| |
Information Systems |
| |
-
IS 800 - Special Topics in Information Systems [3]
This course explores advanced topics in Information Systems that are not covered in other courses. Since the topics vary each semester, this course may be repeated for credit.
|
| |
-
IS 800G - Special Topics In Information Systems: Gateway Seminar [3]
|
| |
-
IS 801 - Independent Study in Information Systems [3]
This is a course in independent reading for doctoral students, and is supervised by a member of the Information Systems faculty. The purpose of this course is to give students the opportunity to study a topic of interest which is not available from the existing course offerings.
Prerequisite: Prerequisite: Consent of the instructor.
Note: A particular faculty member must agree in writing to supervise the proposed study before the student may register for this course. The approval of the Department is required before the student registers.
|
| |
-
IS 802 - Gateway Seminar for Doctoral Seminar Students II [1]
This course completes the Gateway Seminar Series of Introduction to Information Systems Research Areas. Students write a research paper under the guidance of a faculty member on a specific topic in an actively pursued research area in IS.
|
| |
-
IS 803 - Gateway Seminar for Doctoral Students 1 [2]
|
| |
|
| |
-
IS 805 - Advanced Field Research Methods [3]
This course trains the advanced student of Information Systems in the research methodologies required to successfully undertake original field research and to evaluate the growing scientific literature based on this approach. The course will engage the interpretivist paradigm and the qualitative research traditions within IS. Specifically, it will address the research design theory (e.g. Grounded Theory), data collection techniques (e.g. observation, interviewing, focus groups, surveys), analysis methods (e.g. coding for content and protocol), and reporting frameworks (e.g. case study, ethnography). This material is concretized via student-designed research projects. Additionally, contemporary IS field research will be critiqued, training students in publishing their own field research in this discipline.
|
| |
-
IS 809 - Computational Methods for IS Research [3]
The purpose of this course is to develop core computational foundations for students interested in conducting research in Information Systems. Students will learn several computational methods by studying and applying mathematical and algorithmic techniques to selected research problems in Information Systems. Some programming exercises may be included using Metlab. Students will be expected to solve problems through assignments, conduct short research projects, and present their findings in the class. This course can be used as one of the two methods courses requires for PhD students. Masters students, especially those interested in pursuing the thesis option can take this course as an advanced elective. There are no prerequisites for this course.
|
| |
-
IS 898 - Pre-Candidacy Doctoral Research [3-9]
Research on doctoral dissertation conducted under the direction of a faculty advisor before candidacy.
|
| |
-
IS 899 - Doctoral Dissertation Research [9]
Research on doctoral dissertation is conducted under direction of faculty advisor.
Prerequisite: Admission to Doctoral Candidacy Required
Note: A minimum of 18 credit hours are required. This course is repeatable.
|
| |
-
IS 8800 - Doctoral Special Study [1]
|
Language, Literacy & Culture |
| |
-
LLC 601 - Intercultural Pragmatics [3]
This course investigates the linguistic and semiotic underpinnings of human communication, the sorts of structuring that communicative codes themselves impose on interaction, the social constraints within which it operates and the role context plays in understanding the complexities of discourse.
Note: Also listed as MLL 601 .
|
| |
-
LLC 606 - Social Inequality and Social Policy [3]
This course examines poverty and inequality in modern society. The focus is on describing the extent of poverty and inequality, examining theories that attempt to explain these phenomena and discussing the policies that have been employed to mitigate them. In addition to class inequality, the course also considers racial and gender inequality.
Note: Also listed as SOCY 606 .
|
| |
-
LLC 610 - Theorizing Identity in Multi-Cultural Contexts [3]
This course examines the changing dynamics of identity formation and transformation as they are mediated through contemporary experiences of race, gender, ethnicity, class, sexuality and nation. A wide range of personal narratives and case studies are analyzed using different socio-cultural theories of identity.
Note: Also listed as AMST 610 .
|
| |
-
LLC 611 - Constructing Race, Class and Gender [3]
This course provides an interdisciplinary examination of the complex array and interplay of structural and cultural limitations on individual and group mobility in contemporary American society. Using a range of approaches, the course defines and clarifies the limitations of these dominant social categories by problematizing and interrogating four important social categories: race, class, gender and schooling.
Note: Also listed as EDUC 611 and SOCY 611 .
|
| |
-
LLC 612 - Language in Diverse Schools and Communities [3]
This course explores language as a mechanism in the construction and institutionalization of race and ethnicity. Topics covered include the construction of standard language ideologies, the significance of racial and ethnic dialects in individual and group identities, the ‘English only’ and ‘Ebonics’ controversies and linguistic profiling. Students will propose original research projects to further examine language, race and ethnicity.
