May 10, 2024  
2020-2021 Undergraduate Catalog 
    
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2020-2021 Undergraduate Catalog [ARCHIVED CATALOG]

Courses

 

Computer Science
  

  • CS 4066 Penetration Testing & Ethical Hacking

    This course introduces the principles and techniques associated with the cybersecurity practice known as penetration testing or ethical hacking. The course covers planning, reconnaissance, scanning, exploitation, post-exploitation, and result reporting. Students will learn how system vulnerabilities can be exploited and how to avoid such problems.

      Prerequisite(s): CS 3660   or CS 3380   with a grade of C- or better. 
    Credits: 3.0

  

  • CS 4070 Data Science Analytics

    This course provides a comprehensive coverage of data science and its application. Every stage of the CRISP-DM (Cross Industry Standard Process for Data Mining) process, which includes business understanding, data understanding, data preparation, modeling, evaluation, and deployment, will be studied. Students will learn the concepts of data warehousing, multi-dimensional data cubes, and OLAP (On-Line Analytical Processing) technologies. The topics of analytical techniques of association, classification, clustering, and anomaly detection in data mining and machine learning will be covered. Ethical and security issues in data science will be introduced.
        
      CS 3550   or CS 4400   with at least a C-
    Credits: 3.0
  

  • CS 4080 Data Mining and Machine Learning

    This course covers the major topics in data science, emphasizing on knowledge discovery. The knowledge discovery process of data mining and machine learning - their concepts, principles, and techniques will be studied in depth. The various data mining and machine learning algorithms will be presented and their applications will be demonstrated using the R and Python programming languages and their machine learning packages.
        
      Prerequisite(s): CS 4070 with at least a C-
    Credits: 3.0
  

  • CS 4090 Parrallel and Distributed Systems

    The course provides a comprehensive coverage of the theories, practices, system architectures, information technologies, applications, and the latest developments of parallel and distributed systems. Topics include modern distributed computing technology such as computer clusters, virtualization, service-oriented architecture (SOA), massively parallel processors, peer-to-peer systems, cloud computing, social networks, and the Internet of Things.

      Prerequisite(s): CS 3352   with a grade of C- or better. 
    Credits: 3.0

  

  • CS 4100 Artificial Intelligence

    A study of classical and modern approaches to artificial intelligence including knowledge representation, search strategies, inference systems, logic programming, list processing, machine learning, natural language processing, and neural nets. Exercises in programming using current tools, COMMON LISP, or PROLOG. Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): MATH 324 or MATH 3240  and CS 342 or CS 3420  with grades of C- or better. Course offered Spring Semester only.
    Credits: 3.0
  

  • CS 4200 Compiler Construction

    An in-depth study of the principles and design aspects of programming language translation. The major components of a compiler are discussed: lexical analysis, syntactic analysis, semantics routines, and code generation. Alternative parsing strategies are presented and compared with respect to space and time tradeoffs. Course offered Fall Semester only. Prerequisite(s): CS 3820 
    Credits: 3.0
  

  • CS 4201 Database Driven Web Applications

    This course introduces the fundamentals of database-driven web applications as well as the programming technologies and techniques used to build them. Topics include extended coverage of HTML, JavaScript, Web server administration, database concepts, VB .NET, ASP.NET, and PHP.
    Credits: 3.0
  

  • CS 4250 Computer and Network Security

    This course provides a comprehensive and balanced coverage of the basic concepts, principles, and practices of computer and network security. Topics include vulnerabilities of computer and information systems; privacy and integrity of information; security goals, policies, planning, implementation, and administration; legal and ethical issues security. Closely integrated into the above topics are technologies used to secure systems including access controls, cryptographic algorithms and tools; public key infrastructure and certificates for entity authentication; firewalls; VPNs;; intrusion detection and prevention systems.
    Credits: 3.0
  

  • CS 4300 Data Communications and Computer Networks

    Topics include basic concepts, principles, design procedures, and applications of data communication systems. ISO reference model for open system interconnection is used as the basis to discuss the functions and protocols of layered network structures. Also introduced are the evolutions trends of networking technologies, various types of networks from LAN to WAN, internetworking architectures, network security, management, and applications. Course offered Spring Semester only. Prerequisite(s): CS 3410  AND CS 3450 
    Credits: 3.0
  

  • CS 4400 Data Base Management

    Topics include data collection, representation, modeling, and storage; file versus database approach to data management; database environment; principles of logical and physical database design. Emphasis is placed on Entity-Relationship and relational data models. Other topics include client-server environment, database security and integrity, and database administration. A substantial project on the design and implementation of a database is assigned. Course offered Fall Semester only. Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 3420 
    Credits: 3.0
  

  • CS 4410 Computer Architecture

    An introduction to the architecture of digital computer systems. Structures of systems using processors memories, input/output devices, and interfaces as building blocks. Computer system instruction set design and implementation, including memory hierarchies and pipe-lining. Parallel processing and computer networking. Course offered Spring Semester only. Prerequisite(s): CS 3410  AND CS 3450 
    Credits: 3.0
  

  • CS 4450 Theory of Computation

    This course investigates formal machine models of computation, formal languages, and computability. This includes finite state automata, pushdown automata, Turing machines, languages and grammars, and how they are useful within computer science. Course offered Spring Semester only. Prerequisite(s): CS 3420 
    Credits: 3.0
  

  • CS 4500 CIT Seminar

    This course introduces professional issues and responsibilities in the field of information technology; IT governance and resource management, risk identification and evaluation, environmental issues, ethical, legal, and privacy issues, intellectual property, project management principles, communications, teamwork and conflict management, employability skills and careers in IT, and information systems principles.

