the factors that influence reaction pathways and rates.

IR Spectroscopy:
Focuses on infrared spectroscopy as a tool to identify functional groups within molecules based on their vibrational frequencies and characteristic absorption bands.

Lab #1 Fluid Statics
Lab #2 Fluid Kinematics
Lab #3 Fluid Momentum
Lab #4 Pipe Flow
Lab #5 Drag on a plate
Lab #6 Propeller Design

Unit 1: Exploring Fluid Statics
This lab investigates fluid pressure at rest, hydrostatic forces on submerged surfaces, and principles like Pascal’s Law and manometry. Students gain hands-on experience with measuring fluid pressures and validating theoretical predictions.

Unit 2: Visualizing Fluid Kinematics
Focuses on the motion of fluids without considering the forces causing it. Students use flow visualization techniques to observe streamlines, pathlines, and velocity fields, connecting theory to real fluid behavior.

Unit 3: Applying the Momentum Principle
This unit explores how linear momentum applies to flowing fluids, using control volume analysis to calculate forces on bends and nozzles. Students measure flow rates and resulting forces to test the conservation of momentum in fluid systems.

Unit 4: Investigating Pipe Flow Dynamics
Analyzes internal flow through pipes, focusing on friction losses, velocity profiles, and flow regime identification (laminar vs. turbulent). Students learn how to use head loss data to determine friction factors and evaluate system efficiency.

Unit 5: Measuring Drag on Flat Plates
In this aerodynamic-focused lab, students examine drag forces acting on flat plates in a wind tunnel. It introduces boundary layer concepts, pressure distribution, and experimental drag coefficient determination.

Unit 6: Propeller Design and Performance Testing
Combines design, simulation, and experimental testing of propeller systems. Students apply fluid dynamics and compressible flow principles to design propellers using CAD and assess their performance in lab conditions.

Lab #1 Fluid Statics
Lab #2 Fluid Kinematics
Lab #3 Fluid Momentum
Lab #4 Pipe Flow
Lab #5 Drag on a plate
Lab #6 Propeller Design

### **Unit 1: Exploring Fluid Statics**

This lab investigates fluid pressure at rest, hydrostatic forces on submerged surfaces, and principles like Pascal’s Law and manometry. Students gain hands-on experience with measuring fluid pressures and validating theoretical predictions.

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### **Unit 2: Visualizing Fluid Kinematics**

Focuses on the motion of fluids without considering the forces causing it. Students use flow visualization techniques to observe streamlines, pathlines, and velocity fields, connecting theory to real fluid behavior.

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### **Unit 3: Applying the Momentum Principle**

This unit explores how linear momentum applies to flowing fluids, using control volume analysis to calculate forces on bends and nozzles. Students measure flow rates and resulting forces to test the conservation of momentum in fluid systems.

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### **Unit 4: Investigating Pipe Flow Dynamics**

Analyzes internal flow through pipes, focusing on friction losses, velocity profiles, and flow regime identification (laminar vs. turbulent). Students learn how to use head loss data to determine friction factors and evaluate system efficiency.

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### **Unit 5: Measuring Drag on Flat Plates**

In this aerodynamic-focused lab, students examine drag forces acting on flat plates in a wind tunnel. It introduces boundary layer concepts, pressure distribution, and experimental drag coefficient determination.

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### **Unit 6: Propeller Design and Performance Testing**

Combines design, simulation, and experimental testing of propeller systems. Students apply fluid dynamics and compressible flow principles to design propellers using CAD and assess their performance in lab conditions.

Exam #1
Exam #2
Exam #3
Exam #4
Exam #5
Exam #6
Final Exam

### **Unit 1: Introduction and Fundamental Fluid Concepts**

Introduces fluid mechanics, including fluid properties, basic principles, and the distinction between solids and fluids. Sets the groundwork for understanding all future topics.

### **Unit 2: Fluid Statics**

Covers pressure variation in fluids at rest, hydrostatic forces on submerged surfaces, and applications in real systems. Lab #2 reinforces static principles.

### **Unit 3: Fluid Kinematics**

Focuses on the visual and mathematical description of fluid motion, including streamlines, pathlines, and velocity fields.

### **Unit 4: Mass Conservation and Energy in Fluids**

Applies the principle of conservation of mass and introduces energy analysis in fluid systems, using Bernoulli’s equation and control volume approaches.

### **Unit 5: Fluid Momentum**

Analyzes forces in moving fluids using the momentum equation, with applications such as jet propulsion and force on bends. Momentum principles are practiced in Lab #4.

### **Unit 6: Differential Analysis of Fluid Flow**

Introduces differential forms of fluid motion equations (continuity and Navier-Stokes) for in-depth local analysis of flow fields.

### **Unit 7: Dimensional Analysis and Similitude**

Uses dimensionless numbers (Reynolds, Mach, etc.) to generalize fluid behavior, aiding in model testing and system design.

### **Unit 8: Internal Flow – Closed Conduits**

Examines flow in pipes, including laminar and turbulent regimes, friction losses, and flow rate calculations.

### **Unit 9: External Flow – Viscous Effects and Drag**

Focuses on boundary layer development and drag forces on surfaces, including real-world applications like vehicles and wings. Includes wind tunnel testing in Lab #6.

### **Unit 10: Turbomachines**

Explores energy transfer between fluids and rotating machinery (e.g., pumps and turbines), covering efficiency and velocity diagrams.

### **Unit 11: Compressible Flow**

Delves into high-speed flow where density changes matter—topics include Mach number, isentropic flow, shocks, and area–velocity relations.

### **Unit 12: Propeller Design and Testing**

Applies compressible flow knowledge to design and simulate propeller performance. Lab #7 focuses on CAD modeling and Lab #8 on testing.

### **Unit 13: Course Review and Integration**

Finalizes understanding with exam reviews, integration of concepts across all fluid systems, and preparation for the comprehensive final exam.

Exam 1 (Straight Lines and Quadratic Equations, Trigonometry, 2D Vectors)
Exam 2 (Complex Numbers, Sinusoids, Systems of Equations)
Exam 3 (Derivatives and Integrals)
Exam 4 (Differential Equations)
Final Exam (Comprehensive)

### **Unit 1: Foundations – Linear and Quadratic Relationships**

Covers the basics of straight lines and quadratic equations, forming the foundation for advanced mathematical modeling.

### **Unit 2: Trigonometric Principles**

Explores trigonometric identities and applications, essential for analyzing waveforms and angular systems.

### **Unit 3: Vector Analysis in Two Dimensions**

Introduces 2D vectors and their operations, preparing students for work in physics and engineering contexts.

### **Unit 4: Complex Numbers in Engineering**

Focuses on the arithmetic and applications of complex numbers, particularly in AC circuit analysis.

### **Unit 5: Sinusoidal Functions and Signal Representation**

Examines sinusoids as fundamental tools in describing oscillatory behavior in systems.

### **Unit 6: Solving Systems of Equations**

Discusses methods to solve linear systems, with applications in engineering and circuit analysis.

### **Unit 7: Derivatives in Mechanical Systems**

Applies the concept of derivatives to analyze motion and dynamic mechanical systems.

### **Unit 8: Derivatives in Electrical Systems**

Uses derivatives to study the behavior of electric circuits, particularly in response to changing currents or voltages.

### **Unit 9: Strength of Materials through Derivatives**

Investigates how derivatives help model stress, strain, and deformation in materials.

### **Unit 10: Statics and Integral Applications**

Introduces integration and applies it to static systems for calculating quantities like area and force.

### **Unit 11: Dynamics and Integral Applications**

Continues the use of integrals to model dynamic systems and predict motion over time.

### **Unit 12: Electrical Circuits and Integral Methods**

Applies integration techniques to analyze electric circuits and understand energy flow and storage.

### **Unit 13: Introduction to Differential Equations**

Introduces ordinary differential equations and their role in modeling change in various systems.

### **Unit 14: Mechanical Systems and Differential Equations**

Connects differential equations with real-world mechanical systems like springs and dampers.

### **Unit 15: Electrical Systems and Differential Equations**

Focuses on modeling electrical circuits using differential equations to describe their dynamic behavior.

### **Unit 16/17: Final Review and Exam**

Comprehensive review of all course content followed by the final exam (scheduled for 12/8 at 9 AM).

1. Photography project 100 points
2. Photoshop project 100 points
3. Podcast project 200 points
4. Premiere Pro project 200 points
5. Lab exercises/quizzes 300 points
6. Class participation/preparation 100 points
Total: 1000 points

This course has three units: photo, audio, and video storytelling. In the photo storytelling unit, students learn to use digital tools to create and edit photographs, as well as design magazine covers and posters. The second unit introduces audio recording and editing tools to help students produce audio stories. The third unit focuses on Premiere Pro, guiding students through the process of editing videos.

Class Attendance and Participation (20%)
Attendance is required, and active participation is expected of each student. You are expected to complete all the readings listed on the syllabus prior to the class session for which they are assigned. You should take notes on the assigned readings and come to each course meeting prepared to discuss the assigned material in detail. I will provide questions to guide your reading before each of our class meetings, and we will discuss these questions and build on them in each class session.

Active participation entails more than just answering questions on the assigned material, and much more than simply “saying something” in class. An “A” participation grade indicates that you have demonstrated analytical insights into the course material as well as your ability to move the class discussion forward. The quality of your participation is more important than quantity. Most importantly, your comments and questions should be grounded in the assigned readings.
Additionally, to receive participation credit, coming to class is critical. Students will receive no participation points for all classes where they are absent unless they have serious extenuating circumstances and provide relevant documentation of these circumstances. If you miss 5 classes or more throughout the semester, you will receive an automatic 0 out of 20 in participation, making the highest possible grade you can earn in the class a C+. Please also be sure to be on time to get full participation points for the classes you attend.
Finally, the use of cellphones is not permitted during class. Laptops are also generally not permitted. The only exceptions for this are to pull up the assigned readings when discussing them or when we have a virtual guest speaker. Use of laptops outside of these exceptions will negatively affect your grade. Additionally, please take hand-written notes. Doing so has been proven to help students better retain the information they learn in class. See this article for more information.

Exam 1 (25%)
The first exam will take place in class on Week 7 and will cover everything we have learned up until that point.

Global Governance Simulations (15%)
In this course, we will be doing 3 simulations. Each simulation will increase students’ understanding of the international system and the different decisions global leaders make in response to various international challenges. The 3 simulations are focused on the following topics: 1) UN Security Council Reform, 2) the UN Security Council response to the Kosovo crisis in 1999, and 3) Stopping Deforestation in the Amazon. For the first and third simulation you will be advising the US president as a member of the National Security Council and preparing a position statement advocating for one of three policy options. For the second simulation, you will serve as one of the country representatives to the UN Security Council and prepare a statement on your response to a proposed Russian resolution responding to NATO’s bombing of the Federal Republic of Yugoslavia’s forces in Kosovo in March 1999. The statements you write up for each submission will be worth 5% each. You will also be assessed on how accurately you portray the position you take and how compelling of an argument you make during the simulation itself. More information is provided on CANVAS for each simulation and more guidelines will be provided for each of these simulations in class.

Exam 2 (25%)
The second exam will take place in class on Week 16 and will cover everything we have learned after the first exam.

Final Reflection Paper (15%)
In this paper, you will reflect on how your cultural background(s) has/have shaped your perspective and what you have learned about how globalization is relevant to your life. You will also pick a particular global issue that you found to be particularly important (i.e. global health, global environmental issues, human rights, etc.), described what you learned about why it is so important, and some of the challenges with addressing this issue through the global system. Although this will primarily be a reflective paper, I would like to see you draw from course content in support of your points. The paper will be 2-3 pages long, double-spaced, Times New Roman 12-point font, using the citation style of your choice. More details about this assignment will be provided in class.

Week 1
Tue
1/7 Introduction to the course and each other
Week 1
Thu
1/9 The Rise of the Global System Part I: Historical Foundations and the Liberal World Order
Week 2
Tue
1/14 The Rise of the Global System Part II: Globalization, Moving from Global to Local
Week 2
Thu
1/16 Understanding Culture: Enculturation, Acculturation, and the Iceberg Model
Week 3
Tue
1/21 Understanding Culture: Differing Cultural Values and Cross-Cultural Sensitivity Inventory
Week 3
Thu
1/23 World Population Trends; Case Study: Declining Population in China
Week 4
Tue
1/28 Resource Management and the Tragedy of the Commons
Week 4
Thu
1/30 States and Government

Intro to UN Security Council Reform Mini Simulation
Week 5
Tue
2/4 Global Governance and International Organizations

Week 5
Thu
2/6 Tensions among States and Non-State Actors in a Globalized World
Week 6
Tue
2/11 UN Security Council Reform Simulation
Week 6
Thu
2/13 Defining Peace and Violence
Week 7
Tue
2/18 Understanding Global Conflict and Conflict Resolution; Case Study: Russia and Ukraine
Week 7
Thu
2/20 Exam 1
Week 8
Tue
2/25 The Global Human Rights Regime: The Holocaust and International Law
Week 8
Thu
2/27 The Global Human Rights Regime: the UN Security Council, R2P, and Armed Humanitarian Intervention

Introduction to Kosovo Simulation
Week 9
Tue
3/4 NO CLASS: Prof. Cromwell at International Studies Association Conference
Week 9
Thu
3/6 UN Peacekeeping
Week 10
Tue 3/11 &
Thu 3/13 NO CLASS (Spring Break)
Week 11
Tue
3/18 Human Rights Regime: Protecting Against Ethnic Cleansing in Kosovo
Week 11
Thu
3/20 Kosovo Simulation
Week 12
Tue
3/25 The Global Economy Regime: Global Economic Governance and International Development
Week 12
Thu
3/27 NO CLASS

Week 13
Tue
4/1 The Global Economy Regime: International Trade Policy & Conflict Resolution

Introduction to Stopping Deforestation in the Amazon Simulation

Week 13
Thu
4/3 Global Environment Regime

Week 14
Tue
4/8 Global Environment Regime and Global Economic Regime: Prep for Stopping Deforestation in the Amazon Simulation

Week 14
Thu
4/10 Stopping Deforestation in the Amazon Simulation
Week 15
Tue
4/15 Global Health Regime
Week 15
Thu
4/17 Global Migration and the Refugee Crisis; Case study: Myanmar Migrants and Refugees in Thailand
Week 16
Tue
4/22 Exam 2
Week 16
Thu
4/24 Course Wrap-Up and Reflection on Learning

1. Photography project 100 points
2. Photoshop project 100 points
3. Podcast project 200 points
4. Premiere Pro project 200 points
5. Lab exercises/quizzes 300 points
6. Class participation/preparation 100 points
Total: 1000 points

This course has three units: photo, audio, and video storytelling. In the photo storytelling unit, students learn to use digital tools to create and edit photographs, as well as design magazine covers and posters. The second unit introduces audio recording and editing tools to help students produce audio stories. The third unit focuses on Premiere Pro, guiding students through the process of editing videos.

Attendance

Required at all sessions unless previously excused.

Weekly Assignments

Video and written submissions centered on campaign design, analytics, platform strategy, and media critique.

Participation

Includes presenting ideas, critiques, platform experiments, and discussions.

Final Project

A full campaign planning assignment, due at the end of the term.

Canvas Submission

All assignments submitted online. Late work is accepted with point deductions.

Extra Credit

Available through tasks such as survey screenshots and supplemental critiques.

Unit 1: Foundations of Social Media Literacy
Topics: Emerging media history, data consciousness, course overview

Assignments: “Emerging Media History,” “Personal Data,” “Introduce Yourself,” Syllabus Quiz

Objective: Establish context for digital communication and digital self-awareness.

Unit 2: Media Critique & Ethical Reflection
Topics: Fact-checking, The Social Dilemma, digital responsibility

Assignments: “Fact Checking the Social Dilemma,” “Present Your Facts”

Objective: Cultivate critical reading of media messages and platforms.

Unit 3: Identity, Branding & Career Presence
Topics: LinkedIn presence, personal branding, trend influence

Assignments: “LinkedIn with Chris Arden,” “Trendsetter,” “Make Your Own”

Objective: Develop personal online presence aligned with professional goals.

Unit 4: Campaign Planning I – Ideation & Practice
Topics: Campaign goals, platform choice, strategy sketching

Assignments: “Your Own Campaign,” “Practice Audit,” “TikTok Campaigns”

Objective: Create the blueprint for a working campaign.

Unit 5: Media Trends, Virality, and Culture
Topics: Super Bowl ads, meme culture, utopian/dystopian digital visions

Assignments: “Super Bowl Ad,” “Social Animals,” “Where’d Utopia Go?”

Objective: Dissect how media content spreads and embeds itself culturally.

Unit 6: Platform Use, Audiences & Calendaring
Topics: Buyer personas, platform targeting, scheduling strategy

Assignments: “Sign Up for Platforms,” “Content Calendar,” “Buyer Persona”

Objective: Build strategic tools for campaign planning and delivery.

Unit 7: Social Ethics, Communities & Misinformation
Topics: Online communities, fake news, cyberbullying, debate

Assignments: “Fake News Debate,” “Positive Communities,” “Understanding Fake News Content”

Objective: Understand the ethical implications of engagement and content sharing.

Unit 8: Campaign Planning II – Platform Aesthetics & Monetization
Topics: YouTube style, ad campaigns, writing for social

Assignments: “Paid Campaign Creation,” “YouTube Aesthetics,” “Content Writing”

Objective: Match tone and content to platform norms and monetization logic.

Unit 9: Metrics, Analytics & Crisis Communication
Topics: Campaign evaluation, analytics tools, managing crises

Assignments: “Social Media Analytics,” “Social Media Crisis,” “Social Care”

Objective: Evaluate success using data and handle public relations moments.

Unit 10: Reflection, Relationships & Final Pitch
Topics: Platform habits, personal media relationship, final strategy pitch

Assignments: “Your Personal Relationship,” “Conversation Reflection,” Final Project: Campaign Planning

Objective: Synthesize theory, platform strategy, and metrics into a compelling final campaign plan.

Pre-Requisites: Prerequisite: Acceptance to the ASL/English Interpreting Program. This course is taught in ASL.
Attendance and homework- 100 points
midterm- 100 points
observation and presentation - 100 points
paper- 100 points
finals-100 point

This course focuses on the ethical aspects of medical, educational, legal, mental health, Video Relay, Video Remote and other interpreting situations. Students will understand the tenets of the Registry of Interpreters for the Deaf Code of Professional Conduct. Students will study a variety of interpreting situations and discuss the specific ethical issues involved in the given scenarios. Students will use the Demand/Control Schema to consider all of the ethical choices that can be made in routine interpreting scenarios.

Attendance

Required at all class sessions unless cleared in advance.

Weekly Assignments

Mix of video submissions, written analyses, and debates.

Late work is penalized, increasing with time.

Class Debates & Participation

Multiple formal debates, in-class discussions, and critique workshops.

Final Exams

Includes both an oral final and a written final exam titled “Convince Me.”

Canvas Submissions

All work must be uploaded to Canvas.

Extra Credit

Available through surveys and select assignments.

Unit 1: Introduction to Media Criticism
Topics: What is media critique? Why does it matter?

Assignments: “Introduce Yourself,” Syllabus Quiz

Objective: Set expectations and introduce critical frameworks.