Course ID: 055125
Components: Lecture
Grading Method: R
|
| |
-
LLC 613 - Language , Gender and Sexuality [3]
In Language, Gender and Sexuality, students gain an in-depth understanding of how language, gender, and sexuality are integrated into the fabric of cultures and societies and how sociocultural contexts give meaning to linguistic practices, to categories of gender and sexuality, and to the construction of gendered, sexual, and otheridentities.. Students will examine and evaluate a diverse body of scholarship from linguistics, anthropology, gender and sexuality studies, and sociology. Critical attention will be paid to understanding the roles of language, gender and sexuality in the U.S. context, especially with regard to education and the media; we will also explore relationships between language, gender, and sexuality in the range of other Western and non-Western cultures. Students will apply what they have learned in the course to final research projects.
Course ID: 100279
Note: Also listed as GWST 613 and MLL 613 .
Components: Lecture
Grading Method: R
|
| |
-
LLC 621 - Immigration, Race, and Society [3]
This introductory graduate seminar focuses on current issues of immigration, race-ethnicity, and society using interdisciplinary and multisystem lenses. The first part of the course focuses on the context of immigration by studying who migrates to the U.S. and why, and the consequences of immigration for the U.S. society. The second part of the course focuses on the experiences of children of immigrants in the U.S. We will examine theories of acculturation and assimilation to understand immigrants’ integration (or isolation), the role of ethnic communities in the new country, family and intergenerational relations, issues of identity, and the schooling and educational experiences of immigrant children. The course highlights the diversity and theoretical approaches used to understand issues of immigration and explores significant variations in current immigration and integration experiences and the variability of opportunities available to different ethnic groups.
Note: Also listed as SOCY 621 .
|
| |
-
LLC 622 - Inequality in Education [3]
This graduate seminar focuses on current issues of educational inequality using interdisciplinary and multisystem lenses, examining educational indicators of inequality, the role of families and schools in determining patterns of educational inequality, and current debates about key policies and practices in classrooms and schools. The course also examines relationships between schools and other social institutions (i.e. the family and its larger community).
|
| |
-
LLC 645 - Quantitative Research Methods I [3]
This is a course in the application of basic statistics in a variety of educational research settings. Emphasis is placed upon the use of descriptive statistics, the interpretation and construction of data collection instruments and the application of basic research paradigms.
Prerequisite: Prerequisite: LLC 744 .
|
| |
-
LLC 646 - Quantitative Research Methods II [3]
Special problems arising in the implementation of educational research designs are examined. Instrumentation to measure attitudes and the collection of questionnaire data are part of the course content. Statistical procedures in addition to those taught in EDUC 645 and appropriate to the analysis of educational research designs are introduced. Problem experiences in instrumentation construction and analysis, as well as research design are emphasized.
Prerequisite: Prerequisite: LLC 645 .
|
| |
-
LLC 648 - Research Writing and Design [3]
The course focuses on three aspects of academic writing: participating in the scholarly community, writing for conference presentation and publication and writing for the dissertation. Students identify leading publications in their field and assess the expectations, read deeply within one journal series and prepare a paper for publication. They also prepare a paper for a conference presentation, while developing a fuller text for publication. Finally, they review successful dissertations and their dissertation requirements and design a reasonable process for dissertation writing and management.
|
| |
-
LLC 650 - Ethnographic Methods [3]
This course provides a systematic overview of qualitative methods in social science research. Students will cover theoretical perspectives, research techniques, research design, data management, data analysis and ethical questions relevant to qualitative research. During the course, students will propose and conduct original, short-term qualitative research projects pertaining to language, literacy and culture.
Prerequisite: Prerequisite: LLC 644 .
|
| |
-
LLC 651 - Discourse And Conversation Analysis [3]
This course provides an overview of the areas of study collectively known as discourse analysis and conversation analysis, drawing on interdisciplinary theories and methodologies primarily from linguistics sociology and education. Students will conduct critical, close readings of spoken and written texts, will analyze how power and ideology circulate through language, and will compare methods to select the most useful to fit their own research interests. Students will apply what they have learned in the course to final research projects.
Grading Method: R
|
| |
-
LLC 660 - Theoretical Approaches to Intercultural Communication [3]
Students will analyze and discuss theoretical frameworks, concepts, research projects, and currently available textbooks on intercultural communication, examining discussions in the US, (but also those in other countries, if possible) that students are either interested in or have selected for a cooperative project. This course will expand and deepen knowledge of intercultural communication theories studied in MLL 605 . It is designed to provide a basis for research into theories of intercultural communication at the MA and Ph.D. level.
Note: Also listed as MLL 660 .
|
| |
-
LLC 672 - Multilingualism [3]
This course is an introduction to the social and educational aspects of multilingualism. It offers an overview of the broad range of sociolinguistic and political issues surrounding multilingualism, examines the language mixing behavior of multilingual speakers, and explores the use of two or more languages in popular music, advertising, and online social spaces. The course covers such key topics as language maintenance and shift, attitudes toward multilingualism, multilingual identity, multilingual educational models and policies, and multilingual parenting. Linked with/also listed as: This course is cross-listed as EDUC 672/LLC 672.