       CIT majors; Seniors only Prerequisite(s): CS 3660  
    Credits: 3.00

  

  • CS 4610 Computer Graphics

    A rigorous study of concepts, theory, and algorithmic aspects of two and three dimensional computer graphics. Topics include graphics hardware and programming, file formats, algorithms for curves and image generation, splines, transformations, perspectives, illumination, shading, depth, solid-modeling, ray-tracing, animation, fractalization, texturing, and alternate rendering models. Programming in both general-purpose and ray-tracing languages. Course offered Fall Semester only. Students will be charged an additional Comp Science Lab Fee when enrolling in this course. Prerequisite(s): CS 3420 
    Credits: 3.0
  

  • CS 4700 Cloud Computing

    A rigorous study of the fundamental concepts, principles, and practices in the establishment, programming, and effective administration/management in Cloud Computing. We will review how Infrastructure, Software, and Platform are Services in various cloud models, modern aggregate and distributed computer systems, and networking. Analytic aspects for inquiry and critical assessment include several models
    of performance, scheduling, resource allocation, scalability, cost, configuration, maintenance, trouble-shooting, privacy, security, monitoring, availability, energyefficiency, and legal issues in the creation and application of cloud platforms. This course will focus on the theory, principles, algorithms, practices, applicationsprogrammingin, trade-offs and problem-solving in Cloud Computing, including hands on
    laboratory experiments and homework projects using preexisting clouds, specifically from Amazon, Google, and Microsoft. Case studies will be drawn from businesscontexts (IBM, Yahoo, Twitter, Facebook), scientific computation, and databases.  Students will be expected to set-up and explore several virtual machine models (in both Windows and Linux) and very small-scale clouds using OpenStack as part of the projectwork.
    Several programs will be written to run on these clouds both in class and as homework. Prerequisite(s): CS 3420  with a grade of C-  or CS 3380  or CS 3400  System Administration or permission of instructor
    Credits: 3.0
  

  • CS 4800 Computer Science Seminar

    This is the capstone course required of all computer science majors. The course is conducted in seminar form featuring internal as well as external speakers. Approximately two-thirds of the course covers current topics of interest in computer science and computing technology; the remaining one-third of the course is dedicated to social impact of computers and ethical issues faced by today’s computer professionals. Students are required to select a relevant topic and complete a substantial research-oriented project either individually or as a team. As the end of the project, students are expected to submit a substantial written report and orally present it to the public. Course offered Fall and Spring Semesters. Students will be charged an additional Comp Science Lab Fee when enrolling in this course.
    Credits: 3.0
  

  • CS 4900 Computer Science Senior Project

    This course provides qualified students an opportunity to work with faculty members in research and development projects in areas of current interest in Computer Science. Students are expected to carry out a meaningful project to be reviewed and approved by a panel of advisors. Course offered Fall and Spring Semesters.
    Credits: 3.0 - 6.0
  

  • CS 4950 Computer Science Internship

    This course provides a field experience in the Computer Science profession. An agency provides the environment and general supervision during the experience while a faculty member meets with the student on an ongoing basis to relate the field experience to the Computer Science profession. Course offered Fall and Spring Semesters.
    Credits: 1.0 - 3.0
  

  • CS 4990 Independent Study

    This course allows a student to pursue a topic of interest in computer science that is not covered by existing courses. Course offered Fall and Spring Semesters.
    Credits: 1.0 - 6.0

College of Science and Health
  

  • CSH 1300 Integrated Research Methods/Statistics I

    This course focuses on developing a research question and corresponding hypothesis for a research project. Writing the introduction and review of literature sections of a research report and basic statistical procedures are included in this course. Basic methods of survey and correlational research are also covered. Students complete their group research projects in CSH 2300 . Cross Listed Course(s): CSH 250 CSH 2500
    Credits: 3.0
  

  • CSH 1500 Integrated Science

    Students will be introduced to how science is done through observation, hypothesis formation, testing, and evaluation. There will be an emphasis on the laboratory experience, where the principles discussed will be illustrated and tested. Students will be charged an additional Biology Lab Fee when enrolling in this course.
    Credits: 4.0
  

  • CSH 2300 Integrated Research Methods/Statistics II

    This course focuses on refining a research question, designing appropriate methods to collect data, and data collection using an appropriate sample size. Basic principles of statistics and the utilization of SPSS software to analyze the data are also included in this course. Students will complete the method, results, and discussions sections of their group research projects started in CSH 1300 . Prerequisite(s): CSH 1300  OR CSH 2500
    Credits: 3.0
  

  • CSH 3990 Selected Topics

    Students are introduced to how science is done through observation, hypothesis formation, testing, and evaluation. There is an emphasis on the laboratory experience where the principles discussed are illustrated and tested.
    Credits: 1.0 - 6.0
  

  • CSH 4500 Senior Seminar in Integrated Mathematics and Science

    This course is the capstone course for the major in Integrated Mathematics and Science. In this course, students will use the experience they have gained in their previous studies. This course also provides students in the four tracks the opportunity to come together and share insights and expertise from their respective disciplines. Prerequisite(s): PHYS 2560  
    Credits: 3.0

Professional Counseling
  

  • CSP 3990 Selected Topics

    A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
    Credits: 1.0 - 6.0
  

  • CSP 4990 Independent Study

    As approved and to be arranged with instructor and by chairperson.
    Credits: 1.0 - 6.0

Disability Services
  

  • DIS 1010 Rethinking Disability

    Disability is a natural part of the human experience and the effects of a disability will likely impact every person across their lifespan. This course will provide a basic understanding of disability as a social construct and influence students’ perceptions of the experience of living with a disability in today’s society. Students will explore myths and stigmas about disability as well as issues of access and accommodations within multiple environments. This course is for students with and without disabilities, and may be of special interest to students exploring careers in education, public policy and government, sociology, psychology, technology and health professions.
    Credits: 3.0
  

  • DIS 2010 Identity and Justice

    The concept of justice looks past the foundation of basic rights to experiences of privilege and oppression. These experiences are interdependent with identity including race, ethnicity, gender, sexual orientation, socio-economic status, age, physical and intellectual abilities, religious beliefs, political beliefs, or other ideologies. Because we are all complex and do not live single issue lives, understanding the intersectionality of a person’s multiple frames of identity is essential to understanding justice. 