Unit 2: Viewing and Base Criticism
Topics: First impressions, instinctual reactions to media

Assignments: “Base Criticism,” Viewing Reflection

Objective: Develop vocabulary to express gut-level critique.

Unit 3: Moral, Philosophical, and Historical Lenses
Topics: Media ethics, cultural legacy, and values

Assignments: Written Analysis, First Formal Debate

Objective: Learn to interpret media through thematic frameworks.

Unit 4: Narrative Economy and Coherence
Topics: Structure, pacing, motivation in storytelling

Assignments: Coherence Essay, Second Formal Debate

Objective: Explore technical foundations of good storytelling.

Unit 5: Contemporary Media & Episodic Analysis
Topics: Case Study: The Last of Us (Season 1, Episode 1)

Assignments: Episode Breakdown, Personal Style Reflection

Objective: Analyze modern prestige TV with close-reading techniques.

Unit 6: Advertising & Pop Culture Spectacle
Topics: Super Bowl ads, commercial rhetoric, persuasion

Assignments: Super Bowl Critique

Objective: Deconstruct commercial aesthetics and messaging.

Unit 7: Genre Studies and Thematic Identity
Topics: Genre theory, audience expectations, remix culture

Assignments: “Tell Me Your Text,” Genre Debate Participation

Objective: Compare genres and their cultural significance.

Unit 8: Live Media & Internet Aesthetics
Topics: Streaming culture, meme aesthetics, live events

Assignments: “Live Events” Analysis, Internet Aesthetics Essay

Objective: Evaluate immediacy and aesthetics in the digital age.

Unit 9: Personal Critique & Pop Analysis
Topics: Personal voice, creative style, persuasive critique

Assignments: “Mario Kart” Analysis, Extra Credit Survey

Objective: Blend subjectivity and critical method into a unique style.

Unit 10: Final Exams & Culminating Arguments
Topics: Oral defense of analysis, written critical argument

Assignments: Final Oral Exam, “Convince Me” Written Exam

Objective: Synthesize course concepts into persuasive, original critique.

Assessment #1: Project Proposal and Theoretical Plan

Description: Submit a theoretical and project-based plan for the semester’s work in drawing/painting.

Graded by: Instructor and Graduate Thesis Committee.

Due: First week of class (as part of the "goals/outcome form").

Assessment #2: Midterm Review

Description: Evaluation of work completed by Oct 15. This includes quantity, quality, and progress toward goals.

Includes: Presentation of work during Grad Critique Night.

Graded by: Committee feedback and visual evidence of progress.

Assessment #3: Final Critique and Submission

Description: Submit professional images of all work created, including finished and in-progress pieces.

Includes: Participation in the Final Grad Critique Night on Dec 3.

Graded by: Quality and quantity of artwork, growth shown throughout the semester, and committee assessment.

Ongoing Studio Work

Description: Continuous production of artwork based on your approved plan. All pieces must be documented and submitted.

Graded by: Overall contribution to the body of work presented during critiques and assessments.

Professional Image Submission (Canvas Uploads)

Description: Submit digital images of each piece prior to critique nights. These serve as your formal submission.

Graded by: Completeness and professionalism of documentation.

Unit 1: Proposal and Planning
Description:
Students develop and submit a theoretical and project-based plan that outlines their semester goals. This includes identifying media, conceptual themes, technical skills, and deliverables. The plan must be approved by the Graduate Thesis Committee in the first week.

Unit 2: Initial Exploration and Research
Description:
Students begin executing their project plan by conducting visual and conceptual research, experimenting with media, and initiating sketches or studies. Emphasis is on thoughtful exploration and preparing for more refined work.

Unit 3: Studio Production Phase I
Description:
Students work independently in their studio spaces, producing a significant body of artwork. Focus is placed on quantity, refinement, and technical skill as outlined in their project proposal. Work is documented and prepared for the first critique.

Unit 4: First Critique and Response
Description:
Formal critique with the Graduate Thesis Committee (around September 3rd). Students present all completed and in-progress work. Feedback is given and documented. Adjustments to the plan may be made based on committee input.

Unit 5: Studio Production Phase II
Description:
Students deepen their work based on critique feedback. This phase often involves working at a larger scale, increasing complexity, and refining technique and conceptual clarity. Mid-project goals should be met by this stage.

Unit 6: Midterm Critique and Assessment
Description:
Second critique and checkpoint (around October 15th). Students present progress and revisions. The committee evaluates development in both the visual work and the student’s ability to articulate their artistic intent and goals.

Unit 7: Final Studio Push
Description:
A focused period of production to complete, revise, or expand the semester’s body of work. Students are expected to show independent growth, technical mastery, and creative risk-taking. All pieces must be documented for final submission.

Unit 8: Final Critique and Documentation
Description:
Final committee critique (around December 3rd). Students present all completed work for final assessment. High-quality digital images of each piece must be uploaded to Canvas. Students reflect on progress, challenges, and future directions in preparation for thesis continuation.

Timing and Spacing

Arcs and Easing

Squash and Stretch

Perspective Movement

Key Poses

Form Rotation

Character Turnaround

Follow-Through and Overlapping Action

Effects Animation

Head Turn

Walk Cycle

Morphing

Final Project / Final Day Submission

Description:
Students are introduced to the course, foundational animation principles, and the importance of timing and spacing in conveying movement.

Unit 2: Arcs and Easing
Description:
Exploration of natural movement through arcs and easing principles to create more believable and fluid animations.

Unit 3: Squash and Stretch
Description:
Students learn how to exaggerate motion and add weight and flexibility to forms using squash and stretch techniques.

Unit 4: Perspective Movement
Description:
Introduction to animating forms with depth and foreshortening to create a sense of space and dimensionality.

Unit 5: Key Poses and Form Rotation
Description:
Focus on designing strong key poses and understanding how to rotate forms in space to define character motion.

Unit 6: Character Turnaround
Description:
Students develop a full character turnaround, learning how to maintain consistency in proportions and features across views.

Unit 7: Follow-Through and Overlapping Action
Description:
Exploration of secondary motion that continues after the main movement to enhance realism and fluidity.

Unit 8: Effects Animation
Description:
Introduction to animating visual effects such as fire, water, smoke, or magical elements, emphasizing shape design and motion.

Unit 9: Head Turn
Description:
Students animate a head turn to practice subtle timing, overlapping motion, and character expression.

Unit 10: Walk Cycle
Description:
Students create a basic walk cycle, focusing on rhythm, balance, and the mechanical and expressive aspects of character locomotion.

Unit 11: Morphing
Description:
Practice of transforming one object or character into another smoothly, reinforcing shape design, transitions, and timing.

Unit 12: Final Project and Critique
Description:
Culminating project that applies the principles learned throughout the course. Students refine and polish their animation, participate in critiques, and demonstrate growth in skills and artistic voice.

Solid Drawing: Shapes

Solid Drawing: Forms

Character Drawing: Facial Expressions

Character Drawing: Caricature

Body Construction and Gesture

Hair and Clothing

Hands

Character Model Sheet

Props

Interior

Shot Design

Final Portfolio

1. Solid Drawing: Shapes
Title: Foundations of Form – Drawing with Basic Shapes
Description: Focus on quickly and confidently drawing fundamental 2D shapes to build structure and improve hand-eye coordination. Emphasizes visualizing volume through simple shapes.

2. Solid Drawing: Forms
Title: Building Volume – Drawing in 3D Space
Description: Progress from flat shapes to three-dimensional forms like cubes, cylinders, and spheres. Emphasis on foreshortening, perspective, and constructing solid objects in space.

3. Character Drawing: Facial Expressions
Title: Expressive Faces – Communicating Emotion
Description: Learn to draw dynamic facial expressions that reflect emotion, personality, and intent. Study how facial features shift and distort with mood and action.

4. Character Drawing: Caricature
Title: Stylized Portraits – The Art of Caricature
Description: Exaggerate and simplify facial features to create humorous or stylized characters. Focus on likeness, exaggeration, and creative expression.

5. Body Construction and Gesture
Title: Dynamic Posing – Body Mechanics and Flow
Description: Practice drawing full-body figures in motion using gesture and construction techniques. Emphasize rhythm, line of action, and proportion to bring energy to poses.

6. Hair and Clothing
Title: Character Details – Hair, Fabric, and Flow
Description: Study how hair and clothing move and respond to form and motion. Focus on texture, weight, and secondary motion to enhance character appeal.

7. Hands
Title: Expressive Anatomy – Drawing Hands
Description: Break down the anatomy and mechanics of hands to draw them with clarity and expression. Practice a variety of gestures and poses to improve believability.

8. Character Model Sheet
Title: Design Consistency – Character Turnarounds
Description: Create a polished character model sheet showing front, side, and ¾ views. Ensure consistency in proportions and design for use in animation or comics.

9. Props
Title: Storytelling Objects – Drawing Props
Description: Design and draw props that characters interact with, emphasizing functionality, shape language, and consistency with character and environment style.

10. Interior
Title: Environment Design – Drawing Interior Spaces
Description: Construct believable interior environments using perspective and composition. Focus on storytelling through space, layout, and visual interest.

11. Shot Design
Title: Cinematic Thinking – Framing the Scene
Description: Learn the principles of visual storytelling through shot composition. Practice camera angles, staging, and layout to guide viewer attention and emotion.

12. Final Portfolio
Title: Showcase & Synthesis – Final Portfolio
Description: Assemble and present a curated collection of work from the semester, demonstrating growth, consistency, and application of animation and drawing principles.

1) Conceptual Design Review
2) Preliminary Design Review
3) Critical Design Review

1) Conceptual Design Review -- research the problem, create preliminary metrics, generate designs, select a general design to pursue
2) Preliminary Design Review -- perform 1st order analysis of general design selected, consider copyright, regulations, and standards, compare with preliminary metrics, iterate if needed, choose specific design
3) Critical Design Review -- in depth analysis and design of chosen specific design including drawings, analysis, and simulation.

1) Conceptual Design Review
2) Preliminary Design Review
3) Critical Design Review

1) Conceptual Design Review -- research the problem, create preliminary metrics, generate designs, select a general design to pursue
2) Preliminary Design Review -- perform 1st order analysis of general design selected, consider copyright, regulations, and standards, compare with preliminary metrics, iterate if needed, choose specific design
3) Critical Design Review -- in depth analysis and design of chosen specific design including drawings, analysis, and simulation.

1) Conceptual Design Review
2) Preliminary Design Review
3) Critical Design Review

1) Conceptual Design Review -- research the problem, create preliminary metrics, generate designs, select a general design to pursue
2) Preliminary Design Review -- perform 1st order analysis of general design selected, consider copyright, regulations, and standards, compare with preliminary metrics, iterate if needed, choose specific design
3) Critical Design Review -- in depth analysis and design of chosen specific design including drawings, analysis, and simulation.

• 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

• 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

• 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

• 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

Cases – Marketing Mistakes
Case presentation
Case discussion participation (5) @ 5 points each

Case – Bananaball
Case presentation
Case discussion participation (5) @ 5 points each

Articles
Article Analysis
- Presentation (1) @ 20 points each
- Written paper (1) @ 20 points each
Marketing Plan
Marketing Plan Project Midpoint Presentations
- (1) Product Concept presentation
- (2) Research presentation
- (3) Sales pitch
Final Marketing Plan Written Report

Week Mon Topic Wed Topic
1 8/20 "Topic: Course overview
• Syllabus review
• Canvas tour
• Article assignment explanation
• Project Introduction
• Form teams and brainstorm product extensions
• Discuss team contracts"
2 8/25 "Topic: Research Resources
• Census data, Ebsco Host, LexusNexus, Prizm; Industry Sources
• Article selection
• ChatGPT in Research
1. How to search more effectively
2. How to cite your findings

Team time:
Discuss project topics; Initiate research
Plan presentation; Develop team contracts

Read: https://zapier.com/blog/chatgpt-market-research/ " 8/27 "Topic: Strategy Tools
• SWOT
• BCG
• PLC
• Adopter groups

Article Presentations:
1. Know Your Customers' ""Jobs to Be Done""
2. Strategy Making in Turbulent Times"
3 9/1 Labor Day 9/3 "Project Presentation 1: Product Concept (5 min each)
Due: Project Presentations in PPT - submit on Canvas
Due: Team Contracts - submit on Canvas by 11:59 pm"
4 9/8 "Topic: Developing goals and objectives

Article presentations:
1. If Brands are Built Over Years, Why are they Managed Over Quarters?
2. How Hershey Became a Snack Empire" 9/10 "Topic: Market Segmentation

Article Presentations:
1. The New Science of Customer Emotions"
5 9/15 "Topic: Target Market Analysis

Article Presentations:
1. What Psychological Targeting Can Do
2. An anthropologist… Understand What Makes Your Customer" 9/17 "Topic: Competitive Analysis & Positioning Strategy

Article Presentations:
1. Overcoming Barriers to Entry in an Established Industry: Tesla Motors
2. What is a Free Customer Worth?"
6 9/22 "Project Presentation 2: Market Research (10 min each)
Due: Submit PPT on Canvas
Company, Product concept, Target market, Rationale for market need, Proposed distribution " 9/24 "Project Presentation 2: Market Research (10 min each)
Due: Submit PPT on Canvas
Company, Product concept, Target market, Rationale for market need, Proposed distribution

"
7 9/29 "Project Presentation 2: Market Research (10 min each)
Due: Submit PPT on Canvas
Company, Product concept, Target market, Rationale for market need, Proposed distribution

" 10/1 "Topic: Product

Article presentations:
1. Innovation Doesn’t Have to Be Disruptive
2. AI with a Human Face"
8 10/6 Case: Harley-Davidson: Building an Enduring Mystique (p.94) 10/8 Team meeting day: Data analysis or refinement of your data collection instrument
9 10/13 Case: Airliner Wars: Boeing vs. Airbus (p. 50) 10/15 "Topic: Price

Article presentations:
2. Mind Your Pricing Cues
3. The Good-Better-Best Approach to Pricing"
10 10/20 Case: Maytag: A Sales Promotion Debacle in England and the Allure of Outsourcing (p. 186) 10/22 "Topic: Distribution & Supply Chain Management

Article presentations:
1. Manage the Suppliers That Could Harm Your Brand
2. Winning in the Aftermarket
3. Should your Company Sell on Amazon?"
11 10/27 Case: Airliner Wars: Boeing vs. Airbus (p. 50) 10/29 "Topic: Services Marketing

Article presentations:
1. Negative Reviews Can Boost Sales Even More Than Positive Ones
2. When the Customer is Stressed"
12 11/3 Case: Google: Will an Entrepreneurial Giant Continue to Rule? (p.231) 11/5 "Topic: Marketing Implementation & Control

Article presentations:
1. When Data Creates Competittive Advantage, and When it Doesn't"
13 11/10 "Topic: Discussion of the Bananaball case assignment
(The case is in the Week 13 module)
Team time to prepare case content
" 11/12 Case: Bananaball case (The case is in the Week 13 module)
14 11/17 "Topic: AI In-class Project

Article Presentations:
" 11/19 "AI Presentations

Due: AI assignment survey"
15 11/24 Thanksgiving Break 11/26 Thanksgiving Break
16 12/1 Team time to finalize written reports 12/3 "Topic: Sales/Making a sales pitch - foundation for full project presentations
Due: Full Written Report 11:59 PM

"
12/8 "Topic: Sales Pitches by Each Team
Due: Pitch decks in PPT

Mon, Dec 8 @ 3 - 4:50 pm"

Discussions
Exams (3@25 pts each)
Simulation – Individual Assignments
Simulation – Team Assignments
Certifications

Wk # Start (Mon) Post 1 Due by "Post 2 Due/
End of Week" Weekly Topic Non-Simulation Deliverables Simulation Deliverables
1 8/20 8/23 8/24 PM vs PMM "Read Canvas lecture
Assignment: Electronic Arts Job Sim Cert
Discussion: Introductions: Reply to one other student (not 2) due to the short week" Buy sim by the end of week 3
2 8/25 8/28 8/31 Innovation Charters "Read Canvas lecture
Discussion: Innov charters for companies
" Buy sim by the end of week 3
3 9/1 9/4 9/7 Elements of the mktg plan "Read Canvas lecture
Discussion: 5Cs analysis and AI critique" Buy Sim; access it and familiarize yourself with it.
4 9/8 9/14 Product portfolios "Read Canvas lecture
" "Complete Round 1 of the Sim
Complete the Round 1 journal assignment "
5 9/15 9/21 How PMs Work with Others in an Organization "Read Canvas lecture
Unit Exam on Lectures from Weeks 1-4
"
6 9/22 9/28 Product concept "Read Canvas lecture

" "Complete Round 2 of the Sim
Complete the Round 2 journal assignment "
7 9/29 10/5 Buyer Personas & STP "Read Canvas lecture
" Round 3; Complete Major Decision Topics by Week journal document.
8 10/6 10/12 Target Markets "Read Canvas lecture
" Round 4; Complete Major Decision Topics by Week journal document.
9 10/13 10/19 Branding & Marcom "Read Canvas lecture
Unit Exam: Lectures Weeks 5-9"
10 10/20 10/26 Pricing "Read Canvas lecture

" Round 5; Complete Major Decision Topics by Week journal document.
11 10/27 11/2 Channel Management "Read Canvas lecture
" Round 6; Complete Major Decision Topics by Week journal document.
12 11/3 11/9 Dealing with Competition "Read Canvas lecture
" Round 7; Complete Major Decision Topics by Week journal document.
13 11/10 11/16 PLC Read Canvas lecture Round 8; Complete Major Decision Topics by Week journal document.
14 11/17 11/23 Team Marketing Strategy Unit Exam on Lectures from Weeks 10 - 13
15 11/24 11/27 11/30 Team Video PPT Presentation development of next year's Markting Strategy Assignment: Product Management Professional Cert "Team Deliverables:
(1) Submit PPT document
(2) Submit MP4 video of team making the presentation"
16 12/1 12/7 Discussion: Review 2 team's videos; provide peer feedback in the final discussion.

Exams
3 Exams at 60 pts each
Semester Project
Identify Team Members
Written Research Paper #1 – Secondary Research
Written Research Paper #1 – Primary Research
Presentation Deck for Dr. Davis
Presentation to the Class
Peer Evaluations

CPA Assignments
15 CPAs at 10 pts each
Case Study Assignment

Week Mon Topic Wed Topic
1 8/20 "Topic: Intro to the course
- Review the class project, website and exams format
- Defining Consumer Behavior
- What affects consumer behavior
** Bring a notebook and pen each day to class
"
2 8/25 "Topic: Introduction to Consumer Behavior
- Marketing implications of consumer behavior
- Marketing research methods
- The consumer decision process
- Theoretical review

Due: CPA 1 (due by the start of class)" 8/27 "Topic: Motivation, Ability & Opportunity (Internal Influence)
- Motivation
- Maslow's Hierarchy
- Motivational conflict

Due: CPA 2

Form teams
Submit Identification of Project Team Members assignment by 11:59pm
"
3 9/1 Labor Day 9/3 "Topic: Motivation, Ability & Opportunity (Internal Influence)
- Perceived risk
- Involvement

Due: CPA 3"
4 9/8 "Topic: Exposure, Attention, & Comprehension (Internal Influence)
- Exposure
- Attention
- Comprehension

Due: CPA 4" 9/10 "Topic: Exposure, Attention, & Comprehension (Internal Influence)
- Factors that influence comprehension
- Selective perception

Due: CPA 5"
5 9/15 "Topic: Attitudes (Internal Influence)
- What are attitudes?
- The cognitive and affective components of attitudes
- Routes to attitude change and high effort vs low effort

Due: CPA 6
" 9/17 "Team meeting day: Prepare Written Report #1 for Submission.
The class time can be used to collect any outstanding secondary data; analyze the data; meet with Dr. Davis to ask questions; work on formatting the paper, etc. This is your project development time.

