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2019-2020 Undergraduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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This section of the Catalog includes course descriptions, listed alphabetically by discipline. The descriptions provide information on course numbers, titles, the level of instruction, credit, course sequence, content, and prerequisites as shown in the following example:
CHE 2100 Introduction to Organic and Biological Chemistry
Credits: 5
Prerequisite: CHE 1100
Description: A study of the elements of organic and biological chemistry. This course satisfies requirements for nursing programs and other fields requiring a survey of organic and biological chemistry.
The first two to four letters, called the course subject code, represent the area of study or discipline, e.g., CHE represents chemistry. The course number follows the course subject code, e.g., 2100. The first digit in a four-digit course number designates the level of instruction. Only courses numbered 1000 or above will be included in credits toward a degree. Courses with numbers up to and including 1999 are primarily for freshmen, 2000 through 2999 primarily for sophomores, 3000 through 3999 primarily for juniors, and 4000 through 4999 primarily for seniors. In general, students should not take courses above the level of their class (based upon semester hours earned), but they may do so at one level above if they have the specified prerequisites. In special cases, students may be permitted to take courses more than one level above that designated for their class if they obtain the permission of their advisor and of the faculty member teaching the course and if they meet the prerequisite requirements. Course descriptions provide a summary of the content of the course. If a prerequisite must be met before a student can register for a course, this information is listed above the course description. Attributes, such as Multicultural, General Studies, or Guaranteed Transfer, are listed after the course description. A list of courses being offered in a given semester, instructors, class meeting times, and locations is described in the Class Schedule.
Types of Courses
- Regular courses appear in this section of the University Catalog and are offered on a regular basis.
- Independent study courses provide students the opportunity to pursue in-depth study of a topic of special interest. Independent study courses are specified as 498_ and include an alpha character in the course number. Independent study courses are published in the Class Schedule.
- Special topics or omnibus courses are temporary courses that are not listed in the Catalog. They may be used to pilot-test a course, present a special topic, or provide a unique, experiential-learning opportunity. Omnibus courses use a specified range of course numbers: 190_, 290_, 390_, 490_ and include an alpha character in the course number. Omnibus courses are published in the Class Schedule.
- Variable topics courses allow courses of varying titles under an overall theme or “umbrella” course. Variable topic courses include an alpha character in the course number and are published in the Class Schedule.
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Economics |
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ECO 4200 - Game Theory
Credits: 3
Prerequisite(s): ECO 2020
Description: This course provides students with a basic understanding of game theory as it applies to economics, politics, biology, and everyday life. Game theory uses quantitative analysis to model and evaluate circumstances of interdependent decision-making: how one’s actions affect others, other’s actions affect you, and anticipating each other’s actions. Emphasis will be placed on using game theory tools to analyze various issues and to help students understand how the real world can be explained using these tools.
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ECO 4300 - Public Finance
Credits: 3
Prerequisite(s): ECO 2020
Description: This course analyzes the effects of taxation, government expenditures, fiscal policy, and public debt on the resource allocation and income distribution of society. Topics included in the course are taxation, pricing of public services, intergovernmental fiscal relations, and macroeconomic issues in public finance.
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ECO 4400 - Industrial Organization and Public Policy
Credits: 3
Prerequisite(s): ECO 2020
Description: The course examines the structure, conduct, and performance of American and foreign industries. Questions of public policy in dealing with problems created by industrial concentration, including the regulation of public utilities, are examined. Industries are measured against the yardstick of the public interest.
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ECO 4450 - International Macroeconomics
Credits: 3
Prerequisite(s): ECO 3550 or ECO 3020
Description: The course will use general equilibrium analysis to provide the foundation for international finance, the composition of international transactions, and the determination of real national income and its distribution among factors of production. This theoretical framework is then applied to a host of economic problems. The alternative approaches to balance of payments equilibration are then explored in depth.
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ECO 4500 - Business and Economic Forecasting
Credits: 3
Prerequisite(s): ECO 2010 and (ECO 3150 or CIS 2300)
Description: The course examines the general approaches to predicting macroeconomic activity and how these techniques are implemented into the management decision process. Topics include data acquisition, quantitative techniques, business cycle theories and macroeconomic forecasting, industry and sales forecasting.
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ECO 4600 - History of Economic Thought
Credits: 3
Prerequisite(s): ECO 3010, ECO 3020, ECO 3150; senior standing; and completion of General Studies requirements.
Description: Survey of the development of economic thought from ancient to modern times. Topics include the classical school from Smith through Mill, Marxian economics, the marginalists, institutional economics, and Keynesian Macroeconomics.
University Requirement(s): Senior Experience
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ECO 4650 - Advanced Macroeconomics
Credits: 3
Prerequisite(s): ECO 3020 or ECO 3100
Description: The course analyzes monetary models and money as a policy determinant and its place in national and international economics. Topics include the importance of interest rates, the effectiveness of monetary and fiscal policy, the examination of portfolio balance models, and international models.
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ECO 4700 - Law and Economics
Credits: 3
Prerequisite(s): ECO 2020
Description: This course focuses on the interaction between economics and the law. Topics include the effect of economic theory on the development of common law, the economic analysis of property, contract, and tort law, and the effect of legal analysis on economic and political institutions.