Course ID: 053640
Components: Lecture
Grading Method: Regular
|
| |
-
LLC 680 - Theories of Feminism [3]
This course examines the major theories of feminism through the study of works by central feminist thinkers in historical and intellectual contexts. Topics include reproduction and sexuality; the sexual division of labor; political rights and the intersection of class, race and gender.
Note: Also listed as GWST 680 .
|
| |
-
LLC 700 - Introduction to Language, Literacy and Culture I [3]
(previously called LLC 600 I) These two courses are designed to introduce students to interdisciplinary research and the ways in which social structuring, cultural assumptions and language use affect public policy formation and interactions in such areas as the multi-cultural classroom, the professions, government, and business.
When Offered: (Fall)
|
| |
-
LLC 701 - Introduction to Language, Literacy and Culture II [3]
(previously called LLC 600 II) These two courses are designed to introduce students to interdisciplinary research and the ways in which social structuring, cultural assumptions and language use affect public policy formation and interactions in such areas as the multi-cultural classroom, the professions, government, and business.
When Offered: (Spring)
|
| |
-
LLC 744 - Methods of Language, Literacy and Culture Research, Social Sciences [3]
(previously called LLC 644 ) This course is designed to provide students with graduate-level understanding of social science research methods. Major objectives are to understand the various components and stages of the social science research process; to understand the values, politics and ethics of social science research; and to learn how to design a manageable research project.
|
| |
-
LLC 745 - Methods of Language, Literacy and Culture Research, Humanities [3]
This course is designed to provide students with graduate-level understanding of humanities research methods. Major objectives are to master the design, components, methodologies, values, politics, and ethics of the humanities and cultural studies research processes, develop the ability to use course concepts in thinking and problem solving; develop interpersonal and academic interaction and communication skills to both engage in designing cultural research projects and to contribute to our LLC learning community.
|
| |
-
LLC 750 - Topics in Language, Literacy and Culture [3]
Topics in specific areas of language, literacy and culture are selected on the basis of the interests of faculty and students.
Note: May be repeated for credit.
|
| |
-
LLC 890 - Research Proposal Seminar [3]
The goal of this course is to help students develop their own dissertation proposals. To accomplish this, faculty in language, literacy and culture discuss their research from the proposal stage through publication and mentor students in the development of their own proposals. Students are exposed to a variety of topics and methodologies. (Most advisors suggest that students take this course in order to draft the research proposal.)
|
| |
-
LLC 892 - Independent Study in Language, Literacy and Culture [2-3]
This course provides the student with the opportunity to study independently any aspect of language, literacy and culture relevant to the student’s program concentration that is not covered by regular course offerings.
|
| |
-
LLC 898 - Pre-Candidacy Doctoral Research [3]
Students conducting dissertation research under the direction of a faculty advisor before candidacy enroll in this course.
|
| |
-
LLC 899 - Doctoral Dissertation Research [9]
Research on doctoral dissertation is conducted under direction of faculty advisor.
Prerequisite: Admission to Doctoral Candidacy Required
Note: A minimum of 18 credit hours are required. This course is repeatable.
|
Learning and Performance Technology |
| |
-
LAPT 602 - Instructional Systems Development [3]
This course includes the elements of analysis, design, development, implementation and evaluation. An emphasis is placed on micro-level design issues, including analysis, design and evaluation. Learners work through the ISD process to assemble a training or education project that is ready for implementation. A design plan and lesson plan is constructed to allow learners real-world experience in the ISD process.
Course ID: 053570
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 603 - Analysis for Design and Evaluation [3]
The course focuses on theoretical macro- and micro-models of instructional systems and their applications in public school systems, higher education, government agencies and industry. Learning experiences will include the opportunity to design processes for solving educational and training problems. Students will develop a management proposal for an instructional system based upon a selected model.
Course ID: 053571
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 605 - The Adult Learner [3]
This course covers adult learning theories, instructional strategies and other aspects of adult learning and human performance improvement, with a special emphasis on the implications for design, delivery, evaluation and the application of learning. Other selected topics include alternative methods to traditional learning/training and the characteristics, motivation and learning preferences of adult learners. Consent of department is required.
Course ID: 053573
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 610 - Business of Learning and Performance Technology [3]
Through exploration and application of interactive and iterative business development processes, this course blends the use of organizational development; best business principles and practices; and industry trends in designing, delivering, and evaluating classroom, Internet, blended learning, and self-directed learning. It integrates the traditional role of an instructional designer into a complementary, but new role of solving performance problems in an organization.