Written Report #1 due Sun at 11:59pm
Due: Peer Evaluation #1"
6 9/22 "In Class Team meeting day: This day will be used to develop your primary research instrument (survey, discussion guide, etc.).

Note: Dr. Davis must approve your instrument before it is used for your team to get credit for this assignment. " 9/24 "Dr. Davis will be in the classroom to address any questions you have about the assignment. You may work on the assignment independently in class or use the class period to work on this case study outside of the classroom.

Submit Case Analysis by Sun. at 11:59pm"
7 9/29 "Topic: Learning & Memory (Internal Influence)
- Theories of Learning
- Experience
- Memory
- Knowledge content, structure & flexibility
- Memory & retrieval

Due: CPA 7" 10/1 "Exam 1 - Take at the Testing Center
Modules for Week 1 - 6 (from the start of class through 9/29)

Exam must be completed by the time the Testing Center closes on Sun. PLEASE take the exam early - don't wait until the last day to take it. If it is not completed by Sunday, a score of zero will be recorded - no exceptions.
Due: (Sun. at 11:59pm)"
8 10/6 "Gender and Age in Consumer Behavior (External Influence)
1. Gender-based Marketing
2. Age Cohorts

Due: CPA 8" 10/8 Team meeting day: Data analysis or refinement of your data collection instrument
9 10/13 "Social influences (External Influence)
- Sources of Influence
- Culture and Subcultures
- How Age Affects Consumer Behavior
- Household Influences
- Roles That Household Members Play
- How Social Class Affects Consumption

Due: CPA 9" 10/15 "Ethics and Social Responsibility (External Influence)
- Marketing Ethics, Consumer Ethics, and Deviant Consumer Behavior
- Social Responsibility Issues in Marketing 

Due: CPA 10"
10 10/20 "Culture, Values & Subcultures (External Influence)
<<In-class Exercise: Cultural Values & Subcultures)

Due: CPA 11" 10/22 "Exam 2 - Take at the Testing Center

Exam must be completed by the time the Testing Center closes on Sun. PLEASE take the exam early - don't wait until the last day to take it. If it is not completed by Sunday, a score of zero will be recorded - no exceptions.
Due: Sun. at 11:59pm"
11 10/27 "Team meeting day
Due: Sunday 11/2 Written Report #2
Due: Peer Eval 2

" 10/29 "The Consumer Decision Process
- Problem Recognition
- Triggers of need recognition
- Maslow's Hierarchy of Needs

Due: CPA 12"
12 11/3 "The Consumer Decision Process
- Information Search
- Internal and External Search
- Consideration sets

Due: CPA 13" 11/5 "The Consumer Decision Process
Alternative evaluation and Purchase
- Decision models

Due: CPA 14"
13 11/10 "The Consumer Decision Process
Post-purchase Process
- Post-purchase dissonance and regret
- Learning from consumer experience
- How consumers make satisfaction or dissatisfaction judgments
- Responses to dissatisfaction

Due: CPA 15" 11/12 "Exam 3 - Take at the Testing Center

Exam must be completed by the time the Testing Center closes on Sun. PLEASE take the exam early - don't wait until the last day to take it. If it is not completed by Sunday, a score of zero will be recorded - no exceptions.
Due: Sun. at 11:59pm"
14 11/17 "Team meeting day - finalize your PPT decks
" 11/19 "Due: Both PPT decks before the start of class
Project Presentations
Mandatory attendance
Due: Peer Eval 3"
15 11/24 Thanksgiving Break 11/26 Thanksgiving Break
16 12/1 "Full Project Presentations
Mandatory attendance" 12/3 "Full Project Presentations
Mandatory attendance"
12/10 "Full Project Presentations
Mandatory attendance
Wed, Dec 10 @ 11 - 12:50 pm"

Exams
3 Exams at 50 pts each
Semester Project
Product Concept - individual (30 pts)
Market Research - group (30 pts)
Product Development - group (30 pts)
Pricing & Promotion - group (50 pts)
Final Written Plan - group (50 pts)
Presentation – individual & group (30)
Peer Evaluations – individual (3 @ 5 pts each)
Presentation Feedback - individual (5)

Chapter Review Questions
20 chapters @ 5 pts per chapter
Class Discussions
Six discussions (10 pts each)

Wk # Start (Mon) Post 1 Due by "Post 2 Due/
End of Week" Weekly Topic Non-Simulation Deliverables
1 8/20 8/23 8/24 Chp 1: An Overview of Marketing "Intro Discussion
Quiz - Chp 1"
2 8/25 8/27 8/31 "Chp 2: Strategic Planning
Chp 3: Ethics and Social Responsibility" "Discussion
Quiz - Chp 2
Quiz - Chp 3"
3 9/1 9/3 9/7 Chp 4: The Marketing Environment "Quiz - Chp 4
Project - Deliverable 1: Product Concept
Discussion: Meet your Teammates"
4 9/8 9/10 9/14 "Chp 5: Developing a Global Vision
Chp 6: Consumer Decision Making" "Discussion - Note: the deliverable is an MP4 file
Quiz - Chp 5
Quiz - Chp 6"
5 9/15 9/21 Chp 7 Business Markets "Quiz - Chp 7
Project - Deliverable 2: Market Research & Market Analysis"
6 9/22 9/28 Exam Chapters 1-7 Exam Chapters 1-7
7 9/29 10/5 "Chp 8: Segmenting and Targeting Markets
Chp 9: Marketing Research" "Quiz - Chp 8
Quiz - Chp 9"
8 10/6 10/12 "Chp 10 Product Concepts
Chp 11: Developing & Managing Products" "Quiz - Chp 10
Quiz - Chp 11"
9 10/13 10/19 "Chp 12: Services & Nonprofit Organization
" "Quiz - Chp 12
Project - Deliverable 3: Development & Management of Your Product
Peer Evaluation 1"
10 10/20 10/26 "Chp 13: Supply Chain & Marketing Channels
Chp 14: Retailing
Exam Chapters 8-14" "Quiz - Chp 13
Quiz - Chp 14
Exam Chapters 8-14"
11 10/27 11/2 Chp 15: Marketing Communications "Quiz - Chp 15
"
12 11/3 11/5 11/9 "Chp 16: Advertising, PR & Sales Promo
Chp 17: Personal Selling & Sales Mgmt" "Discussion
Quiz - Chp 16
Quiz - Chp 17"
13 11/10 11/12 11/16 "Chp 18: Social Media and Marketing
Chp 19: Pricing Concepts" "Discussion
Quiz - Chp 18
Quiz - Chp 19
Project - Deliverable 4: Pricing & Promotion Strategy"
14 11/17 11/23 Chp 20 - Marketing Metrics "Wk 20 - Quiz - Chp 20
Project - Deliverable 5: Written Marketing Plan
Peer Evaluation 2"
15 11/24 Thanksgiving Holiday
16 12/1 12/3 12/7 Final submissions "Project - Deliverable 6: Marketing Presentation (PPT Deck and video) (Post MP4 by 12/1 at 11:59pm)
Discussion - Evaluate 2 other presentations (Post MP4 by 12/1 at 11:59pm)
Peer Evaluation 3

"
17 Exam is open Sun 12/7 at 12:00 AM - Wed 12/10 at 11:59 PM Exam Chapters 15-20 "Exam Chapters 15-20
Project - Deliverable 7: Complete the Marketing Presentation Survey"

The grade-earning assignments are lab notes, quizzes, and reports.

In BTEC 4040, RNA Analysis (Weeks 2–4): These units cover the techniques of RNA quantification, including RNA isolation, cDNA synthesis, and RT-qPCR. Students will learn the principles and procedures of these techniques. Protein Analysis (Weeks 5–11): These units cover the techniques of protein identification and quantification, including protein isolation and sample preparation, total protein quantification, and target protein identification with antibodies. Students will learn the principles and procedures of these techniques. Cell Death Detection (Weeks 12–14): This unit covers the techniques of cell death detection, including sample preparation, DNA labeling, and antibody staining. Students will learn the principles and procedures of this technique.

This lab-based course includes 13 weekly lab assignments and reflection quizzes, a midterm (Lab 8 content), and a final written exam. Students gain hands-on experience in embedded programming, microcontroller interfacing, and sensor/actuator control using C/C++ and Python.
Labs (13): Weekly hands-on projects using sensors, motors, and microcontrollers.
Reflection Quizzes (13): Short assessments after each lab.
Midterm Exam: Covers Labs 1–8, focused on C/C++ and hardware control.
Final Exam: Cumulative paper-based test on course concepts

Unit 1: Getting Started with Microcontrollers
Students are introduced to the M5StampS3 microcontroller platform, including hardware features, development environment setup, and basic digital I/O control.
Unit 2: Logic and Control Structures
Students apply logical and relational operators with if statements and loops (for, while) to create decision-making programs and automate tasks.
Unit 3: Sensors and Signal Input
This unit covers how to interface with common sensors such as photoresistors, ultrasonic sensors, and color sensors. Students learn to acquire and interpret analog and digital signals.
Unit 4: Actuators – LEDs and Motors
Focuses on controlling output devices including LEDs, servo motors, stepper motors, and DC motors. Students learn about pin control, PWM, and basic motion control.
Unit 5: Advanced Output – LED Strips and Sound
Explores more complex output systems such as addressable LED strips and sound generation using buzzers. Introduces the concept of non-blocking code and interrupts for responsive behavior.

Participation Assignment: This class will require a lot of participation through weekly chapter activities completed in Canvas.

GoReact Videos and Self Analysis: Every week there will be assignments to record yourself on GoReact. These videos will be important practice for you to improve your transliterating skills. These videos must be done simultaneously, not consecutive. After completing these videos, you will complete a self-analysis by identifying at least 5 errors by using the process below.

GLOSS: Once you identify the error, you will gloss the sentence with the error (non-manuals and space included).
IDENTIFY: You will use the Marty Taylor book to identify where the error happened in the process.
RATIONALE: Where did the breakdown happen? Vocabulary? Classifiers? Space?
REPAIR: Show me what the sentence should have looked like in a video in the comments.

Once you have identified 5 errors and finished your analysis, you will create a summary
of your overall patterns of error at the end. Your analysis will be done in the comments of
GoReact so that I can quickly see the error sample as well as your repairs.

Mid-Term: The midterm will consist of a GoReact video from Activity 6-1 in your textbook where transliterating skills will be assessed using the grading rubric in Canvas

Final Transliteration Self-Evaluation: You will evaluate the similarities and differences between the video samples from the beginning and end of the semester based on information discussed in class and in the textbook. You will give a complete analysis of the beginning and ending video assessment of the transliterating skills. Evaluate the similarities and differences based on the information learned throughout the semester using the chapters from the textbook. The evaluation should discuss specific examples of learning and growth through the course. You should also demonstrate
comprehension of the various manually coded sign systems, why they were developed, and how transliterating came from manually coded sign from Chapter 1. Paper should be 3-5 pages in length and include a cover (title) page, page numbers, double spaced, and 12-point font.

Final Video Analysis: You will create a 10-minute sample of your transliterating skills at the beginning of the semester. You will re-record the sample from the same source material toward the end of the semester. I will analyze the video using the grading rubric under files on Canvas.

Chapter 1: Transliterating-The Beginning
Chapter 1 discusses the common, but incorrect, idea in the sign language interpreting field that ASL-to-English and English-to-ASL interpretation skills automatically lead to effective English-based transliteration

Chapter 2: Interpreting vs. Transliteration
This chapter emphasizes that interpreting involves the cultural and linguistic transmission of a message between ASL and spoken English, while transliterating focuses on converting spoken English into a manually coded visual representation, often accompanied by mouthing the English words.

Chapter 3: Modifications to the English Structure
This chapter concentrates on the rules and strategies for effective transliteration from American Sign Language (ASL) into spoken or written English.

Chapter 4: Mouth Movements
This chapter focuses on the differences between interpreting and translitation when it comes to mouth movements. The language requirements for each is different and this chapter thoroughly covers all of those differences.

Chapter 5: Fingerspelling
Transliteration conveys a message from one form of English (spoken or signed) to another, aiming for equivalent meaning, as stated by the TIEM Center. Fingerspelling is crucial for representing English words accurately, especially when direct ASL signs are not appropriate or to ensure precise understanding.

Chapter 6: Use of Space
This chapter focuses on how transliterators effectively use signing space to enhance clarity and meaning when communicating from English to a visual language like ASL.

Chapter 7: Nouns, Verbs, and Pronouns
This chapter focuses on communicating spoken English into sign, attempting to maintain English grammatical structure and word order where possible, but not losing the conceptual meaning behind the English words.

Chapter 8: Adjectives, Adverbs, and Interjections
ASL allows for flexibility in word order and facial expressions often indicate grammar and description. Inflection replaces adverbs and interjections can vary dpending on context and facial expressions (non-manual signals).

Chapter 9: Conjunctions and Prepositions
This chapter dives deeper into more English parts of speech. ASL expresses relationships typically shown by conjunctions and prepositions in English in ways that are visually rich and rely heavily on spatial grammar and visual cues.

Chapter 10: Passive and Active Voice
Transliteration focuses on producing a signed version of an English message while maintaining the English grammatical structure as much as possible. However, ASL grammar differs significantly from English grammar, especially when it comes to active and passive voice constructions

Chapter 11: Putting It All Together
The final chapter acts as a concluding section. It reinforces the need for complete training and continuous development for successful English transliteration, considering the past difficulties in the field.

Snapshot Quizzes:
When you come to class at the beginning of each section, these quizzes will be your “bell assignment” and are due within the first 10 minutes of class. You will need to come to class prepared by already watching the snapshots.
This is your “reading” in this class.

Conversation Starter Assignments:
Conversation Starters will be done as an in-class assignment with some opportunites for at homework. We will discuss the conversation starters and you will follow along and answer from your personal device. Near the end of
the semester, this will become more of an on-your-own assignment.

Practice Worksheet / Projects:
Practice worksheets are designed to sharpen specific ASL skills such as fingerspelling, numbers and depiction. These comprehension-based assignments are in multiple-choice format. You have unlimited attempts to
get the score you want, hence this is called PRACTICE. In the middle of the semester, you will have a project due. Information about that project will be in the assignment on Canvas.

Worksheets:
Worksheets are designed to retain and reinforce what is learned in each section.

Comprehension Quizzes: The quizzes will be based mainly on the ability to comprehend ASL and cultural information. Quizzes are designed to cover content previously learned to ensure you are on the right pace in learning the material. These quizzes will be done outside of class on Canvas.

Watch & Sign:
For these assignments, you will watch short “silent” films – videos with no spoken or signed dialogue. Your task is to imagine how you’d retell the story in ASL. Your submitted video will be evaluated using a rubric.

Deaf Tales & Traditions:
Watch culturally rich stories – ranging from historical to humorous or heartfelt. Complete the assigned comprehension questions.

Peer Observation Assessment (POA):
Peer Observation Assessment (POA) videos will be in-class assignments at the end of each unit. These assessments require you to recognize and identify mistakes made by the Deaf model. This assignment will be
completed in groups or as a class during class time. You will have two attempts.

Self Observation Assessment Review (SOAR) Video Assignments:
The Self-Observation Assessment Review (SOAR) videos at the end of each unit.
Step 1: Write out an ASL gloss sentence for each of the English sentences to bring to class. Due at the beginning of class.
Step 2: Sit with a peer to compare sentences and adjust your sentences, if needed.
Step 3: Watch the sample sentences as a class and compare with your sentences to see where you might want to make adjustments for your sentences.
Step 4: Upload yourself signing each of your sentences with the adjustments.

Narrative Comprehension:
At the end of each unit, you will watch a story and answer questions about the story.

Unit Tests: Comprehension & Production:
Unit tests will cover all material presented to that point of the class. They will include information from lectures, vocabulary, conversation starter discussions, worksheets and quizzes. The comprehension test is receptive skills testing, which is done outside of class and will be due the same day as the production test. Production tests are signed tests that will assess your expressive skills and requires you to sign English sentences into ASL. Your instructor will take you out one at a time to have test your production skills and provide feedback. There will be no make-up of the tests or productions except under extreme circumstances, which you will need to get prior approval.

DEAF INFLUENCER:
Make use of social media and find a Deaf Influencer. The account you follow must be a verified deaf individual and the account should predominantly be in ASL. After exploring their platform for a minimum of 2 hours, assess how
they are using their platform to bring awareness to Deaf culture and the Deaf community and how that platform challenges your own American cultural mindset. What were signs you recognized or sign that you learned while
viewing their platform? You will need to tell me about who you followed using an uploaded video in sign language. If you do not know what sign to use, use fingerspelling. Follow the rubric to make sure you include all of the
information required.

DEAF EVENT:
Students are required to attend the ASL Talent Show, which will be held during International Deaf Awareness week in September. If you are unable to attend the event, you will need to work with your instructor to come up with
another event or read a cultural book, which will need to be approved ahead of time. After attending the Deaf/ASL event, each student will upload a video describing the event attended, including their communication with others,
their thoughts and feelings, and anything they learned or connections to other areas in their lives. The video will need to be done in ASL, and if you are not sure what sign to use, use fingerspelling. Follow the rubric to make
sure you include all of the information required.

Utah Tech ASL Club / ASL Lab:
As part of this course, you are required to sign up for UT’s ASL Club. You must attend at least one meeting as part of this course. You may also visit the ASL lab for homework assistance, recording, and for ASL practice with other students.

Unit 9: My Home
Unit 9 does more than teach vocabulary for home-related signs; it immerses learners in the everyday experiences, challenges, and cultural contexts that shape the Deaf community. Through this unit, learners will gain the skills to communicate detailed narratives, from explaining a water leak to sharing a story about a gathering—all within the framework of their immediate world.

Unit 10: Finances and the Workplace
Unit 10 provides a holistic view of professional and financial communication in ASL, from the nitty-gritty of daily work life to the broader economic discussions that shape our lives. By integrating these topics into ASL practice, learners will be able to engage in detailed and nuanced personal and professional conversations.

Unit 11: Wellness and Fitness
Unit 11 extends ASL vocabulary to cover a variety of health-related subjects and enriches understanding of the Deaf community's practice of exchanging personal information. This unit prepares learners to participate in in-depth and meaningful conversations on health and wellness, reflecting the kind of discussions that are part of everyday interactions.

Unit 12: Destinations
Unit 12 broadens learners’ horizons, equipping them to discuss a wide range of destinations and experiences. By weaving together geography, travel, and weather-related discussions, learners can confidently engage in conversations about global adventures and stories.

Snapshot Quizzes:
When you come to class at the beginning of each section, these quizzes will be your “bell assignment” and are due within the first 10 minutes of class. You will need to come to class prepared by already watching the snapshots. This is your “reading” in this class.