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ECO 4750 - The Economic Approach to Politics
Credits: 3
Prerequisite(s): ECO 2020
Description: The course will focus on the use of economic theory to analyze political decision making. This rational choice theory approach will examine such topics as voting rules and behavior, legislatures, bureaucracies, courts, interest groups and public policy outcomes.
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ECO 4800 - Economic Policy Analysis
Credits: 3
Prerequisite(s): ECO 3010, ECO 3020, and ECO 3150. A grade of “C-” or better is required for all prerequisites.
Description: This course will expose students to the tools of basic public sector analysis, and then apply these tools to a specific field of economics, such as Health, Education or Politics. Then the course will describe the research process in economics, from the proposing of ideas through literature review, data analysis, drafting, and editing. Students in this course will write a major paper under the supervision of a faculty member and then prepare and deliver an oral presentation on its findings. This paper and presentation are meant to be a capstone experience that synthesizes the student’s prior learning and applies it to an economic question.
University Requirement(s): Senior Experience
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Educational Technology |
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EDT 2050 - Instructional Design Thinking
Credits: 3
Description: This course serves as an introduction to instructional design theories and practices. It introduces different instructional design models, management, assessment, curriculum design & development, and instructional design pathways. Design thinking process is integrated throughout the course. It also includes intensive study of both practical instructional design processes and applications in order to solve real world instructional challenges.
Note: This course is NOT designed to meet teacher licensure technology requirement.
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EDT 2060 - Digital Life and Learning
Credits: 3
Description: Digital Life and Learning explores the vast landscape of instructional design issues and considerations that span beyond established development models and theories. This course empowers students through the study of responsible digital citizenship, social media, a deep understanding of how changing modalities affects design strategies, and the complexities of developing instruction in a digital landscape. The course culminates with real world application of gained knowledge and skills through the creation a digital portfolio, resume, and practicing interview skills.
Note: This course is not designed to meet the teacher licensure technology requirement.
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EDT 2100 - Fundamentals of Instructional Technologies
Credits: 3
Prerequisite(s): Literacy and software application skills equivalent to CMS/CSS 1010 or 1080 (as evidenced by previous coursework in high school or college, work, personal experience, or Permission of instructor)
Description: This course is designed to provide preservice teachers with skills and experiences that will allow them to effectively and appropriately integrate technology into teaching and learning activities. This course will focus on actively participating in projects that model effective technology integration, researching and developing classroom lessons and activities that utilize emerging technologies, and using technology to support professional development activities.
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EDT 2200 - Fundamentals of Networked Learning Environments
Credits: 2
Prerequisite(s): EDT 2100 or Permission of instructor
Description: Students enrolled in this course will focus on the concepts and terminologies of multi-platform (MacOS and Windows) networked learning environments for the purpose of instruction in K-12 educational and instructional training settings. Participants will learn networking concepts, terminology, vocabulary, and structures which will enable communication among teaching and technical professionals. Students will learn to apply critical thinking to situations and scenarios which hamper the implementation and utilization of networks in learning environments. Students will be exposed to copyright law and fair-use guidelines including the implementation and enforcement of Acceptable Use Policies (AUPs). This course will also explore legal and ethical usage of networks, including accessibility issues with adaptive software.
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EDT 3010 - Integrating Educational Technology into Teaching
Credits: 3
Description: This course is designed to give prospective teachers an overview of the advancement of technology in this digital age and its impacts on K-12 education. Students will explore emerging educational technologies and survey guidelines for selecting, managing, and evaluating technology tools to enhance teaching and learning. In addition to gaining skills in making multimedia projects, creating a web-based learning environment and using interactive technologies such as interactive whiteboard, students will also learn about issues such as copyrights, e-plagiarism, cyber-bullying, and security, etc. Students who finish this course successfully will become leaders in disseminating innovative ways of integrating technology in schools and through personal learning networks (PLNs).
Note: Credit will be granted for only one prefix: EDT or HON.
Cross Listed Course(s): HON 3010
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EDT 3020 - Educational Technology for Early Childhood Educators
Credits: 2
Prerequisite(s) or Corequisite(s): ECE 2950
Description: An overview of the appropriate use and application of educational technology in a digital-aged early childhood classroom is provided. Students will learn the theories, skills, strategies, and tools that support the use of educational technology to facilitate effective teaching, learning, and assessment. Students will apply knowledge of child development and developmentally effective practice to develop instructional lesson plans that incorporate various types of technologies that have been shown to increase student engagement and learning. Effective use of interactive boards and tables will be integrated throughout the course.
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EDT 3050 - Games, Applications, and Instructional Interaction
Credits: 3
Description: This course explores effective and structured procedures for conceptualizing, designing and incorporating game-based applications into the process of instructional design across formal and informal environments. Students will learn about game-based theory and trends, and acquire the foundational design and development skills necessary for deploying applications in a range of professional and educational settings.
Note: This course is not designed to meet the teacher licensure technology requirement.