Course ID: 102725
Components: Lecture
|
| |
-
LAPT 612 - Message Design [3]
This course is concerned with the theory and practice of designing instructional messages. Emphasis is placed on combining the basic message components, purpose, text design, typography, graphics and color,to create effective visual and oral messages. The student will design, present and critique a variety of messages for cognitive, psycho-motor and affective domains. Consent of department is required.
Course ID: 053580
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 613 - Development of Multi-Media Instruction [3]
The course includes developing instructional materials combining audio and visual media to produce a system of instruction. Consent of department is required.
Course ID: 053581
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 641 - Online Classroom [3]
In this course, various aspects of computer-mediated communication and instruction will be examined. A broad range of distance education issues and applications will be explored from a theoretical and practical standpoint. Consent of department is required.
Course ID: 053609
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 643 - Principles of eLearning Education [3]
This course provides students with a foundation in the history, theory, organization, technologies and instructional procedures used in distance education. Students will gain experience with several distance education delivery systems. Consent of department is required.
Course ID: 053611
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 647 - Corporate eLearning Training [3]
This course is designed to identify how to maximize use of organizational technology to deliver distance training. Students will examine case studies to explore current practices and future trends in business applications of distance learning. Consent of department is required.
Course ID: 053615
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 648 - Consulting for Learning & Performance Tech. [3]
This course identifies how to maximize use of organizational technology to deliver distance training. Students will examine case studies to explore current practices and future trends in business application of distance learning. Consent of department is required.
Course ID: 053616
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 649 - Trends and Issues in Learning and Performance Technology [3]
This course provides participants with awareness of emerging trends, strategies, practices, and ideas concerning learning and performance technology. It is designed for students to explore and apply “real world” solutions that address genuine issues and performance gaps in organizations. Professionals in the industry will be featured as guest speakers. The course format will be live synchronous online class sessions.
Prerequisite: EDUC 602 or LAPT 602
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 671 - Principles of Training and Development [3]
This course will examine key principles relevant to training and development, including the role of training in an organization, adult-learning theory, needs assessment, training methodology, organizational support, resources and constraints, evaluation of training and managing the training function. Issues that influence training implementation, such as ethics and interpretation, also will be addressed. Consent of department is required.
Course ID: 053639
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 681 - Survey Of Instructional Technology Application [3]
First in a series of three instructional technology courses, this course exposes students to a range of multi-media tools used to design interactive instruction, including computer-based training (CBT) and Web-based training (WBT) products. Through analysis and hands-on experience with each tool, the students identify the properties of each tool, describe the strengths and limitations and evaluate their application for different learning events. This course formerly was EDUC 640.
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 682 - Instructional Technology Design And Development [3]
Second in the series of instructional technology courses, this course continues a student’s development process as he or she applies ISD principles to developing and delivering instruction using a computer-based training model. This course formerly was EDUC 610.
Course ID: 102814
Prerequisite: Consent of department is required.
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 683 - Multi-Media Project Management [3]
The last of three instructional technology courses, this lab-based course allows students to apply project development and multi-media design skills by completing an industry-based design project. The course is divided into four or more discrete modules that teach specific multi-media development applications required to execute and complete the design project. By the conclusion of the course, each student possesses comprehensive knowledge of the applications and how to apply them to a multimedia design project. This course formerly was EDUC 620.
Prerequisite: Consent of department is required.
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 689 - Special Topics in LAPT [1-3]
Topics of current interest in Learning and Performance Technology chosen to suit the interests of the faculty member and the student. Note: Different subtopics may be repeated for a maximum of six credits.
Course ID: 102793
Components: Lecture
Grading Method: Regular, P/F, Audit
|
| |
-
LAPT 690 - Individual Projects in LAPT [1-3]
This course is open to students who have applied to the instructor who will supervise the experience. It will cover specialized or emerging topics offered on a timely or as-needed basis.
Prerequisite: Request to the LAPT program director must be submitted
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 693 - Media Technology Seminar [1-3]
An in-depth study of selected topics concerned with theories, principles, trends, use, selection and/or evaluation of media technology. Note: Topics subject to change each semester.
Course ID: 053659
Prerequisite: Consent of department is required.
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 771 - Research Designs in Learning & Performance Technology [3]
This course provides an overview of designs used in educational research. Topics include, but are not limited to, experimental, quasi-experimental, historical, ethnographic and phenomenological modes of inquiry. Emphases are on the assumptions, applications, tools and procedures associated with each of the varied designs. For example, study of experimental and quasi-experimental design will attend to issues such as validity, randomization and multivariate statistics.
Course ID: 102796
Prerequisite: EDUC 602 or LAPT 602, and EDUC 605 or LAPT 605 and/or consent of department.
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 792 - LAPT Internship [1-6]
A field-oriented experience in which the student designs and implements a system of instruction, an analysis technique or evaluation design in a setting consistent with the student’s professional preparation. This course will provide the advanced graduate student in Learning and Performance the opportunity to work with a client in some aspect of the learning, training, development or education field.