Conversation Starter Worksheets:
Conversation Starters will be done as an in-class assignment with some opportunites for at homework. We will discuss the conversation starters and you will follow along and answer from your personal device. Near the end of the semester, this will become more of an on-your-own assignment.

Practice Worksheets:
Practice worksheets are designed to sharpen specific ASL skills such as fingerspelling, numbers and depiction. These comprehension-based assignments are in multiple-choice format. You have unlimited attempts to get the score you want, hence this is called PRACTICE.

Worksheets:
Worksheets are designed to retain and reinforce what is learned in each section.

Comprehension Quizzes: The quizzes will be based mainly on the ability to comprehend ASL and cultural information. Quizzes are designed to cover content previously learned to ensure you are on the right pace in learning the material. These quizzes will be done outside of class on Canvas.

Watch & Sign:
For these assignments, you will watch short “silent” films – videos with no spoken or signed dialogue. Your task is to imagine how you’d retell the story in ASL. Your submitted video will be evaluated using a rubric.

Deaf Tales & Traditions:
Watch culturally rich stories – ranging from historical to humorous or heartfelt. Complete the assigned comprehension questions.

Peer Observation Assessment (POA):
Peer Observation Assessment (POA) videos will be in-class assignments at the end of each unit. These assessments require you to recognize and identify mistakes made by the Deaf model. This assignment will be completed in groups or as a class during class time. You will have two attempts.

Self Observation Assessment Review (SOAR) Video Assignments:
The Self-Observation Assessment Review (SOAR) videos at the end of each unit. The goal of this assignment is to practice translating English sentences into ASL sentences.
STEP ONE: Write out an ASL gloss sentence for each of the English sentences to bring to class. Due at the beginning of class
STEP TWO: Sit with a peer to compare sentences and adjust your sentences, if needed. Then watch the sample sentences as a class and compare with your sentences to see where you might want to make more adjustments.
STEP THREE: Upload yourself signing each of your sentences with the adjustments for a grade.

Narrative Comprehension:
At the end of each unit, you will watch a story and answer questions about the story.

Unit Tests: Comprehension & Production:
Unit tests will cover all material presented to that point of the class. They will include information from lectures, vocabulary, conversation starter discussions, worksheets and quizzes.

The comprehension test is receptive skills testing, which is done outside of class and will be due the same day as the production test

Production tests are signed tests that will assess your expressive skills and requires you to sign English sentences into ASL. Your instructor will take you out one at a time to have test your production skills and provide feedback. There will be no make-up of the tests or productions except under extreme circumstances, which you will need to get prior approval.

DEAF INFLUENCER:
Make use of social media and find a Deaf Influencer. The account you follow must be a verified deaf individual and the account should predominantly be in ASL. After exploring their platform for a minimum of 2 hours, assess how they are using their platform to bring awareness to Deaf culture and the Deaf community and how that platform challenges your own American cultural mindset. What were signs you recognized or sign that you learned while viewing their platform? You will need to tell me about who you followed using an uploaded video in sign language. If you do not know what sign to use, use fingerspelling. Follow the rubric to make sure you include all of the information required.

DEAF EVENT:
Students are required to attend the ASL Talent Show, which will be held during International Deaf Awareness week in September. If you are unable to attend the event, you will need to work with your instructor to come up with another event or read a cultural book, which will need to be approved ahead of time. After attending the Deaf/ASL event, each student will upload a video describing the event attended, including their communication with others, their thoughts and feelings, and anything they learned or connections to other areas in their lives. The video will need to be done in ASL, and if you are not sure what sign to use, use fingerspelling. Follow the rubric to make sure you include all of the information required.

Utah Tech ASL Club / ASL Lab:
As part of this course, you are required to sign up for UT’s ASL Club. You must attend at least one meeting as part of this course. You may also visit the ASL lab for homework assistance, recording, and for ASL practice with other students.

Unit 5: Scheduling
This unit aims to provide learners with the conversational skills needed to navigate discussions about time, activities, and events in ASL, fostering deeper connections and enriching their daily interaction.

Unit 6: Good Times
Through Unit 6: Good Times, learners' vocabularies will broaden to enable them to share and discuss personal interests, activities, and experiences, further enhancing their ASL skills and cultural understanding.

Unit 7: All About Food
Unit 7 offers a journey through the world of food, equipped with ASL skills that enhance not just communication but also cultural understanding and shared experiences. Each lesson is crafted to ensure learners can navigate any food-related conversation with confidence, whether it's discussing the latest dining spot, exchanging recipes at a potluck, or simply sharing a meal with friends and family.

Unit 8: People Among Us
Unit 8 encapsulates a comprehensive exploration of how people are described and represented in ASL, from individual attributes to broader cultural contexts. Through this unit, learners will enhance their ability to communicate visually, respecting and embracing the rich diversity and complexity of human experiences.

The student is responsible to know and adhere to the following policies: 1. have access to the digital text at each class; it provides instruction as well as musical excerpts. 2. UTU instruments must be well-maintained, kept clean and turned in at the end of the semester in good condition; any excessive wear and tear or damage will be the responsibility of the student using the instrument. 3. don’t be disruptive during class; be courteous and listen carefully, contributing to class discussion when appropriate; keep side discussions brief and quiet. 4. download tuner and metronome apps; keep the device on your music stand to help confirm progress; this is very helpful in learning to play in the “center of pitch,” (in tune), and in developing an accurate sense of tempo for various tempo markings. 5. cheating will not be tolerated and will be detrimental to your grade; in reality, it will be quite difficult, even impossible, to cheat since you will have to play to pass; therefore, your skill level will be exposed and assessed when you play the instrument in class, and when the class performs your scoring project (see the next section – Practice, Projects, and Activities). Practice, Projects, and Activities 1. playing tests will be required for each instrument learned; individual practice outside of class will be necessary to develop correct playing skills, and to pass off playing tests. 2. a short musical excerpt (piano score) will be transcribed for brass quintet; this will include the score and transposed parts; we will play it in class; this exercise is designed to test your understanding of brass instrument ranges, technical abilities, and transposition. 3. * a short lesson will be given to a beginning non-brass student; this will demonstrate your ability to analyze and fix typical challenges of inexperienced players. 4. * if we gain enough skill as a class, I would like to do a short festive or holiday concert in the Eccles lobby. (numbers 3 and 4 above, marked with an asterisk, are optional; we may not have the time to prepare; we will discuss and proceed accordingly as the semester progresses) Projected Schedule Students will spend 8 class periods (25% of the semester) learning each of the four instruments. Tue. 08/22 – Thu. 09/14 1st rotation Tue. 09/19 – Thu. 10/12 2nd rotation Tue. 10/17 – Thu. 11/09 3rd rotation Tue. 11/14 – Thu. 12/07 4th rotation Mon. 12/11 – Fri. 12/15 finals week, no class Students will be working out of the specific chapter for the instrument they are learning, and concurrently working out of the musical exercises for that instrument. Attendance, Exams, Grades The grade will be based on participation, preparation and attendance. The following policies apply: 1. one or two written tests worth 100 points each (notification will be given ahead of time). 2. two to four playing tests worth 100 points each (probably will do these in class but may have you record them outside of class and send to me – TBD ). 3. scoring (arranging) project will be worth 100 points. 4. the optional teaching project will be worth 100 points (if we do it). 5. attendance is worth 5 points per class; 30 class periods during the semester. 6. the final exam (written and playing) will be worth 100 points. 95 – 100% = A 90 – 94% = A- 86 – 89% = B+ 83 – 85% = B 80 – 82 = B- 76 – 79% = C+ 73 – 75% = C 70 – 72% = C- and so on Final exam is Tuesday Dec 12, 2023, from 11 AM to 1 PM in Eccles #150

1st Rotation Wed. 08/20 – Wed. 09/10 Start of semester
2nd Rotation Mon. 09/15 – Wed. 10/08
3rd Rotation Mon. 10/13 – Wed. 11/05 (No class Mon. 10/13, Fall Break)
4th Rotation Mon. 11/10 – Wed. 12/03 No class Mon. 11/24 & Wed. 11/26 (Thanksgiving Break)
Finals Week Mon. 12/08 – Wed. 12/10 No regular class

My Path to Education Video Introduction

Interview a Teacher

Five Educational Resources

Designing a Mini-Lesson Activity

Mid-Term Presentation

Mid-Term Exam

2 Field Observations and Reports

Final Video

Final Exam

Module 1: The Field of Professional Education

This module addresses the field of professional education including career paths, codes and ethics of educators, and the outcomes of an effective educator preparation program.

Module 2: The Histories and Philosophies of Education

This module explores the long and complex history of public education in the United States and different philosophies that have emerged over the decades regarding childhood, learning, and rationales.

Module 3: How Schools Function in Contemporary Contexts

This module explores the structures of education in the United States, past and present curricula efforts, and principles of effective classroom instruction.

Module 4: Current and Future Goals in Education

This module explores different avenues in formal and informal education.

My Path to Education Video Introduction

Interview a Teacher

Five Educational Resources

Designing a Mini-Lesson Activity

Mid-Term Presentation

Mid-Term Exam

2 Field Observations and Reports

Final Video

Final Exam

Module 1: The Field of Professional Education

This module addresses the field of professional education including career paths, codes and ethics of educators, and the outcomes of an effective educator preparation program.

Module 2: The Histories and Philosophies of Education

This module explores the long and complex history of public education in the United States and different philosophies that have emerged over the decades regarding childhood, learning, and rationales.

Module 3: How Schools Function in Contemporary Contexts

This module explores the structures of education in the United States, past and present curricula efforts, and principles of effective classroom instruction.

Module 4: Current and Future Goals in Education

This module explores different avenues in formal and informal education.

This course is an introductory survey of the classical, folk, popular and indigenous music from various cultures around the world, including those in Asia, Africa, Europe, and the Americas. Previous musical experience is helpful, though not required. Emphasizes tools to appreciate music from within its cultural context, including basic terminology and improved listening skills. Assignments include listening, reading, a final paper/project, and written examinations. Participate in lectures and discussions about the music and its connection to society. Complete written and aural exams that indicate understanding of the course material. Attend concerts and write critical reviews. Present an oral report in class on a topic relating to a music culture. Grade Scale Percentages:   100 to 90 A         79 to 77 C+             66 to 62 D    89 to 87 B+         76 to 72 C              61 to 60 D    86 to 82 B           71 to 70 C-            Below 60% F    81 to 80 B-         69 to 67 D+                                                Attendance/Participation (25% of grade) In addition to completing assignments, you are expected to be prepared for class by having read the selection covering the material that we will be addressing that day. Attendance in this class is mandatory. Students must attend in-person. Each student will get 2 absences removed at the end of the semester. Plan wisely! Exams/Quizzes (40% - 20% Quizzes/Listening, 20% Exams)There will be a Midterm Exam, a Final Exam, and four quizzes (each with a listening and written portion). At the end of the semester, the lowest quiz score will be dropped. Exact dates are reflected in Canvas. Each assessment will be completed via Canvas at the DSU Testing Center. Students are responsible for setting aside time to go to the Testing Center to complete all assessments. Forgetting to go and complete an assessment will not be reason enough to extend due dates or excuse quizzes/exams. Concert Reports (20%) Students are required to attend TWO concerts during the course of the semester. These performances must be at the collegiate or professional level. Classical/Orchestral concerts are required. No high school performances are acceptable. The concert must be at least 60 minutes in length, and listening to music must be the primary activity. If you are unsure if a concert meets the criteria, ask beforehand! Students must attend the entire concert and may not be a performer on the concert. The Concert Report must be submitted through Canvas. NO EXCEPTIONS. Please refer to the assignment instructions in Canvas for full requirements. Presentation/Research paper - (15%) This project must contain the following elements: Presentation is to be 5-10 minutes in length. Clearly present a topic relating to a specific music culture, i.e. an instrument, performer, musical movement, etc. Topic must be new information not addressed in class lectures and not familiar to most Americans. Give background on your topic. Address the significance of your topic. (answer the question, ‘so what?”) Include some short listening examples. May include: visual materials, PowerPoint slides, and video examples if they enhance your presentation. Research paper requirements: 500-1000 words, double-spaced. Include a bibliography with at least THREE reputable sources, properly cited. Submit via Canvas the same day you present. Late Penalty There will be a 20% penalty for all concert reports, and term project assignments turned in after the due date. Late work will be taken until the last day of class.

Week Dates Topics/Notes
1 Aug 20, 25 Course Introduction/Syllabus, Concepts from anthropology and ethnomusicology
2 Aug 27, Sep 1 Elements of Music, African Music and Culture (No class Sep 1, Labor Day)
3 Sep 3, 8 More on African Music
4 Sep 10, 15 African Music continued
5 Sep 17, 22 Asian Music and Culture
6 Sep 24, 29 Asian Music continued
7 Oct 1, 6 Asian Music continued
8 Oct 8, 13 European Music and Culture (No class Oct 13, Fall Break)
9 Oct 15, 20 European Music and Culture continued
10 Oct 22, 27 Latin American Music and Culture
11 Oct 29, Nov 3 Latin American Music and Culture
12 Nov 5, 10 Latin American Music and Culture
13 Nov 12, 17 Caribbean Music and Culture
14 Nov 19, 24 Native American Music and Culture (No class Nov 26, Thanksgiving Break)
15 Dec 1, 3 Wrap-up - Haiti, Bulgaria, ??
16 Dec 8, 10 Final Review
17 Dec 15, 17 Finals

Students complete weekly discussion board posts, written assignments, and major projects. These include a current issues APA paper, an educational slideshow with peer review, and a final reflection. Other assignments include tutorials on plagiarism, APA formatting, and academic integrity.

1. Getting Started & Identifying Professional Pathways
This unit introduces the MSN program and explores potential professional pathways for graduate nursing students. Emphasis is placed on self-reflection and goal setting.

2. Writing at the Graduate Level
Students review and refine graduate-level writing skills, including proper APA formatting and academic integrity. This unit builds foundational skills for scholarly communication.

3. Introduction to the Role of the Nurse Educator
This unit presents the responsibilities and competencies of nurse educators, including curriculum development and strategies to support a variety of learner needs. Students examine the evolving role of nursing faculty in higher education.

4. Health Care Ethics & Population Considerations
Students explore ethical principles in nursing and the complexities of delivering care across various populations. Emphasis is placed on fostering professional resilience and maintaining well-being in healthcare settings.

5. Nurse Leadership in a Dynamic Landscape
This final unit introduces leadership and management concepts relevant to advanced nursing practice. Students apply leadership theories through a capstone slideshow project.

Students complete weekly system-specific documentation assignments, discussion posts, and two recorded health assessment videos. Graded assignments include SOAP notes, personal and family health history documentation, focused system assessments, and a final comprehensive physical exam with accompanying history and video.

Week 1: Foundations of Health Assessment
Introduction to the clinical importance of proper health assessments and documentation. Students explore the components of an effective SOAP note and begin engaging with their peers.

Week 2: History Taking & Integumentary System
Students conduct a personal and family health history interview and submit both a written note and recorded video. The week concludes with an integumentary assessment assignment.

Week 3: Head, Neck, and Respiratory Assessment
Students complete targeted assessments of the head, neck, and respiratory system with emphasis on normal and abnormal findings.

Week 4: Cardiovascular & Abdominal Systems
This week explores the relationship between cardiovascular and abdominal symptoms. Students complete assignments focusing on auscultation, palpation, and thorough documentation.

Week 5: Neurological & Orthopedic Assessment
Focus on cranial nerves, reflexes, mental status, and musculoskeletal integrity. Assignments involve detailed assessment and documentation for both systems.

Week 6: Genitourinary System & Final Head-to-Toe Exam
Students assess the genitourinary system and complete a final comprehensive physical exam with health history, submitting both documentation and a video of the encounter.

Module Exams 1-5
Final Comprehensive Exam
EKG Outline & Study Guide Assignment
End-of-Course Reflection

NURS 4010 Lifespan III

Module 1: EKG Dysrhythmias Interpretation: In this module we will learn about the cardiac electrical conduction system and pathophysiology. We will learn the most common cardiac dysrhythmias with a goal of “sight reading” EKG rhythm strips. Focus is placed on integration of patient assessment with rhythm interpretation, including typical etiologies, anticipation of complications and treatments.

Module 2: Acute Coronary Syndrome Stroke, & Cardiac Care: This module covers several foundational cardiovascular topics including Acute MI in all variations from minor to cardiogenic shock. Acute stroke including causes, assessment, complications, and treatment options are explored. Cardiac care including diagnostics, medications, in-depth assessment, and a variety of cardiac diagnoses are covered. This module builds on the previous module.

Module 3: Respiratory Failure & Mechanical Ventilation/ Shock & Hemodynamics: Students apply previous knowledge of respiratory pathophysiology to critical care and complex acute topics in pulmonology, such as ARDS, critical COVID infection, and respiratory failure. There is focus on understanding the care of the mechanically ventilated patient including various modes and settings, nursing care, application of labs/ABG’s, and potential complications. Shock states and management of hemodynamic parameters in the critical care patient are introduced. Septic shock is explored in-depth.

Module 4: Trauma Topics : This module provides an overview of several important trauma topics from the nursing perspective including trauma assessment, acute spinal cord injury, head injury and increased intracranial pressure, burns, assault and rape trauma syndrome. Seizure disorders are included in this module.

Module 5: GI Topics/DIC/HTN Crisis/Hyperthermias: This module includes several smaller topics including our GI topics on complex liver failure and pancreatitis. DIC is covered. Hypertensive crisis is discussed including the most common etiologies, possible complications and most common treatments. Hyperthermia topics include Malignant Hyperthermia and Heat Stroke.

Module 6: The Critical Care RN at End-of-Life & Final Topics: We will discuss the role of the RN in critical care settings related to death and dying. Palliative care, hospice, and end-of-life care are discussed particularly related to the RN role. Other topics in this module include Tuberculosis (TB) and HIV/AIDS. Mechanical ventilation is reviewed using an end-stage COPD model.

Module 7: Reflection & Final Exam: Students reflect on the Course Learning Outcomes and provide course feedback. A comprehensive final exam is given.

This course requires successful completion of a precepted clinical experience totaling 180 hours. Students are expected to meet with their instructor for a midterm and final evaluation, complete a weekly clinical journal, submit documentation of clinical hours and skills, and pass a comprehensive clinical evaluation from both their preceptor and instructor.

Week 1–13: Clinical Preceptorship Experience
Students work directly with a registered nurse preceptor to develop and demonstrate competence in providing safe, effective, and professional nursing care. Weekly journals, evaluations, and documentation of skills are used to track growth.

Week 14: Final Evaluation & Portfolio Submission
Students complete a final clinical evaluation and submit required documentation, including preceptor forms and final time logs.

Week 15: Reflection & Program Completion
Students reflect on their learning experiences and prepare for transition into professional practice, ensuring all graduation requirements have been met.

This course requires successful completion of a precepted clinical experience totaling 180 hours. Students are expected to meet with their instructor for a midterm and final evaluation, complete a weekly clinical journal, submit documentation of clinical hours and skills, and pass a comprehensive clinical evaluation from both their preceptor and instructor.

Week 1–13: Clinical Preceptorship Experience
Students work directly with a registered nurse preceptor to develop and demonstrate competence in providing safe, effective, and professional nursing care. Weekly journals, evaluations, and documentation of skills are used to track growth.