    The course will introduce students to the historical and contemporary philosophical concepts of identity and justice, as well as the present-day complex and interconnected application of Disability Justice.  Disability Justice looks beyond the basic rights of accessibility and services to issues of identity such as race, class, gender, and sexuality and how they intersect the experience of being disabled. Disability Justice shifts consciousness about what disability means to different people, how it’s framed, and how we work to make a more just world for all.


      Prerequisite(s): DIS 1010  
    Credits: 3.0

  

  • DIS 2070 Disability in Media and Lit

    This course will explore the representations of people with disabilities (including mental health disorders) in literature, myth, art, film, and theater. Studying the construct of disability though multiple avenues of contemporary and historical media helps to explore what each culture defines as “normal,” and “abnormal”, and gives us insight into the representations that influences the attitudes and behaviors of many individuals in society. This course is designed to develop greater awareness and understanding of the information, stereotypes and inaccurate characteristics presented in the media regarding individuals with disabilities.
    Credits: 3.0
  

  • DIS 3030 Service Learning Disability Studies

    This course is designed to help students explore the concept of social justice through the active participation in community organizations that serve individuals with disabilities. The course integrates theory and practice by pairing previous or concurrent academic course work with meaningful community-based learning experiences. Students will participate in self-designed internships with community-based advocacy organizations, arts programs, nonprofit settings or other social and cultural programs that provide ongoing and direct interaction with individuals with disabilities. Students are required to secure a volunteer position within an organization within the first two weeks of the course. During the semester, students will engage in written reflection and analysis of their experience. Prerequisite(s): Open to Juniors and Seniors; DIS 1010  and a B or better in a previous DIS course.
    Credits: 3.0
  

  • DIS 3990 Special Topics

    Topics of current interest are discussed in a workshop format. This course is given on an occasional basis in order to meet the department’s needs for exploring or updating a particular area of study. This course frequently is given on a one-time basis as an experimental offering. Students are asked to check the current master schedule to determine if this course is to be offered in any particular semester.
    Credits: 1.0 - 6.0
  

  • DIS 4090 Disability Global Society

    Individuals with disabilities are estimated to make up about 15% of the world population, but they are often among the most marginalized in society. According to the World Bank, 20% of the world’s poorest people have disabilities, and 80 % of all persons with disabilities live in developing countries (UN Enable, 2009). The passage of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in 2006 represented a major advance in addressing the marginalization of individuals with disabilities in developing countries, but that work is not done. The intent of this interdisciplinary course in Disability Studies is to serve as an overview of the social, behavioral, political, and cultural construct of disability across the global society through the lens of the ongoing implementation of the Convention on the Rights of Persons with Disabilities worldwide.
    Credits: 3.0
  

  • DIS 4660 Ethical Issues in Disabilities Studies

    This course will examine the foundation of justice and ethical issues within Disability Studies from a social justice and disability rights perspective. Students will explore both philosophical and bioethical issues within areas of broad public debate. Through guided explorations, students will investigate how issues of discrimination, oppression, and autonomy impact the lives of individuals with disabilities. Students will learn how disability is conceptualized in different ways depending on contexts, as well as how to analyze how disability fits within the present-day discourse of human diversity and equity.  Student may repeat this class for a maximum of 9 credits.
      Prerequisite(s): A grade of B or better in one of the following courses DIS 1010  , DIS 2070  or DIS 4090  
    Credits: 3.0
  

  • DIS 4950 Capstone In Disability Studies

     The Capstone in Disability Studies is the culminating academic project designed to have students synthesize and apply the knowledge and skills acquired in their Disability Studies program to real-world issues and problems. This systematic inquiry project provides students with the opportunity to explore a problem or issue of particular personal or professional interest and bring meaning to the problem or issue through a focused study of the literature and applied research under the direction of the course instructor. This final project should demonstrate the student’s ability to think critically and creatively, to solve practical problems, to make reasoned and ethical decisions, and to communicate effectively. The capstone project and other relevant accomplishments will be showcased in a presentation and professional e-portfolio at the end of the semester.
        
      Prerequisite(s): Admission into the Disability Studies major
    Credits: 3.0

Economics
  

  • ECON 1010 Economics of the Contemporary World

    This course takes an issue approach to introductory economics. In particular, it deals with the main economic issues of the contemporary world such as globalization; growth and development; market and government intervention; poverty; unemployment; inflation; protectionism; and financial instability. Particular emphasis will be placed on the connection between economic concepts and real world phenomena coming from both developed and developing countries’ experiences.
    Credits: 3.0
  

  • ECON 2010 Macroeconomic Principles

    This course is designed to introduce students to the basic concepts of macroeconomic analysis. Particular emphasis will be placed on the examination of production, expenditure, employment, unemployment and price levels for the economy as a whole. Discussed are also monetary, fiscal, and financial policies, with regards to their impacts on economic growth, inflation, unemployment and financial stability. Prerequisite(s): WPS 1060 
    Credits: 3.0
  