Course ID: 102794
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 794 - LAPT Capstone Experience [3]
This course will provide the advanced graduate student in Learning and Performance the opportunity to analyze an educational or training problem and apply the complete instructional systems development process to the design and development of a comprehensive instructional program to meet the needs determined by the analysis. The Capstone Experience course has a focus on a complete project process from analysis to evaluation. It is expected that the instructional system will include an evaluation component and will reflect the proper application of ISD principles in the overall design.
Course ID: 102795
Prerequisite: Consent of department is required.
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 796 - Human Performance Technology [3]
This course will focus on a synergistic examination of the current issues related to designing, developing, delivering and evaluating of training systems for employee training in industry and business. Corporate organization and financial, social and political factors will be analyzed in terms of their effect upon the efficacy and efficiency of such training programs. The student will be expected to research such factors and their synergistic effect upon corporations’ internal efforts to respond to training needs.
Course ID: 053688
Prerequisite: Consent of department is required.
Components: Lecture
Grading Method: Regular
|
| |
-
LAPT 7700 - Master’s Special Study [1]
Prerequisite: Student must be admitted into the LAPT MA or ISO MA degree.
Grading Method: P/F
|
Linguistics |
| |
-
LING 600 - Advanced Special Projects in Linguistics [3]
A directed reading and research-oriented course on an agreed-upon topic. A theory significant and original term paper is required.
|
| |
-
LING 610 - Language Planning [3]
This course examines the language planning choices that have been made in a variety of multi-lingual settings in the world, with particular reference to the role of ethnic or national identity. It also identifies the impact of those choices on the political, cultural, educational and socio-economic domains.
|
| |
-
LING 680 - Studies in Theoretical Linguistics [3]
This course provides an in-depth examination of specific issues in either general or subfield-specific linguistic theory, with special reference to a variety of linguistic phenomena observable in different languages, including English. A theory-significant and original term paper is required.
|
| |
-
LING 690 - Seminar in Applied Linguistics [3]
Advanced research on a particular topic in applied linguistics. Students are expected to give frequent oral reports and complete work on a theory-significant and original term paper.
|
Management of Aging Services |
| |
-
AGNG 600 - Social & Economic Context of Aging [3]
This course presents an overview of the many changes at all levels, from individual to societal, driven by the aging of the population in the United States. An interdisciplinary synthesis is the basis for understanding normal human aging in a cultural and community context and examining the harmful effects of stereotypes and ageism.
Course ID: 052110
Components: Lecture
Grading Method: R
|
| |
-
AGNG 604 - Policy Foundations of Aging Services [3]
The course operates on two parallel tracks. First, it examines fundamental and theoretical underpinnings of public policy goals, the strategic construct of problem identification and definition, processes of policy initiation, development and advocacy and specifically, how to construct and implement a strategic plan to successfully advance policy initiatives. Secondly, and in the process, significant emphasis is placed on discussions of current policy issues affecting older adults and the organizations that provide services to them.
Course ID: 052111
Components: Lecture
Grading Method: R
|
| |
-
AGNG 610 - Leadership, Management & Organizations I [2]
This course focuses on advancing the understanding and development of individual and organizational leadership models that result in building dynamic enterprise in government, business, and in non-profits with a special focus on aging service organizations. AGNG 610 focuses on leadership and the “Self.” Measurements and tools are introduced to enable individuals to better understand their individual strengths and weaknesses around issues of leadership.
Course ID: 052113
Components: Lecture
Grading Method: R
|
| |
-
AGNG 611 - Leadership, Management & Organizations II [3]
Students will begin to explore, acquire and apply the skills needed to drive larger organizational change. AGNG 611 focuses on effective tools and resources necessary for developing strategy and tactics to manage change in aging service organizations. The course divides into three segments around leadership: organizational assessment, strategy development and managing change.
Course ID: 052114
Components: Lecture
Grading Method: R
|
| |
-
AGNG 612 - Finance & Accounting [3]
This course introduces students to the fundamentals of financial accounting and its use in managerial control systems to enhance organizational performance, with a particular focus on the aging services industry. Emphasis is placed on strengthening the students’ ability to interpret and apply financial information as opposed to an in-depth study and application of accounting theory and practice.
Course ID: 052115
Components: Lecture
Grading Method: R
|
| |
-
AGNG 620 - Overview of Dementia and Dementia Care Services [3]
This course will provide an overview of Alzheimer’s disease and other forms of dementia. The curriculum is based upon a strengths-based, person centered approach to dementia and this framework will be used to explore the experience of those living with and impacted by dementia. This course will analyze the underlying approaches to dementia and the impact of these approaches on persons living with dementia, their supporters, care and service provision, and policy. Learners in this course will be challenged to examine their own personal views and understanding of dementia and apply this to their own academic and professional practice.