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EDT 3060 - Instructional Multimedia
Credits: 3
Description: This course guides students through the process of applying design principles and multimedia learning theories to the design and development of effective digital multimedia instruction. Through the context of real world application, students explore principles of multimedia learning, design processes, typography, graphic design, audio and video production, as well as theoretical foundations, and multimedia design processes.
Note: This course is not designed to meet the teacher licensure technology requirement.
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EDT 3610 - Applications of Educational Technology
Credits: 2
Prerequisite(s): Literacy and software application skills equivalent to CIS/CSS 1010 and CIS/CSS 1080 or permission of the instructor.
Description: This course is designed to prepare teacher candidates to make decisions regarding the role of technology in support of content standards, learning, and assessment in P-12 education. Teacher candidates select, operate, and use media, computing, Internet, electronic interactive whiteboard, and related technologies to facilitate teaching/learning, communication, professional development, and productivity to meet the educational needs of diverse groups of learners.
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EDT 3620 - Applications of Interactive Whiteboards in Education
Credits: 1
Prerequisite(s): Literacy and software application skills equivalent to CIS/CSS 1010 or CIS/CSS 1080, as evidenced by previous coursework in high school or college, work, personal experience, or permission of the instructor.
Description: This course is designed to equip teacher candidates with knowledge and skills of interactive whiteboards in order to create effective and interactive lessons and activities that enhance teaching and learning in the K-12 classrooms, as well as to meet the need of most K-12 schools. Students will learn the basics and applications of interactive whiteboards, including SMART Board and Promethean Board commonly used in K-12 schools. Students will also apply the knowledge and skills of interactive whiteboards to creating interactive lessons, activities, and assessments.
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EDT 3850 - Fiscal Resources for Learning Environments
Credits: 3
Prerequisite(s): Literacy and software application skills equivalent to CMS/CSS 1010 or 1080 (as evidenced by previous coursework in high school or college, work, personal experience, or permission of instructor)
Description: In this course, students will work collaboratively to write funding proposals for a current request for proposal (RFP). Participants will learn how to write a persuasive narrative, supported by a strong needs analysis, plan for implementation, budget, and evaluation. Special attention will be given to formative and summative evaluations, focusing on evaluation of implementation as well as impact of the proposed project. At the end of the semester, students will submit their proposals to funding sources.
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EDT 4050 - Emerging Issues and Innovation
Credits: 3
Description: This course examines current trends and issues relating to the everyday practice of instructional design, including the application of universal design. Students are provided opportunities to review published instructional design research, thought leadership, and job descriptions in K-12, Higher Education, and corporate settings, as well as debate findings with practicing instructional designers in order to understand key trends in the field. This course also guides students to examine instructional design best-practice and apply one or more theories/models to real-world instructional projects in an effort to innovatively evolve/redefine instructional design and/or the role of instructional designers.
Note: This course is not designed to meet the teacher licensure technology requirement.
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EDT 4090 - Instructional Prototyping
Credits: 3
Prerequisite(s): EDT 2050, EDT 2060
Prerequisite(s) or Corequisite(s): EDT 3050, EDT 3060, EDT 4050
Description: This capstone course is intended to provide students with exposure to a professional work setting related to instructional design. Students will complete 135 hours working in the field of instructional design. Students will assist a professional instructional designer or design team in order to gain insight and experience. Students will also reflect on their experience and demonstrate their learning outcome through a portfolio.
Note: This course is not designed to meet the teacher licensure technology requirement. This course is designed for students enrolled in Instructional Technology post-baccalaureate certificate program.
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Electrical Engineering Technology |
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EET 1001 - Electronics: An Introduction
Credits: 3
Prerequisite(s): High school algebra
Description: This course introduces physical foundations of electricity, electronics, and computers, emphasizing hands-on application of theory. Engineering ethics, technology related careers and the effect of technological changes on modem society will also be discussed. Students will assemble specific electronic projects.
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EET 1040 - Introduction to Engineering
Credits: 3
Prerequisite(s): Minimum performance standard score on math placement test
Description: This course is an introductory engineering course exposing students to a cross section of topics in contemporary civil, electrical and mechanical engineering disciplines to assist them with their education career choices. Students are taught to work in teams, introduced to the design process, utilize math and computer programs to analyze raw data and properly display their results in a presentation to their peers. The history of the engineering profession and its relation to current national, social, industrial, ethical, and international issues and problems will be discussed.
Note: Credit will be granted for only one prefix: CET, EET, or MET.
General Studies: Natural and Physical Sciences
Cross Listed Course(s): CET 1040, MET 1040
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EET 1140 - Circuits I
Credits: 4
Prerequisite(s): An intermediate algebra course or one and one-half years of secondary school algebra or equivalent and appropriate score on the mathematics preassessment placement test or higher level math course, with a grade of “C” or better.
Description: This course covers DC circuit analysis, including mesh analysis, nodal analysis, Thevenin conversion, Norton conversion, power, magnetism and magnetic circuits, capacitance, and inductance. An introduction to electrical laboratory procedures and the measurement of basic circuit parameters is also included.