  • ECON 2020 Microeconomic Principles

    This course discusses the basic economic principles related to the behavior of individual agents. the main topics include the following: 1) Opportunity Cost, 2) Demand and supply analysis, 3) consumer theory, 4) Production and costs, 5) Profit maximization, 6) Market structure ( perfect comptetition , monopoly, monoplistic competition, and oligopoly), 7) Market failure and the distribution of income ad 8) International trade and exchange rates. Prerequisite(s): WPS 1060 
    Credits: 3.0
  

  • ECON 2040 Experimental Macroeconomics

    This course offers an alternative pedagogical approach to macroeconomics education involving an auction and exchange mechanism. Students purchase auction chips at the beginning of the semester, which is collected as tax revenue dollars for the class government overseen by a bank. These chips are utilized in making decisions that help students to examine the basic economic principles relevant to the resource utilization problems of the economy as a whole, including inflation, unemployment, output and economic growth. To address fiscal and monetary policy issues, the class votes on how our classes government should spend our community’s tax dollars, balances a simulated version of the national budget, and has the opportunity to visit and write upon the the New York Federal Reserve Bank.
    Credits: 3.0
  

  • ECON 2050 Experimental Microeconomics

    This course offers an alternative pedagogical approach to microeconomics education involving an auction and exchange mechanism utilizing the concepts of scarcity and opportunity costs. Students purchase auction chips at the beginning of the semester and utilize these chips in making decisions that influence supply and demand. This helps students to examine the determination of price and quantity in a competitive market as well as imperfectly competitive markets. Using a capitalistic model, the class then gets to vote on how to distribute the income among the community resources.
    Credits: 3.0
  

  • ECON 2100 Business Statistics I

    Included in this course are the topics of descriptive statistics (collection and presentation of data, frequency distributions, measures of central tendency, dispersion, and skewness);sampling and probability; and an introduction to statistical inference. Prerequisite(s): MATH 1400  OR MATH 1170  OR MATH 1600 
    Credits: 3.0
  

  • ECON 2110 Business Statistics II

    This course is a continuation of ECON 2100 Business Statistics I . Topics covered include one-sample and two-sample tests of hypothesis, ANOVA, simple and multiple linear regression, and nonparametric methods such as Chi-square applications and the analysis of ranked data. Optional topics are index numbers, time series and forecasting, quality control, and an introduciton to decision theory. Prerequisite(s): ECON 2100  OR MATH 1300 
    Credits: 3.0
  

  • ECON 2300 Economics of the Environment

    This course examines the problems of environmental quality as an economic problem. The role that economic analysis plays in poviding both public and private decision-makers with alternative solutions to environmental problems is stressed. Prerequisite(s): ECON 2020  
    Credits: 3.0
  

  • ECON 3010 The National Economy

    A systematic treatment, at an advanced level, of the factors determining the level of output, income, and employment of the economy as a whole. Prerequisite(s): ECON 2010  AND ECON 2020 
    Credits: 3.0
  

  • ECON 3020 Prices and Markets

    An analytic treatment, on an advanced level, of theories and techniques of price determination. Theories of income distribution and general equilibrium are also considered. Prerequisite(s): ECON 2010  AND ECON 2020 
    Credits: 3.0
  

  • ECON 3030 International Finance

    A study of international financial transactions designed to help students understand the economic interdependence of nations. Analysis of exchange rates, balance of payments, international capital movements, as well as fiscal and monetary policies in an open world economy. Prerequisite(s): ECON 2010  AND ECON 2020 
    Credits: 3.0
  

  • ECON 3050 Current Economic Issues

    This course will cover economic problems such as unemployment, inflation, government regulation, health care, environmental quality, budget deficit, and the national debt. Real-world observation of the problems; analysis and alternative solutions will be presented. Prerequisite(s): ECON 2010 
    Credits: 3.0
  

  • ECON 3100 Money and Banking

    A study of the key concepts, theories, processes and interrelationships that link money and banking to the workings of the U.S. economy. This course analyzes how banks and other depository institutions serve as a conduit for the implementation of monetary policy. The structure, functions, powers and monetary tools of the Federal Reserve are also examined. Prerequisite(s): ECON 2010 
    Credits: 3.0
  

  • ECON 3200 History Economic Thought

    A study of the history of economic theory beginning with the Greco-Roman economics and concentrating on the eighteenth, nineteenth, and twentieth centuries. The relationship between the evolution of economic thought and socio-political forces is developed. Prerequisite(s): ECON 2010 
    Credits: 3.0
  

  • ECON 3210 Economics of the Public Sector

    A study of the economic principles that are most useful in analyzing the government’s role in the economy; the economic principles to be stressed are those that are particularly helpful in the microeconomic analysis of tax and expenditure policies. Sources of revenues, as well as expenditures for health, defense, education, social security, and welfare programs, are analyzed. Prerequisite(s): ECON 2010  AND ECON 2020  
    Credits: 3.0
  

  • ECON 3280 Economic History of US

    Emphasizes economic elements in the historical growth of the United States from colonial to contemporary times. An analysis is made of the changing role of government, technological innovation, industrial pioneering, and competition in the development of the American economy.
    Credits: 3.0
  

  • ECON 3300 Sports Economics

    This is a study of the economics of sports, sports industries, the role of government and education in College and Professional sports, and the business of sports.  The application of economic principles and tools will be used to examine the sports industry and the role of sports in our economy and culture.  The content  includes demand and supply of sports, sports markets, labor market for sports and its related issues, the role of government and other institutions in the market for sports, the impacts of sports regulations, the economic impact of college sports, and an understanding of economic decision making in the sports area.  
     