Week 14: Final Evaluation & Portfolio Submission
Students complete a final clinical evaluation and submit required documentation, including preceptor forms and final time logs.

Week 15: Reflection & Program Completion
Students reflect on their learning experiences and prepare for transition into professional practice, ensuring all graduation requirements have been met.

This course requires successful completion of a precepted clinical experience totaling 180 hours. Students are expected to meet with their instructor for a midterm and final evaluation, complete a weekly clinical journal, submit documentation of clinical hours and skills, and pass a comprehensive clinical evaluation from both their preceptor and instructor.

Week 1–13: Clinical Preceptorship Experience
Students work directly with a registered nurse preceptor to develop and demonstrate competence in providing safe, effective, and professional nursing care. Weekly journals, evaluations, and documentation of skills are used to track growth.

Week 14: Final Evaluation & Portfolio Submission
Students complete a final clinical evaluation and submit required documentation, including preceptor forms and final time logs.

Week 15: Reflection & Program Completion
Students reflect on their learning experiences and prepare for transition into professional practice, ensuring all graduation requirements have been met.

This course requires successful completion of a precepted clinical experience totaling 180 hours. Students are expected to meet with their instructor for a midterm and final evaluation, complete a weekly clinical journal, submit documentation of clinical hours and skills, and pass a comprehensive clinical evaluation from both their preceptor and instructor.

Week 1–13: Clinical Preceptorship Experience
Students work directly with a registered nurse preceptor to develop and demonstrate competence in providing safe, effective, and professional nursing care. Weekly journals, evaluations, and documentation of skills are used to track growth.

Week 14: Final Evaluation & Portfolio Submission
Students complete a final clinical evaluation and submit required documentation, including preceptor forms and final time logs.

Week 15: Reflection & Program Completion
Students reflect on their learning experiences and prepare for transition into professional practice, ensuring all graduation requirements have been met.

Attendance: 5%
General Article Topic: 5%
Literature review #1 5%
Literature review #2 5%
Specific article topic with Research Question and Answer 10%
Data or Literature Review #3 5%
Outline: 10%
Rough Draft #1: 10%
Rough Draft Comments #1: 5%
Rough Draft #2: 10%
Rough Draft Comments #2: 5%
Presentation: 10%
Final article: 15%

Week #1
Topic Brainstorming
Sociologists as Writers
Common Sociological Writing

Week #2
Strategies for Writing a Research Paper
Starting Your Project
General Article Topic Due

Week #3
Writing Before You Have Data
Literature Review #1 due

Week #4
Writing After You Have Data
Literature Review #2 Due

Week #5
Choosing and Using Sources
Specific Topic with Research Question and Answer due

Week #6
Research Topic
Citing Sources and Avoiding Plagiarism
Data or Literature Review #3 Due

Week #7
Style

Week #8
Outlines
Outline due

Week #9
Outlines

Week #10
Outlines & Rough Drafts
Rough Draft #1 due

Week #11
Rough Drafts
Rough Draft #1 Comments due

Week #12
Rough Drafts
Rough Draft #2 due

Week #13
Rough Drafts
Rough Draft #2 Comments due

Week #14
Presentations
Presentations

Week #15
April 21 & 23
Presentations
Presentations

Week #16
Final Article due

This course requires successful completion of a precepted clinical experience totaling 180 hours. Students are expected to meet with their instructor for a midterm and final evaluation, complete a weekly clinical journal, submit documentation of clinical hours and skills, and pass a comprehensive clinical evaluation from both their preceptor and instructor.

Week 1–13: Clinical Preceptorship Experience
Students work directly with a registered nurse preceptor to develop and demonstrate competence in providing safe, effective, and professional nursing care. Weekly journals, evaluations, and documentation of skills are used to track growth.

Week 14: Final Evaluation & Portfolio Submission
Students complete a final clinical evaluation and submit required documentation, including preceptor forms and final time logs.

Week 15: Reflection & Program Completion
Students reflect on their learning experiences and prepare for transition into professional practice, ensuring all graduation requirements have been met.

This course requires successful completion of a precepted clinical experience totaling 180 hours. Students are expected to meet with their instructor for a midterm and final evaluation, complete a weekly clinical journal, submit documentation of clinical hours and skills, and pass a comprehensive clinical evaluation from both their preceptor and instructor.

Week 1–13: Clinical Preceptorship Experience
Students work directly with a registered nurse preceptor to develop and demonstrate competence in providing safe, effective, and professional nursing care. Weekly journals, evaluations, and documentation of skills are used to track growth.

Week 14: Final Evaluation & Portfolio Submission
Students complete a final clinical evaluation and submit required documentation, including preceptor forms and final time logs.

Week 15: Reflection & Program Completion
Students reflect on their learning experiences and prepare for transition into professional practice, ensuring all graduation requirements have been met.

Meeting with Organizational Supervisor
Internship Project
Journal Entries
Organizational Report
Supervisor Evaluation

Week #1
Go Over Syllabus and Guidelines

Week #2
Meeting with Organizational Supervisor

Week #3
Summary of Internship Project Due

Week #4
Journal Entry #1 Due

Week #5
Journal Entry #2 Due

Week #6
Journal Entry #3 Due

Week #7
Journal Entry #4 Due

Week #8
Journal Entry #5 Due

Week #9
Journal Entry #6 Due

Week 10
Journal Entry #7 Due

Week #11
Journal Entry #8 Due

Week #12
Journal Entry #9 Due

Week #13
Journal Entry #10 Due

Week #14

Week #15
Organizational Report Due
Supervisor Report Due

• three Journal Article Review Essays, each worth 15% of your final grade;
• two Same Day Essays, each worth 15% of your final grade;
• one Group Presentation worth 15% of your final grade;
• attendance, worth 10% of your final grade.

Week #1
Introduction to Theory

 
Week #2
Karl Marx

Week #3
Emile Durkheim
Librarian, electronic journal search presentation

Week #4
Max Weber

Week #5
Charlotte Perkins Gilman
Journal Article Review Essay #1 Due

Week #6
Georg Simmel

Week #7
W.E.B. Du Bois

Week #8
George Herbert Mead
Same Day Essay #1

Week #9
Structural Functionalism

Week #10
Critical Theory

Week #11
Exchange and Rational Choice Theories
Journal Article Review Essay #2 Due

Week #12
Symbolic Interactionism and Dramaturgy

Week #13
Phenomenology
Feminist and Gender Theories

Week #14
Poststructural and Postmodern Theories
Group Presentations

Week #15
Group Presentations

Week #16
Group Presentations
Journal Article Review Essay #3 due
Same Day Essay #2

This lab-based course requires weekly attendance and participation in hands-on assessments, which make up the majority of the grade. Students complete documentation assignments using DocuCare, perform skills demonstrations, and participate in simulations, including a midterm and final head-to-toe assessment. Weekly preparation via assigned readings and checklists is mandatory.

Week 1: Orientation, Safety Checks & Therapeutic Communication
Students are introduced to the lab environment, safety procedures, and foundational communication skills used in patient interactions.

Week 2: Vital Signs & Orthostatic Assessment
Covers accurate measurement and interpretation of vital signs, including orthostatic vitals and documentation.

Week 3: Respiratory Assessment
Students practice lung auscultation, respiratory inspection, and documentation of findings.

Week 4: Cardiovascular Assessment
Focuses on heart sounds, pulses, capillary refill, and assessing perfusion.

Week 5: Pain Assessment & Comfort Measures
Introduces pain scales and observation techniques for patient comfort and non-verbal cues.

Week 6: Neurological Assessment
Students perform cranial nerve testing, assess mental status, and conduct Mini-Mental Status Exams (MMSE).

Week 7: Gastrointestinal & Genitourinary Assessment
Covers abdominal inspection, palpation, and basic genitourinary assessment principles.

Week 8: Musculoskeletal & Midterm Check-Off
Students demonstrate ROM, strength testing, and postural assessment, followed by a midterm head-to-toe assessment.

Week 9: Integumentary & Braden Scale
Teaches students to evaluate skin integrity, assess pressure injury risk, and recognize common dermatological findings.

Week 10: Pediatric & Lifespan Modifications
Explores assessment changes across age groups with focus on pediatric-specific considerations.

Week 11: Psychiatric Safety & Suicide Screening
Students complete the Columbia Suicide Severity Rating Scale (C-SSRS) and review psychiatric safety protocols.

Week 12: Health Promotion & Vaccine Review
Incorporates public health guidelines and introduces students to vaccine schedules and health education tools.

Week 13: Sexual Health & Self-Exams
Students practice proper techniques for breast and testicular self-examinations using manikins. The session also covers respectful assessment approaches and patient education strategies related to sexual health.

Week 14: Practice & Peer Teaching
A review session where students reinforce prior skills and teach selected assessment components to peers.

Week 15: Final Head-to-Toe Assessment
Students complete a comprehensive head-to-toe physical assessment on a peer, demonstrating skill mastery and clinical readiness.

This lab-based course requires weekly attendance and participation in hands-on assessments, which make up the majority of the grade. Students complete documentation assignments using DocuCare, perform skills demonstrations, and participate in simulations, including a midterm and final head-to-toe assessment. Weekly preparation via assigned readings and checklists is mandatory.

Week 1: Orientation, Safety Checks & Therapeutic Communication
Students are introduced to the lab environment, safety procedures, and foundational communication skills used in patient interactions.

Week 2: Vital Signs & Orthostatic Assessment
Covers accurate measurement and interpretation of vital signs, including orthostatic vitals and documentation.

Week 3: Respiratory Assessment
Students practice lung auscultation, respiratory inspection, and documentation of findings.

Week 4: Cardiovascular Assessment
Focuses on heart sounds, pulses, capillary refill, and assessing perfusion.

Week 5: Pain Assessment & Comfort Measures
Introduces pain scales and observation techniques for patient comfort and non-verbal cues.

Week 6: Neurological Assessment
Students perform cranial nerve testing, assess mental status, and conduct Mini-Mental Status Exams (MMSE).

Week 7: Gastrointestinal & Genitourinary Assessment
Covers abdominal inspection, palpation, and basic genitourinary assessment principles.

Week 8: Musculoskeletal & Midterm Check-Off
Students demonstrate ROM, strength testing, and postural assessment, followed by a midterm head-to-toe assessment.

Week 9: Integumentary & Braden Scale
Teaches students to evaluate skin integrity, assess pressure injury risk, and recognize common dermatological findings.

Week 10: Pediatric & Lifespan Modifications
Explores assessment changes across age groups with focus on pediatric-specific considerations.

Week 11: Psychiatric Safety & Suicide Screening
Students complete the Columbia Suicide Severity Rating Scale (C-SSRS) and review psychiatric safety protocols.

Week 12: Health Promotion & Vaccine Review
Incorporates public health guidelines and introduces students to vaccine schedules and health education tools.

Week 13: Sexual Health & Self-Exams
Students practice proper techniques for breast and testicular self-examinations using manikins. The session also covers respectful assessment approaches and patient education strategies related to sexual health.

Week 14: Practice & Peer Teaching
A review session where students reinforce prior skills and teach selected assessment components to peers.

Week 15: Final Head-to-Toe Assessment
Students complete a comprehensive head-to-toe physical assessment on a peer, demonstrating skill mastery and clinical readiness.

This lab-based course requires weekly attendance and participation in hands-on assessments, which make up the majority of the grade. Students complete documentation assignments using DocuCare, perform skills demonstrations, and participate in simulations, including a midterm and final head-to-toe assessment. Weekly preparation via assigned readings and checklists is mandatory.

Week 1: Orientation, Safety Checks & Therapeutic Communication
Students are introduced to the lab environment, safety procedures, and foundational communication skills used in patient interactions.

Week 2: Vital Signs & Orthostatic Assessment
Covers accurate measurement and interpretation of vital signs, including orthostatic vitals and documentation.

Week 3: Respiratory Assessment
Students practice lung auscultation, respiratory inspection, and documentation of findings.

Week 4: Cardiovascular Assessment
Focuses on heart sounds, pulses, capillary refill, and assessing perfusion.

Week 5: Pain Assessment & Comfort Measures
Introduces pain scales and observation techniques for patient comfort and non-verbal cues.

Week 6: Neurological Assessment
Students perform cranial nerve testing, assess mental status, and conduct Mini-Mental Status Exams (MMSE).

Week 7: Gastrointestinal & Genitourinary Assessment
Covers abdominal inspection, palpation, and basic genitourinary assessment principles.

Week 8: Musculoskeletal & Midterm Check-Off
Students demonstrate ROM, strength testing, and postural assessment, followed by a midterm head-to-toe assessment.

Week 9: Integumentary & Braden Scale
Teaches students to evaluate skin integrity, assess pressure injury risk, and recognize common dermatological findings.

Week 10: Pediatric & Lifespan Modifications
Explores assessment changes across age groups with focus on pediatric-specific considerations.

Week 11: Psychiatric Safety & Suicide Screening
Students complete the Columbia Suicide Severity Rating Scale (C-SSRS) and review psychiatric safety protocols.

Week 12: Health Promotion & Vaccine Review
Incorporates public health guidelines and introduces students to vaccine schedules and health education tools.

Week 13: Sexual Health & Self-Exams
Students practice proper techniques for breast and testicular self-examinations using manikins. The session also covers respectful assessment approaches and patient education strategies related to sexual health.

Week 14: Practice & Peer Teaching
A review session where students reinforce prior skills and teach selected assessment components to peers.

Week 15: Final Head-to-Toe Assessment
Students complete a comprehensive head-to-toe physical assessment on a peer, demonstrating skill mastery and clinical readiness.

This lab-based course requires weekly attendance and participation in hands-on assessments, which make up the majority of the grade. Students complete documentation assignments using DocuCare, perform skills demonstrations, and participate in simulations, including a midterm and final head-to-toe assessment. Weekly preparation via assigned readings and checklists is mandatory.

Week 1: Orientation, Safety Checks & Therapeutic Communication
Students are introduced to the lab environment, safety procedures, and foundational communication skills used in patient interactions.

Week 2: Vital Signs & Orthostatic Assessment
Covers accurate measurement and interpretation of vital signs, including orthostatic vitals and documentation.

Week 3: Respiratory Assessment
Students practice lung auscultation, respiratory inspection, and documentation of findings.

Week 4: Cardiovascular Assessment
Focuses on heart sounds, pulses, capillary refill, and assessing perfusion.

Week 5: Pain Assessment & Comfort Measures
Introduces pain scales and observation techniques for patient comfort and non-verbal cues.

Week 6: Neurological Assessment
Students perform cranial nerve testing, assess mental status, and conduct Mini-Mental Status Exams (MMSE).

Week 7: Gastrointestinal & Genitourinary Assessment
Covers abdominal inspection, palpation, and basic genitourinary assessment principles.

Week 8: Musculoskeletal & Midterm Check-Off
Students demonstrate ROM, strength testing, and postural assessment, followed by a midterm head-to-toe assessment.

Week 9: Integumentary & Braden Scale
Teaches students to evaluate skin integrity, assess pressure injury risk, and recognize common dermatological findings.

Week 10: Pediatric & Lifespan Modifications
Explores assessment changes across age groups with focus on pediatric-specific considerations.

Week 11: Psychiatric Safety & Suicide Screening
Students complete the Columbia Suicide Severity Rating Scale (C-SSRS) and review psychiatric safety protocols.

Week 12: Health Promotion & Vaccine Review
Incorporates public health guidelines and introduces students to vaccine schedules and health education tools.

Week 13: Sexual Health & Self-Exams
Students practice proper techniques for breast and testicular self-examinations using manikins. The session also covers respectful assessment approaches and patient education strategies related to sexual health.

Week 14: Practice & Peer Teaching
A review session where students reinforce prior skills and teach selected assessment components to peers.

Week 15: Final Head-to-Toe Assessment
Students complete a comprehensive head-to-toe physical assessment on a peer, demonstrating skill mastery and clinical readiness.

Students complete weekly Prep-U mastery quizzes, which account for 50% of the final grade. In-class activities such as case studies and concept-based group assignments make up 35%. A midterm and final exam contribute the remaining 15%. All quizzes and exams are focused on system-based health assessment and safety concepts.

Week 1: Basics of Head-to-Toe Assessment, Communication & Vital Signs
Introduces the foundational techniques of a physical assessment and emphasizes patient-centered communication and safety during data collection.

Week 2: Oxygenation
Focuses on respiratory assessment and the evaluation of oxygenation and gas exchange across the lifespan.

Week 3: Cardiovascular & Perfusion
Examines cardiac and vascular assessment, with attention to perfusion and circulation in clinical settings.

Week 4: Comfort & Pain
Covers pain assessment, patient comfort, and the role of rest in health promotion and recovery.

Week 5: Neurological & Cognition
Students assess mental status, motor and sensory function, and the integration of cognitive health into patient care.

Week 6: Gastrointestinal & Genitourinary
Teaches assessment of abdominal and urinary systems, including identifying common disorders and patient concerns.

Week 7: Musculoskeletal
Focuses on assessment of posture, gait, and joint mobility, including identification of abnormalities.

Week 8: Midterm Exam
An in-class assessment testing content from Weeks 1–7.

Week 9: Integumentary
Students assess skin integrity, turgor, wounds, and nail health, identifying risks related to pressure injuries.

Week 10: Growth & Development
Covers developmental milestones and age-related assessment considerations throughout the lifespan.

Week 11: Psychology & Psychiatric Nursing
Students review the role of mental health in assessment and how psychiatric conditions may present physically.

Week 12: Health Promotion & Maintenance
Highlights preventive care and the nurse’s role in promoting wellness and disease prevention.

Week 13: Sexual Health & Abuse
Teaches sensitive assessment techniques and introduces screening protocols related to sexual health and safety.

Week 14: Review Day
Prepares students for the final exam by reinforcing head-to-toe physical assessment strategies.

Week 15: Final Exam
A comprehensive in-class exam covering all units and reinforcing foundational health assessment skills.

Students complete simulation journals following each session, which account for 50% of the grade. Pre-class virtual simulations (V-Sim) and in-class DocuCare assignments make up 15%, and attendance and active participation contribute the remaining 35%. Each week includes scenario-based simulation, skills reinforcement, and graded clinical documentation.

Week 1: Introduction to Simulation & Delegation
Students are introduced to the simulation lab, expectations, and simulated patients. This unit emphasizes prioritization, delegation, and time management in simulated care environments.

Week 2: Physical & Specialty Assessment
Students practice focused physical assessments and begin incorporating specialty assessment techniques on simulated patients with complex conditions.

Week 3: Communication & Lab Skills
This unit focuses on effective communication in clinical settings, including nurse-patient and interprofessional interactions. Students also practice drawing labs and documenting results.

Week 4: Capstone Simulation
Students are assigned three patients and complete a high-fidelity, realistic simulation in pairs. This final week tests critical thinking, prioritization, communication, and clinical judgment.

Students complete simulation journals following each session, which account for 50% of the grade. Pre-class virtual simulations (V-Sim) and in-class DocuCare assignments make up 15%, and attendance and active participation contribute the remaining 35%. Each week includes scenario-based simulation, skills reinforcement, and graded clinical documentation.

Week 1: Introduction to Simulation & Delegation
Students are introduced to the simulation lab, expectations, and simulated patients. This unit emphasizes prioritization, delegation, and time management in simulated care environments.