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EET 1150 - Circuits II
Credits: 4
Prerequisite(s): EET 1140 and (MTH 1120 or MTH 1400 or higher level math course), with grades of “C” or Better
Description: This course is a continuation of EET 1140, using trigonometry and complex algebra. Studies include single-time constant circuits, phasors, and the j operator, RLC circuits with sinusoidal, steady-state sources, impedance and admittance, AC formulation of classic network theorems, complex network equations, complex power, frequency response, transformers, and two-port network models.
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EET 2000 - Electric Circuits and Machines
Credits: 3
Prerequisite(s): MTH 1120 or MTH 1400, PHY 2020 or PHY 2331, with grades of “C” or better
Description: This course introduces electric circuits for non-EET majors. It covers DC and AC circuits, generators, motors, transformers, elementary electronic devices, and circuits.
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EET 2145 - Electronics
Credits: 3
Prerequisite(s): EET 1150 or EET 2000, and CHE 1100 or CHE 1800, with a grade of “C” or better for all prerequisites
Corequisite(s): EET 2165
Description: Students in this course will study the theory, modeling and application of semiconductor based electronic circuits. Devices studied include: diodes, bipolar junctions transistors, MOS field effect transistors, thyristors and operational amplifiers. The student will learn to integrate electronic devices in applications such as filtering, amplification, and oscillation.
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EET 2165 - Electronics Laboratory
Credits: 1
Prerequisite(s): EET 1150 or EET 2000, and CHE 1100 or CHE 1800, with a grade of “C” or better for all prerequisites
Corequisite(s): EET 2145
Description: The student will develop the laboratory skills necessary for integration of electronic devices in applications such as filtering, amplification, and oscillation. The student will integrate the lecture content of EET2145 in the practical, hands-on laboratory exercises developed in this course.
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EET 2310 - Digital Circuits I
Credits: 3
Prerequisite(s): An intermediate algebra course or one-and-one-half years of secondary school algebra or equivalent and appropriate score on the mathematics preassessment placement test or higher level math course, with a grade of “C” or better
Description: This course covers the analysis and design of logic circuits using Boolean algebra and Karnaugh maps. Adders, comparators, decoders, encoders, multiplexers and other logic circuits are also studied. Flip-flops, memories, analog-to-digital (ADC) and digital-to-analog converters (DAC) are used to design simple digital circuits. Computer architecture is introduced.
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EET 2340 - Technical Programming Applications
Credits: 3
Prerequisite(s): MTH 1400 or (MTH 1110 and MTH 1120) or higher level math course, with a grade of “C” or better
Description: This is a beginning-level course using Visual Basic and spreadsheets. Students will solve engineering applications problems from the various areas of civil, electrical, and mechanical engineering technology.
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EET 2350 - Advanced Technical Programming
Credits: 3
Prerequisite(s): MTH 1400 (or MTH 1110 and MTH 1120) (or a higher level math course) with a grade of “C” or better
Description: This is an advanced-level programming course using the C programming language and National Instruments Lab View virtual instrumentation software. Methods for solving circuit and electronics problems using the C programming language are studied. The use of Lab View for the creation of virtual instrumentation in simulations and data acquisition is introduced.
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EET 3010 - Industrial Electronics
Credits: 4
Prerequisite(s): EET 1150 or EET 2000 with a grade of “C” or better
Description: This course covers the application of transistors, op amps, and other electronic devices, both analog and digital. This course is for Mechanical Engineering Technology majors, EET certificates, and EET minors. This course does not count towards a major in EET.
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EET 3110 - Transform Methods in Circuit Analysis
Credits: 4
Prerequisite(s): EET 1150 and MTH 2410 with grades of “C” or better
Description: This is an advanced-level circuit analysis course introducing the use of classical ordinary differential equations combined with mathematical transforms to solve complex electronic networks. MATLAB, or equivalent, software is introduced and used as a tool for circuit analysis throughout the course.
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EET 3120 - Advanced Analog Electronics
Credits: 4
Prerequisite(s): EET 2145, EET 3110, and MTH 2410 with grades of “C” or better
Description: This course is an advanced analog electronics course with emphasis on the operational amplifier and other advanced analog circuits. Advanced mathematical techniques and computer simulations are developed for circuit analysis.
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EET 3330 - Digital Circuits II
Credits: 3
Prerequisite(s): EET 2310 with a grade of “C” or better
Description: This course is a continuation of EET 2310. It covers the analysis and design of sequential (counters and shift registers) logic circuits. Programmable Logic Devices (PLD) and associated Computer Aided Design (CAD) software are used to implement digital circuits using the schematic design entry method.
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EET 3370 - Digital Circuits for Advanced Manufacturing
Credits: 3
Prerequisite(s): An intermediate algebra course or one and one-half years of secondary school algebra or equivalent and appropriate score on the mathematics placement test or higher level math course, with a grade of “C” or better
Description: This course covers the analysis and design of logic circuits using Boolean algebra and Karnaugh maps. Combination logic elements such as adders, comparators, decoders, encoders, multiplexers and other logic circuits are also studied. Next, Flip-flops, and sequential (counters and shift registers) logic circuits are studied and used to design simple digital circuits utilizing Programmable Logic Devices (PLD) and associated Computer Aided Design (CAD) software employing the schematic design entry method. Computer architecture is introduced.