    Credits: 3.0
  

  • ECON 3400 Labor Economics

    An examination of how labor and management are affected by various theories and institutional approaches and policies, such as public legislation on labor and management relations, collective bargaining, labor unions, inflation, and unemployment.  This course is crosslisted with MGT 3400  . Prerequisite(s): ECON 2010  AND ECON 2020  
    Credits: 3.0
  

  • ECON 3500 Economics of Globalization

    This course provides the historical and empirical background necessary to understand the complexity of the current global economy and to make inferences about some of the contemporary issues in the global economic environment. The course will include research and policy discussions on trade, finance, immigration, labor laws, multinational corporations, environment and economic growth and development.  Course fulfills UCC - Area 6 Global Awareness. Prerequisite(s): ECON 2010  
    Credits: 3.0
  

  • ECON 3550 Diversity in Organizations

    An examination of how different demographic groups affect various types of organizations. Diversity is defined and the legal environment of diversity is explored. Particular emphasis is given to how organizations can acknowledge and respect the differences in their members, and how this will enhance the likelihood of achieving institutional goals. Prerequisite(s): ECON 2010 
    Credits: 1.5
  

  • ECON 3600 Economic Growth and Development

    The course is designed to introduce students to the basic concepts, issues and sources of economic and social growth and development in developing countries. Particular emphaisis will be placed on the functioning of developing countries’ in Africa, Asia and the Middle East versus the developed countries’ economies in Europe and the United States, their interactions and on the appropriate policies to promote developement at both domestic and global levels.
    Credits: 3.0
  

  • ECON 3700 International Economics

    This course examines the trends, theories, and policies of trade using a global perspective. Emphasis will be on the relationship between disparities and differences among cultures and their impact on trade. In particular, the course uses a comparative perspective to analyze principle concepts and theories of trade, trade policies, and the interactions between trade, culture, and the environment.
    Credits: 3.0
  

  • ECON 3900 Comparative Economic Systems

    A study of the actual operations of various economic systems as they seek the optimum use of the human and natural resources available to them. The ideological, technological, and organizational features of each system are stressed. Prerequisite(s): ECON 2010 
    Credits: 3.0
  

  • ECON 3950 Elements of Small Business

    This course prepares students for self-employment, provides fundamental knowledge in the area of entrepreneurship, and addresses issues pertinent to business start-up. Topics covered include marketing and sales, the management of human resources, and financial management as they apply to small business development. Students will also engage in hands-on active learning through work experience conducted on site at the Small Business Development Center. Prerequisite(s): ECON 2010  AND ECON 2020  AND MGT 2000  AND MKT 2100 
    Credits: 1.0
  

  • ECON 3990 Selected Topics

    A topic not covered by an existing course.
    Credits: 1.0 - ####
  

  • ECON 4150 Managerial Economics

    The application of economic analysis to the solution of individual business problems. Among the primary areas covered are demand forecasting, cost and profit analysis, and capital budgeting. Prerequisite(s): ECON 2010  AND ECON 2020  AND ECON 2100  AND MATH 1400 
    Credits: 3.0
  

  • ECON 4200 Urban Economics

    Urban Economics is the study of the location choices of firms and consumers and how these choices affect the formation of cities of different sizes. The course is divided into two parts. In the first part we attempt to understand why cities exist, why they are located where they are, and the spatial distribution of alternative activities within cities. In the second part we analyze patterns of land use, suburbanization, transportation, education, crime and housing and their influence to the growth of cities. The role of the local government is also been examined.
      Prerequisite(s): ECON 2020  
    Credits: 3.0
  

  • ECON 4280 Healthcare Economics

    This is a study of the economics of illness care, third-party payers and the business of healthcare. The application of eonomic principles and tools will be used to examine the health care industry and the role of the nurse. The content includes demand management;concepts of efficiency; impact regulation and health care policy; and an understanding of economic decision making in the health care arena.
    Credits: 3.0
  

  • ECON 4300 Econometrics

    The ordinary least squares criterion is scrutinized. The problems of estimating demand, supply, consumption, production, and cost functions are treated in depth. Prerequisite(s): ECON 2010  AND ECON 2020  AND ECON 2100  AND MATH 1400 
    Credits: 3.0
  

  • ECON 4400 Applied Data Analysis

    This course first provides an in-depth, hands-on treatment of the analysis and presentation of economic data in numerical and graphical form (measures of location, measures of dispersion, scatter diagrams, line charts, bar charts, pie charts, etc.). Subsequent topics are the construction of confidence intervals, hypothesis testing for population means and variances, analysis of variance techniques, linear regression analysis including extensions of the Ordinary Least Squares regression model necessitated by violations of standard assumptions, logistic regression, forecasting, and decision making under uncertainty and risk. The course includes ethical considerations such as biased samples, misleading presentation of data, etc. Emphasis will be placed on the application of relevant software (e.g., Microsoft Excel) to carry out the covered techniques.

    Prerequisites:  MATH 1170 - Business Math
      Prerequisite(s): MATH 1170  

  

  • ECON 4500 Business Economics of Latin America

    Economic issues arising in the transition to more democratic and market-oriented institutions and how these issues challenge business practices in private sector firms and organizations in Latin America. Prerequisite(s): ECON 2010  OR LAS 2010 
    Credits: 3.0
  

  • ECON 4850 Practicum in Economics

    A course of study designed especially for the supervised practical application of previously studied theory in a group setting. Done under the supervision of a faculty sponsor and coordinated with a business organization.
    Credits: 3.0
  

  • ECON 4860 Business Case Writing

    This is a cross-disciplinary course that represents the second part of the 6-credit practicum Honors option, which must be conducted over two semesters and undertaken in the junior or senior year. It will be a core component of the Practicum Honors option. Honors Practicum credits will be applied towards major concentration requirements. The course involves writing an effective business case based on the consulting report or business plan completed in the practicum course. This course will be supervised by a mentor chosen from the Cotsakos College of Business Academically Qualified (AQ) faculty members who participated in the corresponding practicum course. Prerequisite(s): ECON 4850 
    Credits: 3.0
  