Week 2: Physical & Specialty Assessment
Students practice focused physical assessments and begin incorporating specialty assessment techniques on simulated patients with complex conditions.

Week 3: Communication & Lab Skills
This unit focuses on effective communication in clinical settings, including nurse-patient and interprofessional interactions. Students also practice drawing labs and documenting results.

Week 4: Capstone Simulation
Students are assigned three patients and complete a high-fidelity, realistic simulation in pairs. This final week tests critical thinking, prioritization, communication, and clinical judgment.

Students complete simulation journals following each session, which account for 50% of the grade. Pre-class virtual simulations (V-Sim) and in-class DocuCare assignments make up 15%, and attendance and active participation contribute the remaining 35%. Each week includes scenario-based simulation, skills reinforcement, and graded clinical documentation.

Week 1: Introduction to Simulation & Delegation
Students are introduced to the simulation lab, expectations, and simulated patients. This unit emphasizes prioritization, delegation, and time management in simulated care environments.

Week 2: Physical & Specialty Assessment
Students practice focused physical assessments and begin incorporating specialty assessment techniques on simulated patients with complex conditions.

Week 3: Communication & Lab Skills
This unit focuses on effective communication in clinical settings, including nurse-patient and interprofessional interactions. Students also practice drawing labs and documenting results.

Week 4: Capstone Simulation
Students are assigned three patients and complete a high-fidelity, realistic simulation in pairs. This final week tests critical thinking, prioritization, communication, and clinical judgment.

Students complete simulation journals following each session, which account for 50% of the grade. Pre-class virtual simulations (V-Sim) and in-class DocuCare assignments make up 15%, and attendance and active participation contribute the remaining 35%. Each week includes scenario-based simulation, skills reinforcement, and graded clinical documentation.

Week 1: Introduction to Simulation & Delegation
Students are introduced to the simulation lab, expectations, and simulated patients. This unit emphasizes prioritization, delegation, and time management in simulated care environments.

Week 2: Physical & Specialty Assessment
Students practice focused physical assessments and begin incorporating specialty assessment techniques on simulated patients with complex conditions.

Week 3: Communication & Lab Skills
This unit focuses on effective communication in clinical settings, including nurse-patient and interprofessional interactions. Students also practice drawing labs and documenting results.

Week 4: Capstone Simulation
Students are assigned three patients and complete a high-fidelity, realistic simulation in pairs. This final week tests critical thinking, prioritization, communication, and clinical judgment.

Major assignments include a Transition to Practice paper, multiple PrepU and PassPoint quizzes, and a mock NCLEX exam. Students complete topic-specific quizzes on pharmacology, delegation, infection control, and health promotion. Weekly in-class activities and a maternity/pediatric quiz also contribute to the course grade.

1. Introduction to NCLEX & Study Strategies
Students are introduced to the NCLEX format and explore personalized study and test-taking strategies.

2–4. Pharmacological and Parenteral Therapies
These sessions focus on medication administration, IV therapy, and pharmacological concepts relevant to the NCLEX.

5. Top 50 Medications
Students take a quiz and complete activities to reinforce key medication knowledge and safe administration practices.

6. Reduction of Risk & Delegation
Students practice prioritization and delegation strategies to improve patient safety and clinical efficiency.

7. Maternity and Pediatric Quiz
Midterm quiz focused on maternity and pediatric nursing concepts.

8. Safety and Infection Control
This unit emphasizes best practices in infection prevention and safe nursing care.

9–10. Physiological Adaptation
Students examine responses to illness and bodily changes, with related clinical scenarios and assignments.

11. Health Promotion and Maintenance
Focuses on strategies to promote health and prevent illness across the lifespan.

12. Psychosocial Integrity
Students review mental health considerations and psychological support in nursing care.

13. Test Anxiety Management
A guest lecture provides practical tools for managing anxiety and improving test performance.

14. Basic Care and Comfort / Management of Care
Covers routine nursing care, resource coordination, and transition planning.

15. NCLEX Sign-Up & Final Exam (Mock NCLEX)
Final week includes NCLEX registration instructions and a comprehensive mock exam simulating the NCLEX experience.

§ Instructional Technology quiz § Explore standards quiz § Integrate technology quiz § Video script gallery§ Best and worst resources gallery § Classroom observation assignment § Resource collection gallery § Video gallery § LMS portfolio gallery § Assistive technology and tools gallery§ Troubleshooting project § Image gallery § Formative assessment using Nearpod § LMS portfolio gallery § LMS accessibility checker § Quiz gallery§ Educational tech: past, present, and future conversation § Laying down the law copyright conversation § Security and safety conversation § Student data privacy quiz § Social media conversation § Gamification of learning discussion and gallery § Final analysis

Module 0: Course Orientation - students learn about the course.
Module 1: Introduction to Instructional Technology - students are briefly introduced to technology in education.
Module 2: Technology Integration - students are taught various methods on integrating technology in educational lessons.
Module 3: Building an LMS Course Shell - Students begin learning how to create a Learning Management Systems course using Canvas.
Module 4: Evaluating Technology Resources - Students learn how to evaluate the effectiveness of a technology resource for their classrooms.
Module 5: Using Technology Appropriately - Students learn about how to use technology appropriately including a brief introduction to copyright laws.
Module 6: Resource Collections - Students learn how to gather different technology resources for the classroom and evaluate one another's collections.
Module 7: Security and Safety - Students learn about using technology safely including keeping their future students' information secure.
Module 8: Technology for Creativity - Students begin creating a video script and learn how to add creative elements to their canvas course.
Module 9: Instructional Video - Students learn how to create an instructional video and post it to canvas.
Module 10: Adaptive and Assistive Technology - Students are given a brief introduction to adaptive and assistive technology that could be used in the classroom.
Module 11: Emerging Technology - Students are given a brief introduction to AI and how it can be used in a classroom.
Module 12: Assessment using Technology - Students learn about how to use assessment technology tools in their future classrooms.
Module 13: Gamification - Students learn about the various gamification technology that could be used in their classrooms.
Module 14: LMS Portfolio & Module 15: Conclusion/Finals Week - Students complete their canvas courses and analyze one another's courses as well as complete a self-reflection.

My Path to Education Video Introduction
Interview a Teacher
Five Educational Resources
Designing a Mini-Lesson Activity
Mid-Term Presentation
Mid-Term Exam
2 Field Observations and Reports
Final Video
Final Exam

Introduction to Education - In this unit students will learn the different careers of education, the history of education, and the governance of education all from a United States perspective.
The Student - In this unit students will learn about the various social issues that students face and multiculturalism in the classroom.
The Teacher - In this unit students will learn what curriculum is, various strategies of instruction, classroom management techniques, information on career and technical education, and teacher education programs and observations.

Thirteen weeks of full-time student teaching in a secondary setting. Students manage classroom instruction and are evaluated on readiness for licensure through observations and mentorship.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Thirteen weeks of full-time student teaching in a secondary setting. Students manage classroom instruction and are evaluated on readiness for licensure through observations and mentorship.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Theater
Day 1 Response
Day 2 Response
Day 3 Response
Day 4 Response
Day 5 Response
Day 6 Response
Theatre Creation Project
Day 7 Response
Theatre Reflection Paper

Visual Art
Discussion #1 Why Art?
Assignment #1: Introduction to Visual Arts- Why Art?
Assignment #2: Principles and Elements Artwork
Discussion #2: Principles and Elements of Art
Discussion #3 Contour/Blind Contour/Notan
Assignment #3 Contour/Blind Contour/Notan
Discussion #4 Color
Assignment #4 Color
Discussion #5 Mixed Media/Mediums
Assignment #5 Mixed Media
Discussion #6 Artistic Intent
Assignment #6 -- Self Portrait Update/Progress Photo
Discussion#7- Overview
Assignment #7 Final Self Portrait
Visual Arts Reflection Paper

Dance
Discussion Topic Dance Class 1: Body Action — “Continuing the discussion…”
Discussion Topic Dance Class 2: Body Shape — “Continuing the discussion…”
Discussion Topic Dance Class 3: Inspiration — “Continuing the discussion…”
Discussion Topic Dance Class 4: Abstraction & Phrasing — “Continuing the discussion…”
Discussion Topic Dance Class 5: Time — “Continuing the discussion…”
Discussion Topic Dance Class 6: Energy & Music — “Continuing the discussion…”
Dance Composition
Dance Composition Reflection Paper

Music
Discussion #1: Defining Music
Discussion #2: The Art of Noise
Discussion #3: Who Cares if You Listen
Music Composition Project
Music Personal Assessment Paper

Signature Assignment-Final Reflection Paper

Attendance

Theater
Understand, apply, and analyze creative processes relevant to Theater

Visual Art
Understand, apply, and analyze creative processes relevant to visual art

Dance
Understand, apply, and analyze creative processes relevant to Dance

Music
Understand, apply, and analyze creative processes relevant to Music

Thirteen weeks of full-time student teaching in a secondary setting. Students manage classroom instruction and are evaluated on readiness for licensure through observations and mentorship.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Theater
Day 1 Response
Day 2 Response
Day 3 Response
Day 4 Response
Day 5 Response
Day 6 Response
Theatre Creation Project
Day 7 Response
Theatre Reflection Paper

Visual Art
Discussion #1 Why Art?
Assignment #1: Introduction to Visual Arts- Why Art?
Assignment #2: Principles and Elements Artwork
Discussion #2: Principles and Elements of Art
Discussion #3 Contour/Blind Contour/Notan
Assignment #3 Contour/Blind Contour/Notan
Discussion #4 Color
Assignment #4 Color
Discussion #5 Mixed Media/Mediums
Assignment #5 Mixed Media
Discussion #6 Artistic Intent
Assignment #6 -- Self Portrait Update/Progress Photo
Discussion#7- Overview
Assignment #7 Final Self Portrait
Visual Arts Reflection Paper

Dance
Discussion Topic Dance Class 1: Body Action — “Continuing the discussion…”
Discussion Topic Dance Class 2: Body Shape — “Continuing the discussion…”
Discussion Topic Dance Class 3: Inspiration — “Continuing the discussion…”
Discussion Topic Dance Class 4: Abstraction & Phrasing — “Continuing the discussion…”
Discussion Topic Dance Class 5: Time — “Continuing the discussion…”
Discussion Topic Dance Class 6: Energy & Music — “Continuing the discussion…”
Dance Composition
Dance Composition Reflection Paper

Music
Discussion #1: Defining Music
Discussion #2: The Art of Noise
Discussion #3: Who Cares if You Listen
Music Composition Project
Music Personal Assessment Paper

Signature Assignment-Final Reflection Paper

Attendance

Theater
Understand, apply, and analyze creative processes relevant to Theater

Visual Art
Understand, apply, and analyze creative processes relevant to visual art

Dance
Understand, apply, and analyze creative processes relevant to Dance

Music
Understand, apply, and analyze creative processes relevant to Music

Thirteen weeks of full-time student teaching in a secondary setting. Students manage classroom instruction and are evaluated on readiness for licensure through observations and mentorship.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Theater
Day 1 Response
Day 2 Response
Day 3 Response
Day 4 Response
Day 5 Response
Day 6 Response
Theatre Creation Project
Day 7 Response
Theatre Reflection Paper

Visual Art
Discussion #1 Why Art?
Assignment #1: Introduction to Visual Arts- Why Art?
Assignment #2: Principles and Elements Artwork
Discussion #2: Principles and Elements of Art
Discussion #3 Contour/Blind Contour/Notan
Assignment #3 Contour/Blind Contour/Notan
Discussion #4 Color
Assignment #4 Color
Discussion #5 Mixed Media/Mediums
Assignment #5 Mixed Media
Discussion #6 Artistic Intent
Assignment #6 -- Self Portrait Update/Progress Photo
Discussion#7- Overview
Assignment #7 Final Self Portrait
Visual Arts Reflection Paper

Dance
Discussion Topic Dance Class 1: Body Action — “Continuing the discussion…”
Discussion Topic Dance Class 2: Body Shape — “Continuing the discussion…”
Discussion Topic Dance Class 3: Inspiration — “Continuing the discussion…”
Discussion Topic Dance Class 4: Abstraction & Phrasing — “Continuing the discussion…”
Discussion Topic Dance Class 5: Time — “Continuing the discussion…”
Discussion Topic Dance Class 6: Energy & Music — “Continuing the discussion…”
Dance Composition
Dance Composition Reflection Paper

Music
Discussion #1: Defining Music
Discussion #2: The Art of Noise
Discussion #3: Who Cares if You Listen
Music Composition Project
Music Personal Assessment Paper

Signature Assignment-Final Reflection Paper

Attendance

Theater
Understand, apply, and analyze creative processes relevant to Theater

Visual Art
Understand, apply, and analyze creative processes relevant to visual art

Dance
Understand, apply, and analyze creative processes relevant to Dance

Music
Understand, apply, and analyze creative processes relevant to Music

Thirteen weeks of full-time student teaching in a secondary setting. Students manage classroom instruction and are evaluated on readiness for licensure through observations and mentorship.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Thirteen weeks of full-time student teaching in a secondary setting. Students manage classroom instruction and are evaluated on readiness for licensure through observations and mentorship.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Secondary education students participate in weekly practicum days and one full week in a secondary classroom. The course emphasizes instructional delivery, classroom routines, and collaboration with families.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Secondary education students participate in weekly practicum days and one full week in a secondary classroom. The course emphasizes instructional delivery, classroom routines, and collaboration with families.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Secondary education students participate in weekly practicum days and one full week in a secondary classroom. The course emphasizes instructional delivery, classroom routines, and collaboration with families.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Secondary education students participate in weekly practicum days and one full week in a secondary classroom. The course emphasizes instructional delivery, classroom routines, and collaboration with families.

Formal Lesson Observations (2 required): Students must plan, teach, record, and reflect on two formally observed lessons. These include submitting contextual factors and lesson plans, receiving feedback, and conferencing with supervisors. Lessons are evaluated using the STER rubric.

Lesson Reflections and Supervisor Conferences: Regular written reflections and discussions with university supervisors on instructional practices and experiences in the classroom.

Mentor Teacher Evaluations: Practicum performance is assessed by the cooperating/mentor teacher using department evaluation tools.

Disposition Self-Assessment and Supervisor Review: Students must complete a self-evaluation using the Disposition Rubric and participate in a disposition review with their supervisor.

Attendance and Participation: Full attendance and active engagement in practicum days are required. Missed days must be made up.

Final Submission of Assignments: All assignments must be submitted to Canvas by the end of the practicum or student teaching course.

Theater
Day 1 Response
Day 2 Response
Day 3 Response
Day 4 Response
Day 5 Response
Day 6 Response
Theatre Creation Project
Day 7 Response
Theatre Reflection Paper

Visual Art
Discussion #1 Why Art?
Assignment #1: Introduction to Visual Arts- Why Art?
Assignment #2: Principles and Elements Artwork
Discussion #2: Principles and Elements of Art
Discussion #3 Contour/Blind Contour/Notan
Assignment #3 Contour/Blind Contour/Notan
Discussion #4 Color
Assignment #4 Color
Discussion #5 Mixed Media/Mediums
Assignment #5 Mixed Media
Discussion #6 Artistic Intent
Assignment #6 -- Self Portrait Update/Progress Photo
Discussion#7- Overview
Assignment #7 Final Self Portrait
Visual Arts Reflection Paper

Dance
Discussion Topic Dance Class 1: Body Action — “Continuing the discussion…”
Discussion Topic Dance Class 2: Body Shape — “Continuing the discussion…”
Discussion Topic Dance Class 3: Inspiration — “Continuing the discussion…”
Discussion Topic Dance Class 4: Abstraction & Phrasing — “Continuing the discussion…”
Discussion Topic Dance Class 5: Time — “Continuing the discussion…”
Discussion Topic Dance Class 6: Energy & Music — “Continuing the discussion…”
Dance Composition
Dance Composition Reflection Paper

Music
Discussion #1: Defining Music
Discussion #2: The Art of Noise
Discussion #3: Who Cares if You Listen
Music Composition Project
Music Personal Assessment Paper

Signature Assignment-Final Reflection Paper

Attendance

Theater
Understand, apply, and analyze creative processes relevant to Theater

Visual Art
Understand, apply, and analyze creative processes relevant to visual art

Dance
Understand, apply, and analyze creative processes relevant to Dance

Music
Understand, apply, and analyze creative processes relevant to Music

Sight-singing and prepared (practiced) melodies for chapters 12-16.
One assignment and one quiz for each of chapters 12-16.
Midterm Feedback Survey.
3-chord and 5-chord harmonic progression dictations.
Class Participation

Chapter 12: Melodies with diatonic leaps; rhythms with subdivision in simple and compound meters.
Chapter 13: Melodies with syncopation.
Chapter 14: Melodies with tuplets of various types.
Chapter 15: Melodies with simple chromatic non-chord tones and/or tonicizations or modulations to the dominant or relative keys.
Chapter 16: Melodies with tonicizations or modulations to any closely-related key.
Harmonic progressions are all diatonic.

Mon Aug 25, 2025 Assignment Editing Assignment due by 11am
Fri Sep 5, 2025 Assignment Musique Concrète Composition due by 11am
Fri Sep 19, 2025 Assignment MIDI Composition due by 11am
Fri Sep 26, 2025 Assignment Sampler Composition due by 11am
Fri Oct 3, 2025 Assignment Transcription Assignment due by 11am
Wed Oct 8, 2025 Discussion Topic Instrument Specific Microphone Discussion due by 11am
Fri Oct 24, 2025 Assignment Studio Recording due by 11am
Fri Oct 31, 2025 Assignment Piano Recording due by 11:59pm
Fri Nov 7, 2025 Assignment Music Ed Tech Presentation due by 11am
Mon Nov 17, 2025 Assignment DEAP Concert Attendance due by 7:30pm
Fri Nov 21, 2025 Assignment Pure Data Project Presentation due by 11am
Mon Dec 8, 2025 Assignment Live Performance Presentation due by 11am
Assignment Roll Call Attendance

Digital Audio
Processing, and editing audio in a digital audio workstation (DAW)

MIDI
Sequencing and editing MIDI data in a (DAW)

Notation Software
Common practice notation using industry standard software

Audio Recording
Recording, editing, and processing digital solo instrument recordings in a DAW

Technology in Music Education
Utilizing technology as a music educator

Technology in Performance
Music-specific coding
Utilizing technology in real-time performance

(Note that at the time of this submission, this course is under redevelopment, and is still in draft form.)
Distinguish among different parts in a complete musical texture, and identify or describe features of those parts.
Perform a notated rhythm in simple or compound meter with notes dividing down to divisions of the pulse.
Identify the pulse and meter type in heard music.
Sing back a short, heard melodic fragment.
Differentiate steps and skips in short melodic fragments.
Aurally establish a key and sing a notated stepwise melody at sight.
Sing and identify common melodic intervals.
Dictate short melodic segments with steps and/or skips to primary scale degrees (1, 3, 5).
Sing short melodies with steps and/or skips to primary scale degrees.