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EET 3380 - Technical Programming for Advanced Manufacturing
Credits: 3
Prerequisite(s): MTH 1400 or (MTH 1110 and MTH 1120) or higher level math course, with a grade of “C” or better
Description: This is an upper-level programming course using the C programming language and National Instruments Lab View virtual instrumentation software. Methods for solving engineering problems using the C programming language are studied. The use of Lab View for the creation of virtual instrumentation in simulations and data acquisition is introduced.
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EET 3410 - Electric Machines
Credits: 3
Prerequisite(s): MTH 2410 and either EET 2145 or EET 3010 with grades of “C” or better
Description: This course studies motors and generators and their applications. Topics include: magnetism and magnetic circuits, voltage and torque generation, DC motors, DC generators, single and three phase transformers, and synchronous alternators
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EET 3420 - Electric Power Distribution
Credits: 3
Prerequisite(s): MTH 2410 and either EET 2145 or EET 3010 with grades of “C” or better
Description: This course studies techniques and equipment employed in electric power distribution and control.
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EET 3430 - Power Generation Using Renewable Energies
Credits: 3
Prerequisite(s): MTH 2410 and either EET 2145 or EET 3010 with grades of “C” or better
Description: This is an introductory course in electrical power generation that examines various types of renewable energy sources. While examining many developing technologies, the course concentrates on the design and application of photovoltaic and wind electrical generation. It examines conventional synchronous and induction machines, as well as modem doubly-fed induction machines and their application in wind generation. It also provides an introduction to inverter technology and methods of interfacing renewable energy power plants with the electrical power grid.
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EET 3620 - Analog and Digital Communications
Credits: 3
Prerequisite(s): MTH 2410 and either EET 2145 or EET 3010 with grades of “C” or better
Description: This course is an introduction to communication systems. Topics include: information theory, channel capacity, A/D and D/A techniques, modulation (AM, FM, and digital), noise sources, quantization, and transmission lines including Smith Charts.
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EET 3630 - Electromagnetic Fields
Credits: 3
Prerequisite(s): EET 3110, EET 3620, and MTH 2410 with grades of “C” or better
Description: This course covers mathematical concepts of static and dynamic electromagnetic fields. Topics include: planewave propagation in lossless and lossy media, waveguide propagation, and radiation principles.
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EET 3670 - Measurements for Communications Systems
Credits: 3
Prerequisite(s): EET 2340, EET 3620, and MTH 2410 with grades of “C” or better
Description: Students learn to perform measurements on communication circuits, including SNR, noise figure, impedance, admittance, phase, power, frequency, spectrum analysis, and fields at high frequencies.
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EET 3690 - Fiber Optics
Credits: 3
Prerequisite(s): EET 2145 and MTH 2410 with grades of “C” or better
Description: Fiber optics is studied, including ray propagation, emitters, detectors, connectorization and systems, FDDI, and SONET.
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EET 3715 - Control Systems Analysis
Credits: 4
Prerequisite(s): EET 3110, EET 3120, and MTH 2410 with grades of “C” or better
Description: This course analyzes classical, linear, continuous-time control systems. Topics include: Laplace transform, Bode plots, stability, transient response, steady-state response, and the design of PID, lag, and lead compensators. The laboratory portion of the course uses the classical approach to the analysis and design of control systems.
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EET 3730 - Process Control Systems
Credits: 2
Prerequisite(s): EET 1150 or EET 2000 with a grade of “C” or better
Description: This course is an introduction to the applications of Proportional, Integral, & Derivative (PID) controllers in the process control industry. Topics include: structure of feedback, sensors, controllers, control valves, process dynamics, timing, piping and instrument drawing.
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EET 3740 - Programmable Logic Controllers
Credits: 2
Prerequisite(s): EET 1150 or EET 2000 with a grade of “C” or better
Description: This course is an introduction to the applications of Programmable Logic Controllers (PLC) and their programming, using ladder diagrams. Topics include: PLC usage, types, advantages and disadvantages, system overview, ladder logic programming command language and applications, networking PLC systems, and installation and troubleshooting techniques.
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EET 4020 - Digital Circuits III - Hardware Description Language
Credits: 3
Prerequisite(s): EET 2350 or CSS 2227 or permission of instructor; and EET 3330 with grades of “C” or better
Description: This course covers a Hardware Description Language (HDL) which is used to design and simulate very large scale digital integrated circuits.
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EET 4100 - Senior Project I
Credits: 1
Prerequisite(s): JMP 2610, EET 3120, and EET 4370 all with grades of “C” or better; and senior standing
Description: This is a Senior Experience, capstone course designed to teach engineering design skills to students through project based learning. The course will focus on team project incorporating the application of fundamental engineering knowledge and skills. Projects requires planning and design in consultation with faculty advisors and industry contacts. Through this course the students will learn the design process in a hands on way through conceptualization, construction, testing and presenting a deliverable project.