  • ECON 4900 Economics Internship

    This is a cooperative education/field work experience. The mission of the internship program is to provide students with a valuable employment experience by working, uninterrupted for a significant amount of time, with a public, private, or government entity located in the student’s geographical area.
    Credits: 3.0
  

  • ECON 4990 Independent Study

    A special project supervised by faculty adviser.
    Credits: 1.0 - ####

Early Childhood Special Education
  

  • ECSP 3020 Family, School, and Community Support

    This course addresses family-professional partnerships and school and community supports in early childhood education settings with particular attention to the issues of families whose children have special needs. Collaboration, consultation, communication, team work, home and school partnerships, and system coordination are key elements of focus. The importance of transistion (e.g., early intervention to preschool, grade to grade) and the necessity for understanding the particular needs of all families during the transistion process willl be addressed. Teacher candidates will understand the multi-faceted nature of families as well as the possible challenges and solutions to creating home, school and community connections. Teacher candidates will gain the knowlege, skills and dispositions to work collaboratively with diverse families in a culturally responsive manner. Contemporary issues such as developing comprehensive school and community supports for families, immigration, grandparents raising grandchildren, homelessness, inclusion, the role of home languages and the impact of poverty will be addressed. Prerequisite(s): CIEC 3000  
    Credits: 2.0
  

  • ECSP 3030 Adaptive and Assistive Technologies in Early Childhood Education

    This hybrid course explores assistive technologies that enhance the P-3 educational experience for all young learners, including those with disabilities. Technologies and strategies, based on universal design for learning, will be addressed in order to equitably support student learning according to the diversity and ability of each learner. Teacher candidates will explore the assistive technology tools in the assistive technology continuum that are designed to assist learners in achieving academic goals and objectives. Learning to embed assistive technologies into the daily routine and social environment will be a primary focus. In addition, teacher candidates will learn about various augmentative/ alternative communication (AAC) systems, as well as strategies for integrating AAC in school and home-based environments. Prerequisite(s): CIED 2070
    Credits: 3.0
  

  • ECSP 3040 Assessment and Planning in the Inclusive Early Childhood Classroom

    This course will discuss various types of strategies to assess young children in the learning environment. Participants will learn the components necessary to develop strong observation and assessment skills, such self-awareness, confidentiality, objectivity, and professional ethics. Teacher candidates will gain techniques for collecting, organizing, analyzing and interpreting observation and assessment data in order to implement best practices and design individualized instruciton plans to meet the needs of each child. Prerequisite(s): CIEC 2000  
    Credits: 3.0
  

  • ECSP 3050 Positive Behavioral Supports in Early Childhood

    This course focuses on strategies for promoting positive behavior in young children by effective management of learning activities and routines, establishing nurturing and responsive relationships with children, educators and families to promote social and emotional development, and creating supportive learning environments that are rich in classroom experiences that stimulate curiosity, experimentation, and problem solving. The course focuses on developing the teacher’s ability to understand exceptional conditions and use this knowledge to respond to children. Universal methods to manage behavior are presented with emphasis on positive behavior support practices that foster social and emotional well-being, self-regulation and self-confidence. Meeting each child at his or her developmental level, and identifying supports for children whose behaviors disrupt learning is emphasized through Response To Intervention, Functional Behavioral Assessments and Behavior Intervention Plans.  Observation and recording measures to assess and analyze the communicative intent of inappropriate behaviors are examined, along with strategies to promote self-regulation. Anti-harassment, intimidation, bullying resources will be discussed. Collaboration with families, specialists, and personnel from community agencies is also stressed in order to create environments and implement strategies that support prosocial behaviors in developmentally appropriate ways.

     

      Prerequisite(s): CIED 2070
    Credits: 2.0

  

  • ECSP 3060 Instructional Strategies in the Inclusive Early Childhood Classroom

    This course will examine ways to create and modify environments and experiences to meet the individual and diverse needs of all children, including children with disabilities within the inclusive early childhood classroom. The emphasis of this course will be on planning, implementing, and monitoring differentiated instruction within a developmentally appropriate classroom. Candidates will examine the links between assessment and instruction, with special attention to utilizing assessment data and IEP goals and objectives for lesson planning. Teacher candidates will explore a continuum of strategies to embed adaptive learning opportunities into the daily routine that promote and support success within the inclusive classroom and curriculum. Prerequisite(s): CIEC 2000  
    Credits: 3.0

Education
  

  • EDUC 2000 Preparing for the Education Profession

    This required course prepares teacher candidates to enter the education profession by building an understanding of professional standards and College of Education (COE) competencies, providing guidance for the requirements for progressing through the teacher preparation program; promoting an understanding of professional expectations and legal responsibilities; and fostering reflective practices.  Through class activities, discussions and professional activities, teacher candidates will acquire the necessary knowledge and skills and support materials to successfully progress though the education professional sequence including clinical experiences.  

    Prerequisites
        Officially progressed into the professional education sequence 
    -    Pass Praxis CORE or equivalent
    -    Successful completion of 60 credits with a WP 3.0 GPA
    -    Successful completion of DAP Interview

    Co-Requisites
    First education course (will differ by point of entry)
    Credits: 0

  

  • EDUC 2400 History of Modern Education

    This course introduces students to the discipline of history by exploring the development and uses of education in the context of the formation of the modern world from the 18th century to the present.  It traces how educational ideas, institutions, and policies interacted with political, economic, social, and cultural developments among the principal regions of the world - Europe, the Middle East, Africa, Asia and the Americas - from the Atlantic Revolutions and their aftermath to our contemporary era.  Topics include: how historians study history, and the impact of the Enlightenment, Atlantic Revolutions, Industrialization, “New” Imperialism, Nationalism, Cold War, and globalization on educational ideas, institutions, and policies.  This course meets the UCC Area 3B: Historical Perspectives requirement.