1. Attention: Focusing and answering question on specific elements of a piece of music; Practicing aural awareness of both mechanical and aesthetic aspects of music.
2. Entrainment with music's pulse and rhythm; Studying meter types and rhythm's basic elements.
3. Basic vocal aural skills; Matching pitch; Singing back heard notes and melodies; Kinesthetic and auditory imagery;
4. Pitch relationships and key; aurally establishing a key and/or determining tonic from what's heard.
5. Gestalt hearing; intervals and skips in melodies; Practicing with common pitch patterns.

Literacy narrative essay
Profile essay
Issue-analysis report
Argumentative essay
Informal proposals for each essay
Rough drafts of each essay
Peer reviews for each essay
Informal writing journal
Practice quizzes
Annotated bibliography
Editing workshops
Interview transcript

“Introduction to Literacy Narratives” – Introducing students to the literacy narrative genre and key elements of that kind of paper. We read a sample literacy narrative together and brainstorm possible topics from their own lives.
“The Writing Process” – Two lectures are dedicated to discussing the steps of the writing process. We work through the process, brainstorming applications to their literacy narrative essay.
“Introduction to Profile Essays” – We introduce students to the profile essay genre and key elements of that kind of paper. We read a sample profile essay together and brainstorm possible subjects they might write about.
“Authorial Presence” – We discuss what authorial presence is and how authors can include more or less of their opinions, values, and biases in their writing.
“Writing Descriptively” – We discuss how to add more detail to academic writing. We look at examples of detailed writing and different types of details.
“Ethics of Writing” – We introduce the topic of ethics and how it applies to writing about people. Group discussion of various ethical-dilemma thought problems. Review of various ethical considerations that must be made when writing about people.
“Introductions & Conclusions” – We review what makes for good introductions and conclusions in academic writing.
“Introduction to Issue-Analysis Reports” – Introducing students to the report genre and key elements of that kind of paper. We read a sample issue-analysis report together and brainstorm possible issues for them to write about.
“Revising” – We discuss various revision strategies and techniques. Students practice several different techniques with their own papers.
“Finding and Evaluating Sources” – We talk about various categories and types of sources. We discuss how to evaluate the reliability and usefulness of sources.
“Library Databases” – A visiting research librarian introduces the students to the various article databases available through our university’s library subscriptions. Students practice searching for articles related to their chosen research topic.
“Quoting, Paraphrasing, & Summarizing” – We review how to directly quote source material in academic writing, how to paraphrase information correctly, and how to summarize with documentation.
“Using MLA and APA” – We review the two most common academic writing styles. We look at differences in formatting, in citing sources used within an essay, and in documenting sources at the end of the essay.
“Source Integration Review” – We have a class competition to review everything we’ve learned about using and documenting sources.
“Introduction to Argumentative Essays” – Introducing students to the argumentative essay genre and key elements of that kind of paper. We read a sample argumentative paper together and brainstorm possible topics they might write about.
“Rhetorical Appeals” – We discuss the three categories of Aristotelian rhetorical appeals: ethos, logos, and pathos. We look at how those categories influence advertisements and how students might increase their appeal in their academic writing.
“Logical Fallacies” – We discuss the various types of logical fallacies, looking at examples of each type.
“Editing and Proofreading” – We review various techniques to help students effectively edit and proofread their essays. Students practice applying the techniques to their own papers.

Literacy narrative essay
Profile essay
Issue-analysis report
Argumentative essay
Informal proposals for each essay
Rough drafts of each essay
Peer reviews for each essay
Informal writing journal
Practice quizzes
Annotated bibliography
Editing workshops
Interview transcript

“Introduction to Literacy Narratives” – Introducing students to the literacy narrative genre and key elements of that kind of paper. We read a sample literacy narrative together and brainstorm possible topics from their own lives.
“The Writing Process” – Two lectures are dedicated to discussing the steps of the writing process. We work through the process, brainstorming applications to their literacy narrative essay.
“Introduction to Profile Essays” – We introduce students to the profile essay genre and key elements of that kind of paper. We read a sample profile essay together and brainstorm possible subjects they might write about.
“Authorial Presence” – We discuss what authorial presence is and how authors can include more or less of their opinions, values, and biases in their writing.
“Writing Descriptively” – We discuss how to add more detail to academic writing. We look at examples of detailed writing and different types of details.
“Ethics of Writing” – We introduce the topic of ethics and how it applies to writing about people. Group discussion of various ethical-dilemma thought problems. Review of various ethical considerations that must be made when writing about people.
“Introductions & Conclusions” – We review what makes for good introductions and conclusions in academic writing.
“Introduction to Issue-Analysis Reports” – Introducing students to the report genre and key elements of that kind of paper. We read a sample issue-analysis report together and brainstorm possible issues for them to write about.
“Revising” – We discuss various revision strategies and techniques. Students practice several different techniques with their own papers.
“Finding and Evaluating Sources” – We talk about various categories and types of sources. We discuss how to evaluate the reliability and usefulness of sources.
“Library Databases” – A visiting research librarian introduces the students to the various article databases available through our university’s library subscriptions. Students practice searching for articles related to their chosen research topic.
“Quoting, Paraphrasing, & Summarizing” – We review how to directly quote source material in academic writing, how to paraphrase information correctly, and how to summarize with documentation.
“Using MLA and APA” – We review the two most common academic writing styles. We look at differences in formatting, in citing sources used within an essay, and in documenting sources at the end of the essay.
“Source Integration Review” – We have a class competition to review everything we’ve learned about using and documenting sources.
“Introduction to Argumentative Essays” – Introducing students to the argumentative essay genre and key elements of that kind of paper. We read a sample argumentative paper together and brainstorm possible topics they might write about.
“Rhetorical Appeals” – We discuss the three categories of Aristotelian rhetorical appeals: ethos, logos, and pathos. We look at how those categories influence advertisements and how students might increase their appeal in their academic writing.
“Logical Fallacies” – We discuss the various types of logical fallacies, looking at examples of each type.
“Editing and Proofreading” – We review various techniques to help students effectively edit and proofread their essays. Students practice applying the techniques to their own papers.

• Attendance, musical preparation and rehearsal demeanor will determine the grade. The following criterion must be met to earn an “A”:
• Demonstration of musical preparation
• Contribution to class through regular attendance and punctuality
• Demonstration of a productive work ethic, a willingness to learn, and a positive rehearsal attitude.
• Do not distract from the rehearsal by talking excessively, entering late, or being unprepared, i.e; not having music, reeds, mouthpieces, etc.
• If an excused absence is warranted, it is the student’s obligation to inform the director in writing (email).
• Concerts are considered to be exams. Missed concerts, for any reason, will lower the grade.

Prepare for public performances.

1  Course Requirements
(HB 261: “major grade‑earning assignments and examinations”)

Requirement Description Weight
Exam 1 – SQL Exam Comprehensive practical test on cumulative SQL skills 20 %
Exam 2 – Concept Exam Multiple‑chapter exam (Chs 1, 2, 3, 5, 7, 9 & 10) on SQL Data Ninja content and analytics principles 20 %
Assignments 1‑4 Scaffolded projects that build databases, query with SQL, and apply Python analytics (5 % each) 20 %
Class Modules Hands‑on weekly labs (SQL, Python, Tableau) submitted for credit 30 %
Quizzes Low‑stakes checks on readings & videos (lowest dropped) 10 %

If HB 261 also wants the words “group project,” flag any module or assignment that is completed in teams (e.g., the Fortune 100 or Moneyball labs).

2  Brief Description of Each Unit
Unit Title Brief Description
1 Course Intro & Financial‑Statement DB Launches Assignment 1, guiding students to build a Financial Statements database and covers syllabus basics and Ch 1 concepts.
2 SQL Bootcamp & Regression Lab Intensive SQL refresher plus a lab that calculates correlation coefficients and simple regressions; Assignment 1 due.
3 Python Programming Fundamentals Introduces Python syntax and data‑analysis libraries through short quizzes and reading tasks.
4 Applied Python Labs & SQL Video Walk‑through “Platinum” Python lab and an SQL Data Ninja video lab reinforce querying and scripting skills.
5 SEC Financial Statements Analytics Uses Python, Excel and SQL to parse SEC data; “Ice‑Cream Regression” assignment released and exam review starts.
6 SQL Exam & Fortune 100 Stock Data Students sit the cumulative SQL exam, then pivot to Fortune 100 company/stock datasets.
7 Fortune 100 Lab & Halloween‑Candy Python Hands‑on lab with Fortune 100 data followed by a themed Python analytics lab.
8 Integrated Python‑SQL Analysis Combines Python and SQL for correlation/regression analysis; Assignment 3 submitted and Ch 5 quiz.
9 File Types, Data Structures & Table Manipulation Explores diverse file formats and advanced table manipulation in Python.
10 Spatial SQL & Data Normalization Geography module introduces spatial data types; Moneyball lab reinforces normalization and analytics.
11 Commodities Data Analytics (Part I‑II) Two‑week deep dive into historical commodities data (Chapter 9) with Python‑SQL workflows.
12 Logistic Regression & Predictive Analytics Applies logistic regression (Chapter 10) and wraps with Tableau‑based predictive analytics and final‑exam review.

Agreement/evaluation form
Final meeting
Status reports (4)
Final paper
Resume
Log of hours (90 hours min.)
Social media content

This is a self-paced course where students find an internship related to their area of study, set learning objectives, and complete the work on site or remotely. There are no units.

Grades: There is no textbook for this class. I will provide everything that is needed through
Canvas.
Final grades will be determined according to these categories:
A. Exams (chapter 8-14) – 50%
At the end of each chapter, we will have a test on Canvas. These will be completed using
proctorio, so a computer with camera is required. If you don’t know how to use it, you
can use this link to find out how to install the requirements on your computer:
https://youtu.be/eqkt82EgCzM
Chapter 14 test will be given during Finals week.
Late/early tests: You are expected to take tests on the scheduled dates. Late and early
tests will only be offered under specific circumstances. If there is a verifiable emergency,
contact me ASAP, and I will try to work with you. However, leaving early for vacations
is not an emergency, so plan your vacations ahead of time.
B. Weekly Homework – 25%
Weekly homework will be covering the materials of the week on Canvas.
Using Google Translate or using the internet to find the correct answer will not help you
in the end. It is not honest, and thus may be treated with appropriate discipline according
to policy. I will know if you use translation helps.
There should be a connection between your performance on the homework activities and
the tests, so if in your homework responses you use complex language that you could not
reproduce on a test, your grade will be docked.
C. Listening Tests - 10%
Two Listening Tests will be given in class covering these chapters:
• Chapters 8 and 9 – 02/08/2021
• Chapters 13 and 14 – 04/26/2021
D. Speaking Tests – 10%
Two Speaking Tests will be given. These tests will be scheduled and held through zoom
covering these chapters.
• Chapters 8, 9, and 10 – 03/22/2021
• Chapters 11, 12, and 13 – 04/12/2021
E. Attendance/Participation – 5%
Points are not given for being in class, but for participating. Regular attendance is a
key to a student’s success. I expect students to attend class and to participate. You can
miss 4 class periods without penalization on your final grade (unexcused absences).
Starting on absence #5, your final grade will be lowered 1% each time you miss class.
Missing 15 class periods equals an F in this class. No exception will be given.

Week 1: Lesson 7,8
Revie of the present tense
Regular Preterit Tense
Irregular Preterit Tense
Stem changing verbs in the preterit
Expressing “Ago” Hace + Time
Vocabulary
Week 2: Lesson 9
Dops
Using Affirmative and Negative Words
Expressing one or you Se
Pedir and Server in the preterit
Week 3: Lessson 10
Prepositions and Pronouns
Imperfect tense
Talking about the past actions in progress
Using Imperfect to express Intention Ir + a, Querer, Pensar
Week 4: Lesson 11
The Present Perfect
Por and Para
Polite Commands
Using Imperfect and Preterit together
Week 5: Lesson 12
Present Subjunctive
Subjunctive in Tim
Clauses
Object Pronouns with Commands
Unplanned Occurrences
Week 6: Lesson 13
Describing Ser and Estar
Informal Commands
Uses of subjunctive
Narrating the Past: Present Perfect, Imperfect, and Preterit

1  Course Requirements
(HB 261: “major grade‑earning assignments and examinations”)

Requirement Description Weight
Exam 1 – SQL Exam Cumulative practical assessment of SQL skills 15 %
Exam 2 – Python Exam Hands‑on exam covering Python analytics topics 15 %
Assignments 1‑6 Scaffolded projects (DB build, SQL queries, SEC 10‑K scraping, JSON→SQL load, Monte Carlo, ML pipeline) 6 × 5 %
Semester Project End‑to‑end analytics project presented in class 25 %
Class Modules Weekly in‑class labs submitted for credit 10 %
Quizzes Low‑stakes checks on readings/videos (2 drops) 5 %

2  Brief Description of Each Unit
Unit Title Brief Description
1 Course Intro & DB Setup Launches Assignment 1 on building a financial‑statements database and introduces core SQL clauses from The SQL Data Ninja Ch 1.
2 SQL Essentials & CTEs Expands querying toolkit with JOINs, aggregates, scalar sub‑queries and Common Table Expressions; CTE lab reinforces syntax.
3 Data Cleansing & Piotroski Lab Students perform data‑quality fixes and compute Piotroski F‑Scores in SQL through a two‑part lab sequence.
4 Views, Procs & Window Functions Covers SQL server objects, window functions, and culminates in a review followed by the SQL exam.
5 Python Foundations Moves into Python: descriptive statistics, correlation analysis and file‑type handling in Jupyter labs.
6 Intermediate Python & SEC Data Reads SEC 10‑K filings, calculates returns, and links Python with Excel/SQL for multi‑source analytics.
7 Regression & Fortune 100 Stocks Applies simple/multiple regression to equity data; students submit project proposals and tackle a Fortune 100 lab.
8 Clustering Techniques Introduces K‑means and other cluster analyses with themed labs to visualize segmentations.
9 Machine Learning & Monte Carlo Prep Decision‑tree/entropy concepts, ML fraud case study, and Monte Carlo simulation setup.
10 Monte Carlo & Statistical Testing Simulates stock prices (Ford case) and reviews Z‑tests/T‑tests for model validation.
11 Commodities Analytics Mines historical commodities datasets with joint Python/SQL workflows and discusses data normalization.
12 Multi‑armed Bandit & Capstone Explores bandit algorithms, wraps up Monte Carlo assignment, and concludes with project presentations + final‑exam review.

1. Attendance & Participation – 5%
Since you must be in class in order to participate, your attendance will affect your final grade.
You can miss 4 class periods without penalization on your final grade (unexcused absences).
Starting on absence #5, your final grade will be lowered 1% each time you miss class. Missing
20 class periods equals an F in this class. No exception will be given.
2. Summative quizzes (chap. 2, 4, 6) – 30%
At the end of chapters 2, 4 and 6, students will go to the testing center to take a quiz. The
material will be covered in class. More details will be given when the dates are closer.
a. Practice quizzes (cap. 1, 3, 5 – Canvas) – 0%
The best practice quiz could be used to substitute the lowest grade of the summative quizzes.
3. Speaking (2) – 10%
a. Conversation in pairs – professor’s office.
The teacher will provide 5 topics to be developed into a conversation. All 5 topics must be
prepared by the students. During the exam, the professor will choose one of the topics.
b. Oral presentation (family) –in class.
Students will do a presentation about their families at the end of the semester. Further information will be given.
4. Listening (2)– 10%
Two listening exams will take place during this course. The first one, after chapter 3, and the
second one during the final exam.
5. Homework – Canvas > Assignments > homework – 20%
a. Weekly assignment –Each assignment is due on Sundays by midnight. No late
work will be accepted.
b. Discussion board after each chapter – Also due on Sundays by midnight.
6. Examen Final – 25%
Comprehensive exam during Finals week, with an emphasis on chapter 7.
All the assignments have to be turned in at the beginning of the class period, unless
indicated otherwise. No late submission will be accepted.

Chapter 1:
• Introductions, La ropa,
Subject Pronouns and the
verb ser.
• Gender and Number of
nouns; Colores y números.
• Adjective-noun agreement;
descripción de las personas.
• Negation; los saludos
Chapter 2:
• Expressing Age: Tener; Los
cumpleaños y la edad
• Location: Estar; Las cosas
en el salón de clase y los
mandatos
• Forms and Placement Adj.;
el cuerpo humano
Chapter 3:
• Gustar: Likes and dislikes;
Las actividades favoritas
• Telling time; la hora
• Listening test. Present tense
of regular verbs; Las
actividades diarias
• Demonstratives; El tiempo
Chapter 4:
• Possession: tener, ser de,
possessive adjectives; En
familia
• Preferir and querer +
infinitive; Las preferencias y
los deseos
• Question formation; Datos
personales
• Making plans: pensar, tener
ganad de, ir a; Los planes.
Chapter 5:
• Present tense reflexive
verbs; La rutina
• Stem vowel changes in
present; Las tres comidas.
• Impersonal DO pronouns:
lo/s, la/s; Los días feriados
• Irregular verbs; Los estados
físicos y anímicos
Chapter 6:
• IO pronouns; Las materias
• Present Progressive; Las
actividades en la clase
• Saber and Poder + Infinitive;
Las habilidades
• Obligations: tener que,
deber, necesitar, hay que, es
ncesario; El empleo
Chapter 7:
• Conocer/ Saber
• Los lugares en la ciudad
• Comparaciones de
desigualdad
• La casa y el vecindario
• Comparaciones de igualdad
• Las actividades domésticas

Your grade in History 1700 will be determined by a combination of quizzes, writing
assignments, a presentation, exams and class participation.
Weekly short answers – 14 @ 20 points each
Weekly short answers will require you to think critically about in-class video
presentations and supplemental readings or answer a question through your own
research. In these short writing assignments, you will look at the bigger picture and
include your analysis of selected historical events and issues using evidence from the
readings to back you up.
Quizzes – 4 @ 20 points each
Matching, multiple choice and true/false quiz approximately every four weeks on
everything covered the previous three weeks.
Major Assignments – 2 @ 100 points each
Through the major assignments, you will engage in historical research, discovering
history for yourself. These assignments will include the following:
1. Oral History Research Paper
2. Historiographical Presentation
More detailed descriptions of these assignments will follow.
Final Exam – 100 pts.
A four-question short answer test gauging understanding of major key concepts we will
discuss all semester.