University Requirement(s): Senior Experience
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EET 4110 - Senior Project II
Credits: 2
Prerequisite(s): CAS 1010, EET 4100, and EET 4340 with grades of “C” or better
Description: In this course, the student completes the project he or she started in EET 4100. The project is built, tested, and demonstrated. Written technical reports and oral presentations on the project are required. Part of this course involves the student working with a faculty member who acts as a consultant.
University Requirement(s): Senior Experience
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EET 4320 - Digital Filters
Credits: 3
Prerequisite(s): EET 2340 and EET 3110, with grades of “C” or better
Description: This course introduces digital filters as applied in digital signal processing and sampled data control systems.
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EET 4330 - Data Communications
Credits: 3
Prerequisite(s): EET 2310, with a grade of “C” or better
Description: This course covers methods of local and distant digital communications including: systems, standards, and hardware used for transmitting digital data either synchronously or asynchronously.
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EET 4340 - Interface Techniques
Credits: 3
Prerequisite(s): EET 3330 and EET 4370 with grades of “C” or better
Description: This course covers interfacing techniques between computers, peripherals, and other digital circuits.
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EET 4370 - Microcontrollers
Credits: 3
Prerequisite(s): EET 2350 and EET 3330 with grades of “C” or better
Description: This course teaches microcontroller design. Topics include: programming, monitor functions, hardware configurations, timing, analog-to-digital conversion, parallel I/O, and serial I/O.
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EET 4620 - Advanced Communications Systems
Credits: 3
Prerequisite(s): EET 3620 with a grade of “C” or better
Description: This senior research course requires students to analyze HF, VHF, UHF, microwave, spread spectrum, optical, video, and satellite systems. Analog and digital cellular and personal communication services, including AMPS, GSM, CDMA, wireless LANs, microwave satellite communication systems, are also studied.
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EET 4700 - Special Topics in Electrical Engineering Technology
Credits: 3
Prerequisite(s): EET 3120 with a grade of “C” or better
Description: This course identifies and researches current and emerging trends, topics, and developments in the field of electrical engineering to determine their impact on society and to identify changes in the society that could result from these new developments.
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EET 4710 - Digital Control Systems Design
Credits: 4
Prerequisite(s): EET 3710 or EET 3715 with a grade of “C” or better
Description: Students in this course will learn the process and theory of the design of digital control systems, using classical and modern control theory. State variable feedback control laws and observers are designed.
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EET 4730 - Robotics
Credits: 3
Prerequisite(s): MTH 2410, EET 3740, and EET 2145 or EET 3010 with grades of “C” or better
Description: This course covers the basics of design, analysis, modeling and control of robots. The topics covered include: robot kinematics, inverse kinematics, kinetics, sensors, actuators, and the industrial applications of robotics.
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Elementary Education |
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EDU 1111 - Education within Diverse Communities
Credits: 3
Description: This course is designed to increase awareness of the diverse contexts in which elementary education is situated, given our global society. Cultural and individual variances, including sociocultural factors such as language, gender, and socioeconomic status, are investigated in order to develop respect for all elementary students, families, and school communities. The course includes examining institutional policies and practices as well as personal attitudes and beliefs that influence what occurs in elementary schools. The role of the teacher/educator in equity-oriented education is explored.
University Requirement(s): Multicultural
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EDU 1610 - American Sign Language I
Credits: 3
Prerequisite(s): Minimum performance standard scores on the reading and writing preassessment placement Tests
Description: This course provides students with a basic understanding of American Sign Language including conversational skills and linguistic structures. Students are also introduced to Deaf culture.
Note: Credit will only be granted for one prefix: SLHS, EDU, or MDL.
Cross Listed Course(s): MDL 1610, SLHS 1610
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EDU 1620 - American Sign Language II
Credits: 3
Prerequisite(s): SLHS/MDL/EDU 1610 or permission of instructor
Description: This course is a continuation of SLHS 1610 emphasizing expressive language as well as increasing competence with receptive language skills. The course continues to build vocabulary and familiarity with the complex grammar (morphology and syntax) of this visual language. The deaf experience and culture is integrated throughout.
Note: Credit will be granted for only one prefix: SLHS, MDL, or EDU.
General Studies: Oral Communication
Cross Listed Course(s): MDL 1620, SLHS 1620
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EDU 2111 - Becoming an Elementary Teacher
Credits: 3
Prerequisite(s): CAS 1010 or CAS 1710
Prerequisite(s) or Corequisite(s): ENG 1020
Description: This introductory course focuses on the role of the teacher in a 21st Century classroom. Students further develop critical thinking skills to examine the realities of schools in light of contemporary trends in education. Students explore expectations of professional elementary teachers in connection to state standards, state and federal regulations, and teacher evaluation trends. Topics include teachers’ current roles as instructional leaders and advocates in diverse communities as well as historical, philosophical, financial, and societal foundations in elementary education. Educational and instructional innovations in elementary education are overarching themes in the course.
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EDU 3000 - Introduction to Education
Credits: 1
Prerequisite(s): Completion of General Studies requirements in Written Communication, Oral Communication, and Quantitative Literacy; and sophomore status.
Description: This course is designed to acquaint the student with the historical, philosophical, financial, legal, and societal foundations involved in elementary education in a changing society. The characteristics and requirements of the professional teacher will be clarified.