Course ID: 102821
Components: Lecture
Grading Method: Regular
|
| |
-
AGNG 621 - Policy Foundations in Dementia Care Services [3]
National, state/regional and local governments are paying more attention to the problem of Alzheimer’s disease and related dementia, frequently designating staff to facilitate dementia planning processes or implement programs. Forty-nine (49) states, Washington, D.C. and Puerto Rico have dementia plans and 7 states are updating plans that are 5 years old. Iceland just became the 32nd nation with a national plan; the World Health Organization (WHO) has established a target of all nations having a plan or substantial Alzheimer’s disease policy or program within a broader national policy frame such as a non-communicable disease plan in the next 5 years. Long-term services and supports providers and health systems are re-defining how they will or will not provide specialized services to persons with dementia. This course offers aging services professionals training in Alzheimer’s disease/dementia care issues, information about effective policy approaches, and resources to mobilize activities that make sense at different levels. Students will be provided with the tools to identify a relevant, real-life dementia policy problem, formulate an achievable solution and present their solutions to decision-makers. The session will culminate in a mock presentation to a decisionmaker for critique and assessment for future action.
Components: Lecture
Grading Method: Regular
|
| |
-
AGNG 622 - Implementation of Innovations in Dementia Care Services [3]
This course builds on the learner’s existing knowledge of Alzheimer’s and dementia diseases, and focuses on the innovative solutions that currently exist to support individuals with these conditions. This course will provide local and global examples of dementia care services, allow for analysis of these innovations, and teach methods for the implementation of similar solutions within their own business or organization. AGNG 622 will include a wide survey of existing innovative products and services, analysis of goods and services, development of an implementation plan, and an in-depth understanding of the tools needed to execute innovations to support dementia care and those living with dementia.
Prerequisite: AGNG 600
Components: Lecture
Grading Method: Regular
|
| |
-
AGNG 624 - Strategy, Marketing & Service Delivery [3]
This course examines the role of strategy in successful organizations. Insights into how to identify and develop an organization’s strategy and to understand its implications for execution and marketing are explored. The need for in-depth analysis of broad environmental forces and the anticipation of future developments are stressed. It considers how government, technology and other environmental factors can impact organizational performance and how leaders can strengthen their organization’s abilities to deal with such factors.
Course ID: 052116
Components: Lecture
Grading Method: R
|
| |
-
AGNG 625 - Research & Evaluation [3]
This course helps students become informed consumers of research. Key components of this course include understanding what information is required, how it can best be obtained, alternative ways of interpreting relevant data, and how to best incorporate knowledge into practice. Fundamentals of research and evaluation will be introduced including qualitative (e.g., focus groups, interviews), quantitative (e.g., surveys, measures of change over time), using archival data, and others. Case studies related to aging service organizations will be used for review and discussion of applicable subject areas.
Course ID: 052117
Components: Lecture
Grading Method: R
|
| |
-
AGNG 632 - Diversity in Management of Aging Services [3]
This course provides a fundamental understanding of the concepts and complexities of diversity in management of aging services. Diversity is examined beginning with self-evaluation, awareness and group beginnings, and expands to current workforce concepts such as generational diversity, managing and leading from diverse places, handling conflict and the social issues involving diversity in aging. A variety of techniques are deployed to understand commonalities and differences while effectively facing the core issues of management in aging services. Students will learn to engage in dialogue versus debate and to manage social scenarios commonly encountered in aging series organizations.
Course ID: 100301
Components: Lecture
Grading Method: R
|
| |
-
AGNG 638 - Entrepreneurship, Innovation & Design I [3]
This is the first of two courses covering Entrepreneurship, Innovation and Design. Entrepreneurship I has a primary emphasis on the business or ‘for-profit’ components of the endeavor and includes consideration of both Innovation as well as Design. Entrepreneurship II (Spring 2016) focuses on Entrepreneurial efforts and approaches within an existing organization (with an emphasis on nonprofit organizations) - including organizational leadership and governance.
Course ID: 100384
Components: Lecture
Grading Method: R
|
| |
-
AGNG 639 - Entrepreneurship, Innovation & Design II [2]
Entrepreneurship II expands upon Entrepreneurship I, with particular emphasis on leadership roles in creating and managing sustainable growth in an innovative and entrepreneurial organization. This course focuses on entrepreneurship leadership and management within the context of non-profit companies, and explores the comparisons with for-profit corporations.
Course ID: 100470
Components: Lecture
Grading Method: R
|
| |
-
AGNG 640 - Design, Think, Technology, Environmental Design [2]
Designing for optimal function, adaptation and quality of life in aging can be a unique challange. This course will examine human centered design, a unique approach to problem solving that aims to arrive at solutions that are desirable, feasible and viable. Students are encouraged to approach the world like a designer in order to solve dynamic problems in the field of aging services. Design principles, rapid prototyping and storyboard exercises will help students in building a new and innovative concept that could improve the lives of older adults.