    Pre-requisites:  None
    Credits: 3.0

  

  • EDUC 3990 Selected Topics

    Topics not presently offered in other courses. Content changes each semester.
    Credits: 1.0 - 6.0
  

  • EDUC 4110 Clinical Practice I

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting.  Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, three (3) days per week for the length of a full semester.  

     

      Prerequisite(s): Prerequisites:All pre-clinical practice courses in the professional sequence including:
    CIED 2070  
    CIED 2130  
    CIEE 3290  
    CIEE 3120  
    Have taken all appropriate PRAXIS Subject Assessment(s) for certification(s) sought Co-requisite(s): CIED 3140  
    Credits: 1.0

  

  • EDUC 4140 Student Teaching Internship/Seminar and Portfolio Assessment

    The internship is a full-semester teaching experience in a field placement. It is designed to apply learning about professional knowledge, humanistic practices, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed a minimum of eight times by a University supervisor who regularly reviews student journals. A once a week, one hour and forty minute seminar accompanies the internship and has three goals: 1) discussion and reflection of current issues and students’ teaching experiences, while brainstorming solutions to classroom problems; 2) creation of an e-portfolio; for K-5, students link artifacts to ten New Jersey Teaching Standards and are guided in writing reflective statements for each standard; for P-3, students link artifacts to the NAEYC teaching standards; the Seminar instructor provides evaluates and provides feedback on each portfolio using a rubric; and 3) career development information is also made available (e.g., resume writing, interviewing skills, organizing credential files). Students will be charged an additional Student Teaching Fee when enrolling in this course.
    Credits: 10.00
  

  • EDUC 4150 Senior Teachng Internship

    The internship is a 16 week teaching experience in a field placement. It is designed to apply learning about professional knowledge, humanistic practices and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed a minimum of eight times by a University supervisor who regularly reviews student journals including lesson plans, reflective writing, and other documents. In conjunction with the field experience, students attend a weekly seminar that meets for the entire semester and has three primary goals: 1) discussion and reflection of current issues and students’ teaching experiences, while brainstorming solutions to classroom problems 2)creation of a Professional Portfolio (an E-Portfolio - Live Text) which includes lesson plans, evaluations, philosophy of education, teaching artifacts linked to New Jersey Standards, and other documents. Students write reflective statements related to the standards 3) career development skills and documents are developed including preparation of a resume and cover letter, interviewing skills, credentials filed, etc. the seminar instructor provides feedback on each portfolio and assists students in developing appropriate materials. Students will be charged an additional Student Teaching Fee when enrolling in this course.
    Credits: 12.0
  

  • EDUC 4170 Student Teaching Internship and Seminar

    The student teaching internship is designed for the student to apply learnings about professional knowledge, humanistic practices and reflective thinking to a classroom situation on a full-time basis for one semester. The student works with an experienced teacher who guides the student in his or her subject field, working with individual, small group, and whole-class instruction. The student is observed by a University supervisor who, along with the cooperating teacher, provides appropriate feedback and guidance. A 15-hour seminar is part of the course. Prerequisite(s): CISE 3510 AND (CISE 4110  OR CISE 4120  OR CISE 4130  OR CISE 4140 )
    Credits: 12.0
  

  • EDUC 4185 Clinical Practice I:Physical Education

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting.  Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, three (3) days per week for the length of a full semester.   Prerequisite(s): PETC 3970   and PETC 3980  

    Have taken all appropriate PRAXIS Subject Assessment(s) for certification(s)
    Credits: 1.0

  

  • EDUC 4190 Clinical Practice I-Secondary

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting.  Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook. Students will be charged an additional Fee when enrolling in this class.
    Credits: 1.0
  

  • EDUC 4210 Clinical Practice II: Elementary Education

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I.  Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification five days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA.  Students will be charged additional Student Teaching Fee. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, five (5) days per week for the length of a full semester.   Elementary Education Majors Only Prerequisite(s): CIED 3140  , EDUC 4110  

    Passing all appropriate PRAXIS Subject Assessments for certification area(s) sought
    Credits: 6.0

  

  • EDUC 4240 Clinical Practice II:Early Childhood

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I.  Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification five days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, five (5) days per week for the length of a full semester.   

    This course fulfills UCC Area 5: Civic Engagement

      Students will be charged an additional Student Teaching fee and edTPA Testing Fee. Prerequisite(s): CIED 3140   and EDUC 4200  

    Passing all appropriate PRAXIS Subject Assessments for certification area(s) sought Co-requisite(s): CIED 3240  
    Credits: 6.0

  

  • EDUC 4249 Clinical Practice I-Music Education

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting.  Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, two (2) days per week for the length of a full semester.  

      Prerequisite(s): CIED 2070 ,MUSI 1250 ,MUSI 3250 ,MUSI 3260 ,MUSI 3260   or MUSI 3291,MUSI 4250 ,PSY 1100  

    Pass the Praxis CORE (or have equivalent SAT scores), Completed the Music Content Knowledge Praxis Exam and a 3.0 GPA
      Co-requisite(s): MUSI 4290  
    Credits: 1.0

  

  • EDUC 4250 Clinical Practice II:Music Education

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I.  Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification five days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, five (5) days per week for the length of a full semester.  