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EDU 3111 - Education in Diverse Communities
Credits: 3
Description: This course is designed to increase awareness of diverse contexts within elementary education, given our global society. Cultural and individual variances, including sociocultural factors such as language, gender, and socio-economic status, are investigated in order to develop respect for all elementary students, parents/caregivers, and school communities. The course includes examining personal attitudes and beliefs that may affect what occurs within elementary schools. (Service Learning)
University Requirement(s): Multicultural
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EDU 3120 - Education of Chicano Children
Credits: 3
Prerequisite(s): CHS 2000
Description: This course presents the Chicano perspective on current public education policy and its implementation in the schools. Examines learning and teaching differences in students and teachers.
Note: Credit will be granted for only one prefix: EDU or CHS.
Cross Listed Course(s): CHS 3300
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EDU 3200 - Human Diversity: Applications to Multicultural Education
Credits: 3
Prerequisite(s): Completion of General Studies requirements in Written Communication, Oral Communication, and Quantitative Literacy; and sophomore status.
Prerequisite(s) or Corequisite(s): EDU 3000
Description: The focus of the class is to establish understanding of the four major diverse groups of students in American schools, their historical, cultural, and individual differences. This course is designed to increase student awareness of the values and beliefs, traditions, identifiers, and contributions of African Americans, Asian Americans, Hispanic Americans, Native Americans, and women. Historical, cultural, and individual variations, including socio-economic status, gender, sexual orientation, language background will be investigated to help develop respect for all students, parents, and educators in school settings. Students will discover how personal attitudes may affect expectations and decisions in the elementary school.
University Requirement(s): Multicultural
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EDU 3222 - Developing Differentiated Learning Environments
Credits: 3
Corequisite(s): EDU 3225
Description: This course examines features of effective K-6 learning environments and management strategies designed to facilitate learning. Practices of student motivation and discipline are covered. Students are introduced to the strategies of differentiation to enhance elementary students’ individual learning that contribute to all students’ success. Technology as a tool for maximizing instruction in the classroom will be integrated into course work. Lesson planning is introduced, with an emphasis on differentiating both instruction and learning environments.
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EDU 3225 - Field Experience: Developing Differentiated Learning Environments
Credits: 1
Corequisite(s): EDU 3222
Description: This field experience, paired with EDU 3222, provides practical experience in the K-6learning environment focusing on management strategies designed to facilitate learning. Teacher candidates complete 30 hours of field work at an assigned elementary school. Practices of student motivation and discipline are observed and applied. Students examine how differentiation is used to enhance the classroom environment. Attention is given to the use of technology in support of student learning. Lesson planning is used to plan for small group learning.
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EDU 3444 - Instructional and Assessment Practices in Differentiated Classrooms
Credits: 3
Prerequisite(s): EDU 3222, EDU 3225
Corequisite(s): EDU 3445
Description: This course is designed to assist teacher candidates in understanding the important relationship between effective instructional practice and assessment in the differentiated elementary classroom. Modifications of curriculum and instruction are emphasized on the basis of individual student interests, strengths and needs. Informal and formal assessment techniques are examined along with the commonalities between classroom assessments and larger scale local, district and state mandated assessments. Emphasis is placed upon collecting and utilizing assessment data to drive instruction in differentiated classrooms. Professional communication regarding assessment and instruction is also a focus of this course.
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EDU 3445 - Field Experience: Assessment Practices in Differentiated Classrooms
Credits: 1
Prerequisite(s): EDU 3222, EDU 3225
Corequisite(s): EDU 3444
Description: This field experience, as a partner with EDU 3444, requires 45 hours of field work in an assigned elementary school. Field work involves assisting the classroom teacher and implementing appropriate classroom instruction and assessment. Teaching multiple small group and whole class lessons is a focus of this experience. Assessments data is used to inform instructional design and implantation of lessons.
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EDU 3460 - Introduction to the Education of the Gifted and Talented
Credits: 3
Prerequisite(s): SED 3600
Description: This class focuses on the history, myths, and characteristics of gifted and talented students as learners. It presents procedures for identification and service models, as well as teaching and learning models for appropriate curriculum.
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EDU 3550 - Teaching Elementary School Science and Health
Credits: 3
Prerequisite(s): EDU 3444 or SED 3820; EDU 3445 or SED 3950; SCI 2600
Corequisite(s): EDU 3665, EDU 3666
Prerequisite(s) or Corequisite(s): MTL 3600 and SCI 2610
Description: This course focuses on teaching science and health to K-6 students, with an emphasis on concepts and processes, and the methods pertinent to the construction of elementary science and health content. This course provides the opportunity to use assessment data to guide science and health instruction to meet the needs of diverse learners. Emphasis is placed on critical thinking, problem solving and decision making skills by exploring these ideas through hands-on experiences. Development of positive attitudes towards science and health is examined. Teacher candidates implement these instructional practices in the co-requisite field experience.