Course ID: 102301
Prerequisite: Permission of Instructor
Components: Lecture
Grading Method: R
|
| |
-
AGNG 643 - Law, Ethics and Longevity [1]
This course explores concepts in the fields of law and ethics. Various approaches to legal and ethical issues will be discussed. An emphasis is placed on understanding how issues related to human longevity and the delivery of aging services are approached and decided from a legal and ethical perspective.
Course ID: 052120
Components: Lecture
Grading Method: R
|
| |
-
AGNG 645 - Mental Health & Wellness [3]
This course will introduce students to an overview of some of the major mental wellness issues in later life using an integrated analysis of the aging, policy and management concerns that influence mental wellness in elders. Traditional illness and deficit-based models of assessment, intervention and service provision will be contrasted with wellness and strength-based approaches from the perspectives of social and illness narratives, the social and organizational context and the management demands and leadership challenges each presents. Issues such as problem identification, engaging elders, impact on the family, multi-disciplinarity vs. interdisciplinarity, assessment and intervention, provider-consumer relationships, and program outcomes will be addressed.
Course ID: 100153
Prerequisite: Permission of Instructor
Faculty: Peter V. Rabins
Grading Method: R
|
| |
-
AGNG 662 - Correlation & Review - Capstone [3]
This course serves as the capstone of the curriculum and requires that the student choose one of three options in their first semester of study. Students can submit an independently researched paper on an issue of significant importance to older adults and/or to their aging service organization, complete a thesis study project that impacts older persons with the supervision of a full-time faculty member or complete a comprehensive exam. The intent is for students to bear an interdisciplinary approach using the knowledge, skills and abilities they have learned in the fields of aging, management and policy. Students will present their research to the advising faculty.
Course ID: 100300
Components: Lecture
Grading Method: R
|
| |
-
AGNG 698 - Special Topics in Aging Studies [1-3]
This course provides the opportunity to present specialized or emergent topical material to advanced students with interests in management of aging services. Topics will vary and will be announced in advance of the semester in which the course is offered.
Course ID: 102272
Components: Lecture
Grading Method: Regular
|
Marine, Estuarine & Environmental Science |
| |
-
MEES 608 - Mees Seminar - Advanced Topics in Ecology [2]
|
| |
-
MEES 703 - JEDI in the Environmental Sector [1]
In this course, we will work together to critically analyze and develop our understanding of changing realities tied to justice, equity, diversity, and inclusion (JEDI) in the environmental sciences and in applied environmental work and action. The first part of the semester will focus on how systemic racism has influenced theoretical development, scientific achievement, and action within the environmental sciences (as academic fields), as well as in environmental action and conservation. We will then examine efforts and initiatives to-date to promote JEDI within academia, the environmental sciences, and the environmental workforce. We will spend time exploring the context of Baltimore and Maryland, learning more about ways in which underrepresented communities have experienced environmental injustice, and the role that systemic racism has played in the urban landscape within Baltimore. We will hold dialogues about the ways in which environmental and climate action moving forward intersects with questions of justice, equity, and inclusion for Black, Indigenous, and other People of Color (BIPOC) communities. And finally, we’ll chart out specific ways in which the environmental sector, including academic institutions, can better support JEDI in all aspects.
Course ID: 102938
Linked with/Also listed as BIOL 703, ENEN 703, GES 703
Components: Lecture
Grading Method: Regular
|
| |
-
MEES 704 - Engaged Research in the Environmental Sector [1]
Humans are impacting natural systems in myriad and complex ways. Research used to sustainably solve environmental problems therefore must take into account the knowledge and needs of people from diverse communities and organizations. Engaged, or co-produced, research between academics and non-academics is a promising approach to make progress in this complex space. This course covers four general principles that guide the co-production of environmental research-context-based, pluralistic, goal-oriented, and interactive-using case studies from Baltimore Harbor and around the world. Environmental researchers and activists from academia, government agencies, non-profit organizations, industry, and the community will visit the class to describe the process of co-producing research.
Course ID: 102939
Linked with/Also listed as BIOL 704, ENEN 704, GES 704
Components: Lecture
Grading Method: Regular
|
| |
-
MEES 705 - Writing in the Environmental Sector [1]
Professionals in the environmental workforce utilize writing for a broad range of audiences. This course will provide students with instruction in a range of writing styles used in the environmental sector, from academic to government to policy to science communication. This course will provide students with general instruction on writing and the peer review process. Environmental professionals from academia, government agencies, non-profit organizations, and/or industry will introduce and describe various writing platforms and styles.
Course ID: 102940
Linked with/Also listed as BIOL 705, ENEN 705, GES 705
Components: Lecture
Grading Method: Regular
|
| |
-
MEES 799 - Master’s Thesis Research [2-9]
Master’s thesis research under the direction of a UMBC MEES faculty member.