Introduction to historiography & what history should be
Introduce Oral History Research Paper

Who was Columbus?
American Indians before and after European Settlement
Jamestown and the early colonies
Pueblo Revolt
Salem Witch Trials
The Great Awakening

French and Indian War
Causes of the American Revolution
American Revolution
Articles of Confederation
The Constitution
Turbulent 1790s

Jefferson’s Presidency, the Louisiana Purchase, and Lewis and Clark
Oral History Research Paper Rough Draft Peer Review

Manifest Destiny & Westward Expansion
The Gold Rush

Slavery
Oral History Research Paper share
Introduce Historiographical presentation

Secession and the Civil War
The “Story” of Reconstruction

The American West
“Saving” the Indians in the Late 19th Century

The Progressive Era
Ideology and History: Advertising in the 1920s

Depression/New Deal and World War II
Vietnam War

The Civil Rights Movement
The Environmental Movement

Cold War

Great Recession
Rise of the Internet and Social Media

Last 4 Decades

Presentations

1  Course Requirements
(HB 261: “major grade‑earning assignments and examinations”)

Requirement Description Weight
Exam 1 – SQL Exam Comprehensive practical test on cumulative SQL skills 20 %
Exam 2 – Concept Exam Multiple‑chapter exam (Chs 1, 2, 3, 5, 7, 9 & 10) on SQL Data Ninja content and analytics principles 20 %
Assignments 1‑4 Scaffolded projects that build databases, query with SQL, and apply Python analytics (5 % each) 20 %
Class Modules Hands‑on weekly labs (SQL, Python, Tableau) submitted for credit 30 %
Quizzes Low‑stakes checks on readings & videos (lowest dropped) 10 %

2  Brief Description of Each Unit
Unit Title Brief Description
1 Course Intro & Financial‑Statement DB Launches Assignment 1, guiding students to build a Financial Statements database and covers syllabus basics and Ch 1 concepts.
2 SQL Bootcamp & Regression Lab Intensive SQL refresher plus a lab that calculates correlation coefficients and simple regressions; Assignment 1 due.
3 Python Programming Fundamentals Introduces Python syntax and data‑analysis libraries through short quizzes and reading tasks.
4 Applied Python Labs & SQL Video Walk‑through “Platinum” Python lab and an SQL Data Ninja video lab reinforce querying and scripting skills.
5 SEC Financial Statements Analytics Uses Python, Excel and SQL to parse SEC data; “Ice‑Cream Regression” assignment released and exam review starts.
6 SQL Exam & Fortune 100 Stock Data Students sit the cumulative SQL exam, then pivot to Fortune 100 company/stock datasets.
7 Fortune 100 Lab & Halloween‑Candy Python Hands‑on lab with Fortune 100 data followed by a themed Python analytics lab.
8 Integrated Python‑SQL Analysis Combines Python and SQL for correlation/regression analysis; Assignment 3 submitted and Ch 5 quiz.
9 File Types, Data Structures & Table Manipulation Explores diverse file formats and advanced table manipulation in Python.
10 Spatial SQL & Data Normalization Geography module introduces spatial data types; Moneyball lab reinforces normalization and analytics.
11 Commodities Data Analytics (Part I‑II) Two‑week deep dive into historical commodities data (Chapter 9) with Python‑SQL workflows.
12 Logistic Regression & Predictive Analytics Applies logistic regression (Chapter 10) and wraps with Tableau‑based predictive analytics and final‑exam review.

At the successful completion of this program, students will be able to:
1. Identify and accommodate individual learner differences and cultural, linguistic, and physical diversity
(UETS 1 & 2)
2. Create environments that support individual and collaborative learning, positive social interactions, active engagement in learning, and self-motivation. (UETS 3)
3. Apply central concepts, tools of inquiry, and structures of the discipline. (UETS 4)
4. Formulate multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met. (UETS 5)
5. Plan and implement instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content, Utah Core Standards, instructional best practices, and the community context.
(UETS 6 & 7)
6. Analyze evidence to continually reflect on and adapt practices to meet the needs of each learner. (UETS 8)
7. Exhibit leadership to engage collaboratively with learners, families, colleagues, and community members, and demonstrates professional and ethical behavior. (UETS 9 & 10)

Required for all Elementary Education students. Aligns to student teaching experience in the elementary grade levels (grades K-8). Cooperating (mentor) teachers provide the necessary support students need as they are given responsibility of all aspects of student learning in classrooms. University supervisors, in conjunction with mentor teachers, scaffold and evaluate teacher candidates via frequent conferences and observations using Utah Tech Department of Education assessment tools. At the successful conclusion of the course, teacher candidates will have demonstrated their abilities to successfully manage their own classrooms and will be eligible for state licensure. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Teach appropriate and accurate content concepts and skills to whole class and small groups of students. 2. Create an effective learning environment through establishing and implementing beginning-of-semester routines and procedures with consistent expectations. 3. Collaborate with grade-level teams to analyze student data, and inform and adapt instruction. 4. Engage parents, families, counselors, and school administration in students' educational progress and goals. Prerequisites: Admission to the Utah Tech Elementary Education Program. Corequisites: ELED 4989. FA SP.

The point values of A&P, Quizzes, ID Presentation, Paper, Midterm and Final add up to
1000 points. Your letter grade is based on the total points you have earned out of 1000.

Intro to History 1700
Indigenous America
Colliding Cultures
Colonial America (Pequot War, Bacon's Rebellion, Stamp Act)
Quiz 1
The American Revolution
A New Nation: Founding the USA (Sons of Liberty, Shay's Rebellion, Federalist papers)
Markets, Democracy, and Reform (Erie Canal, Republican Motherhood)
Quiz 2
Evolution of Slavery & Manifest Destiny (Nat Turner's Rebellion, Mexican War, Fugitive Slave Act)
Civil War (Battle of Gettysburg, 13th Amendment)
Quiz 3
Reconstruction (Freedmen's Bureau)
The Gilded Age
Capital & Labor (Chief Joseph, Boss Tweed)
Quiz 4
Westward Expansion
Life in Industrial America (Populist Party, Philippine-American War)
Mid-term exam
American Empire (W.E.B. DuBois, Tulsa Massacre, Sacco-Vanzetti Case)
Quiz 5
Progressive Era
WW1, 1920’s (National Industrial Recovery Act)
The New Era
The Great Depression (Japanese-American Interment, Potsdam Conference)
World War II
Work on Paper
The Cold War (Korean War, Military-Industrial Complex)
The Affluent Society
Civil Rights
Quiz 6
The 1960’s
Vietnam War (AIM, War on Poverty)
Primary Source Analysis Paper Due
The 1970’s Forward (Title IX)
The Recent Past (Pentagon papers)
FINAL EXAM

1  Course Requirements (HB 261: “major grade‑earning assignments and examinations”)
Requirement Description Weight
Exam 1 IS Chapters 1‑4 15 %
Exam 2 – SQL Exam Comprehensive SQL skills test 15 %
Exam 3 IS Chapters 5, 6, 11, 12 15 %
Final Exam Non‑cumulative; covers final IS & Python units % (listed at end of syllabus)
Assignments 1‑6 Hands‑on projects in SQL, Python and Visualization 40 % total (5‑10 % each)
Class Modules Weekly applied labs & activities 10 %
Quizzes Low‑stakes checks on readings & videos (lowest dropped)

2  Brief Description of Each Unit
HB 261 asks for a unit title plus one‑to‑two‑sentence summary. Below is language you can paste into the syllabus table.

Unit Title Brief Description
1 Foundations of IS & Databases Introduces the course, explains information‑system basics, and launches Assignment 1 on database creation and data acquisition.
2 Hardware & SQL Fundamentals Reviews computer‐hardware concepts and covers core SQL clauses (SELECT, WHERE, ORDER BY, etc.) needed to query relational data.
3 Software Concepts & Data Manipulation Explores system‑software types while extending SQL skills to aggregates, scalar sub‑queries and string/date functions.
4 Data, Databases & Intermediate SQL Examines logical data structures and practices JOINs and other intermediate SQL needed for multi‑table analysis.
5 Assessment & Spatial SQL First mid‑term (IS Ch 1‑4) and a geography‑mapping module applying SQL to spatial data sets.
6 Advanced SQL & Data Cleansing Deep dive into complex JOINs and data‑quality techniques, culminating in a cleansing lab.
7 SQL Lab & Exam Review Hands‑on Halloween‑themed lab reinforces skills; week ends with structured review for the SQL exam.
8 SQL Exam & Python Basics Students sit the comprehensive SQL exam, then shift to Python programming for data analysis.
9 Python Application Labs Multi‑part labs (Ice‑Cream, Platinum) build Python proficiency and link back to earlier SQL concepts.
10 Data Visualization & Networking/Security Introduces Tableau visualization principles alongside IS topics on networking and information‑security threats.
11 Global & Ethical Dimensions of IS Discusses globalization’s digital divide and the ethical/legal implications of information systems.
12 Python DuckDB & Final Review Demonstrates analytics with DuckDB in Python and allocates class time for comprehensive final‑exam preparation.

Laboratory Assignments 10*50=500
GIS Project 500

Introducing ArcGIS
"This chapter provides an overview of ArcGIS Pro, guiding students through its interface and basic functionalities. Students will learn how to navigate the software and understand its core components."

Map Design
"This chapter focuses on the principles of effective map design, including symbolization, color theory, and layout. Students will learn to create visually appealing and informative maps."

Map Outputs for GIS Projects
"This chapter covers various methods for exporting and sharing maps, such as printing, creating PDFs, and generating web maps. Students will learn to produce professional map outputs suitable for different audiences."

File Geodatabases
"This chapter introduces file geodatabases as a method for storing and managing spatial data. Students will learn how to create, organize, and maintain geodatabases within ArcGIS Pro."

Spatial Data
"This chapter delves into different types of spatial data, including vector and raster formats. Students will learn how to import, manage, and analyze these data types in their GIS projects."

Geoprocessing
"This chapter explores geoprocessing tools and workflows, enabling students to perform spatial analyses such as buffering, clipping, and overlay operations."

Digitizing
"This chapter teaches the process of converting analog maps into digital format through digitizing techniques. Students will learn to create and edit vector features from scanned maps or imagery."

Geocoding
"This chapter explains the process of geocoding, which involves converting addresses into spatial coordinates. Students will learn to create and use address locators to map location data."

Analytical Methods
"This chapter introduces various spatial analysis methods, including spatial statistics and pattern analysis. Students will learn to apply these techniques to derive meaningful insights from spatial data."

Raster GIS
"This chapter focuses on raster data analysis, covering topics such as surface modeling and raster calculations. Students will learn to work with continuous data and perform cell-based analyses."

Students are expected to meet with the faculty mentor each week and to provide the faculty mentor with progress reports and assignment development for feedback.
The student and faculty will set expectations and grading policies at the beginning of the term.

Designed to meet the individual needs of advanced students in the Math Department who wish to perform an independent research to answer a specific mathematical question.
This course is offered by arrangement with an individual faculty, based on preparation and interest, and allows close interaction between the student and faculty member to address specific mathematical problems.
Projects are at the discretion of the faculty member, in line with the student's interests in the various mathematics subject areas.

15 Problem Solving during Class 15*10=150
10 Essay Questions 10*15=150
Midterm Exam 100
Final Exam 100

Introduction
"This chapter introduces the basics of GIS, including key concepts, definitions, and applications in various fields. Students will gain an understanding of what GIS is and its importance."

Data Models
"This chapter explores vector and raster data models, focusing on their structure, uses, and differences. Students will learn how geographic features are represented and stored in GIS."

Geodesy and Map Projections
"This chapter covers the principles of geodesy and map projections, explaining how Earth's surface is modeled and mapped. Students will learn about coordinate systems and how projections affect spatial accuracy."

Data Entry and Editing
"This chapter teaches methods for entering and editing spatial and attribute data. Students will practice techniques for ensuring data accuracy and integrity in GIS projects."

Global Navigation Satellite Systems
"This chapter explains how GNSS, like GPS, works and its applications in GIS. Students will learn how to collect and integrate spatial data using satellite systems."

Aerial and Satellite Images
"This chapter introduces the use of aerial and satellite imagery in GIS. Students will learn to interpret and analyze remote sensing data for various applications."

Digital Data Sources
"This chapter discusses where and how to obtain digital GIS data, covering public and private data repositories. Students will learn how to evaluate data quality and relevance."

Tables and Relational Databases
"This chapter covers the basics of tables and relational databases in GIS. Students will learn how to manage, query, and analyze attribute data linked to spatial data."

Basic Spatial Analysis
"This chapter introduces fundamental spatial analysis techniques, such as buffering and overlay. Students will learn how to answer spatial questions and solve geographic problems."

Topics in Raster Analysis
"This chapter explores advanced raster analysis techniques, including map algebra and surface analysis. Students will learn to work with raster data to solve spatial problems."

Terrain Analysis
"This chapter focuses on analyzing terrain features like elevation, slope, and aspect. Students will learn to create and interpret digital elevation models (DEMs) in GIS."

Interpolation and Spatial Estimation
"This chapter covers methods for estimating spatial values at unsampled locations, such as kriging and IDW. Students will learn how to create interpolated surfaces in GIS."

Spatial Models
"This chapter introduces spatial modeling concepts and techniques, including suitability modeling and cost-distance analysis. Students will learn to build and apply models to solve real-world problems."

Data Standards and Quality
"This chapter examines data standards, accuracy, and quality issues in GIS. Students will learn the importance of ensuring reliable and consistent data for analysis."

Future Trends
"This chapter explores emerging trends and technologies in GIS, such as web GIS, big data, and machine learning. Students will gain insight into the future directions of the field."

Grading Breakdown
Category Weight
Research & Problem Framing 15%
Design Quality & Iteration 20%
Prototyping & Testing 15%
Stakeholder Engagement & Professionalism 10%
Final Deliverables 20%
Final Presentation 10%
Reflection & Peer Feedback 10%

Weekly Unit Titles & Summaries
Week 1 – Launch & Orientation: Defining the Journey
Students form teams, explore project ideas, and gain an overview of the 15-week experience. Early conversations help define initial project directions and expectations.

Week 2 – Project Proposal Presentations & Cohort Feedback
Teams formally present their initial proposals to the cohort and faculty for constructive feedback. Peer and mentor input shape project refinement and next steps.

Week 3 – Building Momentum: Iteration Begins
Project teams begin development, focusing on research, design, and early-stage prototypes. Faculty check-ins ensure alignment and steady progress.

Week 4 – Prototyping & Discovery
Teams deepen their development work and gather insights through user engagement or testing. Check-ins provide accountability and support.

Week 5 – Refinement & Prepping for External Review
Mid-phase iteration continues with an emphasis on refining core ideas and preparing for external presentation. Teams may begin lightweight user testing.

Week 6 – Milestone 1: External Feedback & User Testing
Teams present their project progress to external reviewers and test with real users. Feedback helps inform pivots, adjustments, or feature enhancements.

Week 7 – Recalibrate & Refocus
Based on the external and user input, teams begin refining direction, features, or scope. Weekly progress check-ins support intentional iteration.

Week 8 – Deep Work & Design Evolution
Teams build toward a stable version of their product, refining interfaces, flows, or backend systems. Faculty serve as mentors and sounding boards.

Week 9 – Validation & Measurement
Focus shifts to testing assumptions and validating the solution's effectiveness. Teams begin planning for their next major presentation milestone.

Week 10 – Milestone 2: Cohort & Faculty Review
Progress is shared in a formal setting with feedback from peers and instructors. Emphasis is placed on usability, feasibility, and clarity of impact.

Week 11 – Synthesis & Stretch Goals
Following the milestone, teams regroup and implement deeper changes. They may explore stretch goals or polish core features.

Week 12 – Execution & User Engagement
Emphasis is on completing core features, final testing, and preparing for public-facing presentations. User engagement intensifies.

Week 13 – Final Polish & Storytelling
Teams craft compelling narratives to tell the story of their work, backed by evidence and results. Visuals, demos, and user impact are prioritized.

Week 14 – Final Presentations, Part 1: Showcase & Critique
Teams deliver final presentations to a mix of external reviewers, faculty, and peers. They receive summative feedback to inform final refinements.

Week 15 – Final Presentations, Part 2: Celebration & Reflection
Final demos are delivered and celebrated. Students reflect on their learning journey, team dynamics, and outcomes—closing the experience with purpose.

Quizzes/Exams: Weekly quizzes, midterm, and final exam on chapters from text, America, A Narrative
History. Brief 12th ed., by David E. Shi, and assigned readings. Students are expected to attend and participate in every class. Students should come to class prepared by completing any required readings listed on the course syllabus. Missed classes could greatly affect final grade.
Instructor will not provide lectures or other course material due to missing class.
Evaluation:
Primary Document Quizzes: assigned weekly. Documents are available on class Canvas page. They should
be read before each class meeting. Quiz will open on a Monday and close the following Sunday night. No make-ups
or late quizzes will be accepted. Lowest score drops from total.
Chapter and terms quizzes: Weekly chapter and term quizzes are due on the assigned date. Quizzes
available on Canvas. Quiz will open on a Monday and close the following Sunday night. No make-ups or missed
quizzes will be allowed. Lowest quiz will drop from the total score.
Midterm/Final exams: based on readings, lectures, primary documents and terms. See course calendar for
exam dates/locations. No make-up or late exams will be accepted. Students are responsible for knowing exam date
and times. 100 pts each, no drops. 100 x 2 = 200 pts

Intro to 1700 First Contact/Spanish Exploration Read, Ch 1 America,
Ch 1 chap/terms quiz due
Different Beginnings, Common Trends Read, Ch 2 America, Ch 2 primary docs
English Colonies Ch 3 America,
Ch 2 primary document, CH 2-3 chap/terms quiz due
Begin Alexis De Tocqueville reading
The Road to American Revolution Ch 4 America, Ch 4 primary documents
Ch 4 primary document, CH 4 chap/terms quiz due
The American Revolution Ch 5 America,
Federalists v Republicans Ch 6 America, Ch 6 primary documents
Ch 6 primary document, CH 5-6 chap/terms quiz due
Foreign Policy in the Early Republic Ch 7 America, Ch 7 primary documents
Emergence of a Market Economy Ch 8 America, Ch 8 primary documents
Ch 8 primary document, CH7-8 chap/terms quiz due
Nationalism and Sectionalism Ch 9 America, begin reading: Indian Removal
Debate - Jason Meyers
Jacksonian Era, 1828-1840. Ch 10 America, Indian Removal Debate -
Jason Meyers
Indian Removal Debate quiz, CH 9-10 chap/terms Quiz due
The South and Slavery Ch 11 America, Ch 11 primary documents,
Religion, Romanticism, and Reform, 1800-1860
Ch 12 America
Ch 11-12 primary document, CH 11-12 chap/terms quiz due
Western Expansion Southern Secession Ch 13 America,
The War of the Union Ch 14 America, Ch 14 primary documents
Ch 14 primary document, CH 13-14 chap/terms quiz due
Midterm Exam Open/Closes CH 1-14, Canvas
Business, New South, the New West Read, Ch 15, Ch 16, Ch 17, America. Ch 16-17 Chap/terms quiz
NO QUIZ ON CH 15
Political Stalemate and Rural Revolt, 1865-1900
Ch 18 America
Turner’s Frontier Thesis, Seizing an American Empire, 1865-1913
Ch 19 America, Frederick Jackson Turner reading
Frontier Thesis quiz, CH 18-19 Chapter/terms quiz due
The Progressive Era, 1890-1920 Ch 20 America
American and the Great War, 1914-1920 Ch 21 America
CH 20-21 Chap/terms quiz due
A Clash of Cultures, 1920-1929 Ch 22 America
Great Depression and the New Deal Ch 23 America
CH 22-23 Chap/terms quiz due
The Second World War, 1933-1945, Ch 24 America
Cold War and the Fair Deal, 1945-1952,
Discussion - Industrial War Complex, Video Atomic Cafe
Ch 25 America, reading Industrial War Complex – Eisenhower
CH 24-25 Chap/terms quiz due, Industrial War Complex quiz due
Affluence and Anxiety in the Atomic Age, Atomic Cafe
Ch 26 America
Ch 27 America
CH 26-27 Chap/terms quiz due
Great Society, Rebellion, and Reaction Ch 28 America
Conservative Revival, 1977-2000 Ch 29 America
CH 28-29 Chap/terms quiz due
Final Exam