    This course fulfills UCC Area 5: Community and Civic Engagement

      Prerequisite(s): Pass the Praxis CORE (or have equivalent SAT scores); Pass the Music Content Knowledge Praxis Exam and a 3.00 GPA.

    MUSI 4290   andEDUC 4249  

      Co-requisite(s): MUSI 4291  
    Credits: 6.0

  

  • EDUC 4280 Clinical Practice I:Secondary Education

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting.  Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook.This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, three (3) days per week for the length of a full semester.    

      Prerequisite(s): CIED 2070 ,CIED 2130 ,CISE 2955 ,CISE 3700 
    One of the following based on content area :CISE 4110 ,CISE 4120 ,CISE 4130 ,CISE 4170 ,CISE 4190  
    Have taken all appropriate PRAXIS Subject Assessment(s) for certification(s) sought.

      Co-requisite(s): CIED 3140 ; One of the following based on content area:CISE 4210  , CISE 4220  ,CISE 4230  ,CISE 4270  ,CISE 4290  
    Credits: 1.0

  

  • EDUC 4285 Clinical Practice II: Physical Education

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I.  Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification four days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA.   Students will be charged additional Student Teaching Fee. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, four (4) days per week for the length of a full semester.  

    This course fulfills UCC Area 5: Community and Civic Engagment. Prerequisite(s): Passing all appropriate PRAXIS Subject Assessments for certification area(s) sought.  

    EDUC 4185   and PETC 4180  

      Co-requisite(s): PETC 4280  
    Credits: 6.0

  

  • EDUC 4290 Clinical Practice II-Secondary

    This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I.  Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification five days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice.  Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA.   Students will be assessed additional fees when enrolling in this class. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, five (5) days per week for the length of a full semester.  

    This course Fulfills UCC Area 5:Community and Civic Engagement

     

     

      Prerequisite(s): Passing all appropriate PRAXIS Subject Assessments for certification area(s) sought.

    CIED 3140   and EDUC 4190   Co-requisite(s): CIED 3240  
    Credits: 6.0

  

  • EDUC 4990 Independent Study

    As approved and to be arranged.
    Credits: 1.0 - 6.0

English
  

  • ENG 1080 Basic Writing

    Emphasizes fluency and coherence in written expression. Students write and revise short, whole pieces to prepare for the more advanced writing required in ENG 1100 . Note: Credits for this basic skills course are not applicable toward degree requirements.
    Credits: 3.0
  

  • ENG 1100 College Writing

    A workshop course in which students develop pieces of writing, taking them through various stages of planning and revision. Students share their writing with the instructor and their peers, get feedback on drafts, and consider this feedback as they progress through the writing process. This course develops students’ writing competency on the college level. Prerequisite(s): ENG 1080 
    Credits: 3.0
  

  • ENG 1500 Experiences in Literature

    Develops the student’s appreciation and enjoyment of selected works in fiction, drama, and poetry. Works selected represent different historical periods and cultures. Substantial writing is required. Prerequisite(s): ENG 1100 
    Credits: 3.0
  

  • ENG 2000 Introduction to Literary Analysis

    An writing-intensive course in which students undertake an in-depth study of selected short stories, poems, plays, and/or novels, with focus on analytical and evaluative techniques of interpretation. Within the context of various critical frameworks, students gain practice in employing precise literary terms, understanding genre conventions, situating work in historical, biographic, cultural, and theoretical contexts, and conducting research. This portal course is required for all English majors. This class is writing intensive. Prerequisite(s): ENG 1500  
    Credits: 3.0
  

  • ENG 2020 Language and Technology

    This technology-intensive course introduces basic concepts and practices of modern linguistic analysis: how linguists analyze language structure and usage.  Meeting ISTE (International Standards for Technology in Education) and National Educational Technology Standards for Teachers, the course offers systematic training in adapting electronic technologies to linguistic ends.  Students will survey fundamental linguistic categories (e.g. morphemes; phonemes) and techniques, developing their ability to use common hardware/software to collect, analyze and present linguistic data in ethical context.
      Prerequisite(s): ENG 1500  
    Credits: 3.0
  

  • ENG 2030 Structure Standard English

    An introduction to the structure of standard American English, emphasizing both grammatical knowledge and intensive practice in manipulation of grammatical structures for clarity, emphasis, and grace. Prerequisite(s): ENG 1100 
    Credits: 3.0
  

  • ENG 2040 Introduction to Writing and Rhetoric

    This course is Introduction to Writing and Rhetoric, the study of written, visual, and digital language and how that language is used to create knowledge, effect change, shape thought, and influence power in our society. Students will examine how rhetoric and writing is situated within our culture, and how humans identify with and make meaning through the language and knowledge that underpins and influences public discourse. This course examines the role of discourse in shaping the world in which we live, and it investigates how we can use language to understand and navigate that world more effectively. Students will also explore theories and practices of modern rhetoric and writing studies, including recent advancements in the knowledge of how we as writers learn and write effectively for academic, civic, and professional life. *This course is Writing Intensive*
     
  

  • ENG 2070 Effective Business Writing

    This course will help students develop knowledge of and capability in various approaches to business writing contexts, as well as the forms and styles of business writing. Students will study and produce different products typical in business writing, including such items as reports, letters, proposals, and analyses. This is a writing intensive course.

    This class is writing intensive. Prerequisite(s): ENG 1100  
    Credits: 3.0

  

  • ENG 2080 Bible and Literature

    Examines the Bible as literature and its influence on other works. Authors may include Dante, Shakespeare, Hawthorne, Melville, Dickinson, Twain, Levertov, and others. Prerequisite(s): ENG 1500 
    Credits: 3.0
 

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