Note: Six credit hours are required for the master’s degree.
|
| |
-
MEES 898 - Pre-Candidacy Doctoral Research [3-9]
Research on doctoral dissertation conducted under the direction of a faculty advisor before candidacy.
|
| |
-
MEES 899 - Doctoral Dissertation Research [9]
Doctoral dissertation research under the direction of a UMBC MEES faculty member.
Note: A minimum of 18 credit hours is required for the doctorate.
|
| |
-
MEES 7700 - Master’s Special Study [1]
|
| |
-
MEES 8800 - Doctoral Special Study [1]
|
Math Education |
| |
-
MAED 501 - Rational Number Operations and Problem-Solving [3]
This course will be an interactive exploration and development of problem-solving skills and strategies. A problem may be solved by several approaches; two problems that seem solvable by a similar approach may use very different forms of that approach. To that end, problems and their solutions are unique. Confidence and skill in problem-solving, then, are built through practice. The class time and the related assignments will be structured around this practice. A variety of strategies will be suggested and modeled; however, the focus will be on student-generated solutions. Participants will be expected to work both individually and cooperatively in small groups in this process.
|
| |
-
MAED 502 - Geometry and Spatial Reasoning [3]
This course will examine the major topics of geometry, including inductive and deductive reasoning; area, perimeter and volume; similarity, congruence and proportional reasoning; application and proofs of the Pythagorean theorem; symmetry and transformational geometry; comparisons and proofs. A major project is required.
|
| |
-
MAED 503 - Algebraic Reasoning [3]
This course is designed to help the participants improve their technical skills in algebra while deepening their understanding of the major concepts and principles underlying algebraic reasoning. Graphing calculators will be used to develop conceptual understanding of algebraic concepts, procedures and problem-solving strategies.
|
| |
-
MAED 504 - Statistics, Data Analysis and Probability [3]
This course is an introduction to the basic concepts of statistics and probability, including measures of central tendency and variability, sampling distributions, correlation and regression, and the empirical determination of probabilities. Much of the course is spent on the analysis of data, the examination measures of center spread and correlation and the mathematics involved with drawing inferences and making predictions. Calculator-based methods for data collection and display, statistical calculation and simulation of probability experiments are also explored.
|
| |
-
MAED 505 - Advanced Algebra and Trigonometry [3]
This course is designed to help the participants improve their technical skills in advanced algebra and trigonometry while deepening their understanding of the major concepts and principles underlying algebraic and trigonometric reasoning. This course is a prerequisite for MAED 506 : Concepts and Applications of Calculus.
|
| |
-
MAED 506 - Concepts and Applications of Calculus [3]
Calculus is the study of how things change mathematically. It also studies how continuous data can be accumulated and manipulated. In this course, participants will learn to use derivatives and integrals to calculate rates of change, areas and volumes, velocity and acceleration, growth and decay and to produce sketches of unknown objects. Through class discussions and problem sessions participants will learn to use the tools of calculus to understand and quantify the physical world.
|
| |
-
MAED 507 - Adv Teaching, Learning, And Curricula In Math [3]
This course is designed to improve student learning in the mathematics classroom by deepening the participants understanding of how children learn mathematics, how to select instructional tasks and strategies that will enhance the learning of mathematics, and how to integrate assessment with instruction to implement change in the mathematics program.
|
| |
-
MAED 521 - Mathematical Reasoning [3]
This course examines different types of mathematical reasoning. Topics include but are not limited to arithmetic, proportional, algebraic, probabilistic, geometric/spatial, analogical, deductive, inductive, and axiomatic thinking. Inquiry experiences provide course participants with the opportunities to experience and compare these different forms of reasoning and a variety of problem-solving strategies. Research on learning and teaching mathematical reasoning in school mathematics will be explored and applied through a case study of students’ mathematical reasoning.
|
| |
-
MAED 527 - Culturally Responsive Teaching in Mathematics [3]
Culturally responsive instruction is a dynamic form of teaching which considers students’ culture to choose and implement instruction in a way that builds and supports the culture and individual characteristics of all students in the mathematics classroom. Culturally responsive instruction includes but is not limited to the following instructional strategies: relating mathematics to real-life experiences, creating a safe and supportive learning community within the classsroom which is student-centered and teacher facilitated, and helping students develop the language and concepts of mathematics.
|
| |
-
MAED 531 - Number, Number Systems and Operations [3]
This course examines the foundations of number, number systems and operations. Emphasis is on whole number, integers, and rational numbers. Teachers use manipulatives, calculators and a variety of visual technologies to represent number concepts and processes. Emphasis is on inquiry to develop students’ number sense. Focus on student thinking samples and diagnosis and development of student thinking.
|
| |
Page: 1 <- 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
| 15
|