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EDU 3640 - Basic Techniques of Instruction, Assessment and Management
Credits: 3
Prerequisite(s): PSY 1800; EDU 2111 or EDU 3000; EDU 3111 or EDU 3200; SED 3600
Corequisite(s): EDU 3650, EDU 3660
Description: Teacher candidates are introduced to effective decision-making regarding standards and objectives, assessment and evaluation, instructional planning, teaching methodology, and classroom management. Teacher candidates will become aware of diversity in students and student learning and methods to accommodate these differences.
Note: Teacher candidates must take EDU 3650, a 55-hour field experience in a diverse urban school, and EDU 3660 concurrently with EDU 3640.
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EDU 3650 - Field Experience: Basic Techniques of Instruction, Assessment and Management
Credits: 1
Prerequisite(s): PSY 1800; EDU 2111 or EDU 3000; EDU 3111 or EDU 3200; SED 3600
Corequisite(s): EDU 3640, EDU 3660
Description: Teacher candidates are placed in a diverse multicultural, urban classroom for 55 hours to practice effective decision making regarding standards and objectives, assessment and evaluation, instructional planning, teaching methodology, and classroom management. Teacher candidates will become aware of diversity in students and their learning styles, and methods to accommodate these differences.
Note: Teacher candidates must take EDU 3640 and EDU 3660 concurrently with EDU 3650.
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EDU 3660 - Teaching Writing K-6
Credits: 2
Prerequisite(s): PSY 1800; EDU 2111 or EDU 3000; EDU 3111 or EDU 3200; and junior standing
Corequisite(s): EDU 3640, EDU 3650
Description: Teacher candidates will apply various components of a K-6 developmental writing program for literacy instruction with emphasis on the Colorado Content Literacy Standards to aid in the development of writing skills for diverse learners. This course provides teacher candidates the opportunity to apply theoretical concepts to lessons and assessments in conjunction with techniques of instruction, management and assessment.
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EDU 3665 - Field Experience: Teaching Science, Health and Mathematics
Credits: 1
Prerequisite(s): EDU 3444 or SED 3820; EDU 3445 or SED 3950; SCI 2600
Corequisite(s): EDU 3550, EDU 3666
Prerequisite(s) or Corequisite(s): MTL 3600 and SCI 2610
Description: This field experience, paired with EDU 3550 and EDU 3666, requires 45 hours of fieldwork at an assigned elementary school. This field work includes teaching multiple small group and whole class lessons while implementing differentiated instructional practices in mathematics, science, and/or health. Emphasis is placed on active, hands-on lessons with discourse to facilitate constructing concepts. Data collection and analysis informs instruction.
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EDU 3666 - Teaching Elementary School Mathematics
Credits: 3
Prerequisite(s): EDU 3444 or SED 3820; EDU 3445 or SED 3950; SCI 2600
Corequisite(s): EDU 3550, EDU 3665
Prerequisite(s) or Corequisite(s): MTL 3600 and SCI 2610
Description: Teacher candidates apply appropriate academic standards and knowledge of K-6 student needs to plan evidence-based, mathematics instruction for diverse learners. Knowledge of K-6 mathematics concepts are applied to lessons designed to increase student achievement through stimulating problem solving, mathematical reasoning, and discourse. Formative and summative assessment data are utilized to plan instruction. Teacher candidates implement these practices in the co-requisite field experience.
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EDU 3700 - Educational and Cultural Experience in Great Britain
Credits: 3
Prerequisite(s) or Corequisite(s): EDU 3200, RDG 3110, SED 3600 and ECE 2340/2350 or EDU 3640/3650 or SED 3750 or SED 3800
Description: This course focuses on first hand experiences with culture and the education system in Great Britain. Students will complete field hours in schools in Great Britain and participate in cultural experiences. The focus of the course will be to compare and contrast cultural beliefs and educational philosophies, methods, and outcomes of Great Britain to Colorado.
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EDU 4010 - Education of African American Children
Credits: 3
Prerequisite(s): AAS 1010, EDU 3000, EDU 3200, EDU 3640, and EDU 3650
Description: This course analyzes the historical and contemporary factors that influence the education of African American children in the United States. Focus is on the knowledge, skills, and dispositions required by educational institutions, educators, and parents to provide an effective and equitable education for African American children. Practical application is integrated with theoretical research and conceptual information. Students who successfully complete this course will receive introductory skills and experiences as effective practitioners, reflective decision makers, and resources for the community.
Note: Credit will be granted for only one prefix: AAS or EDU.
Cross Listed Course(s): AAS 4010
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EDU 4011 - Teaching Elementary School Social Studies
Credits: 3
Prerequisite(s): EDU 3444 or SED 3820; EDU 3445 or SED 3950; EDU 3640 or EDU 3650
Corequisite(s): EDU 4015 or EDU 4115
Description: This course focuses on concepts and instructional practices for teaching elementary social studies in powerful and purposeful ways. This includes methods for teaching history, geography, civics, and economics within a multicultural, global society. In addition, this course will explore the integrative nature of the social studies with an emphasis on disciplinary content, thinking, and literacy. These practices will be applied to the development of an inquiry learning experience that engages students in a series of curricular decisions that focus on instructional methods and their use in developing disciplinary content, thinking, and literacy-scaffolding pre-service teachers’ knowledge development of powerful and purposeful methods for teaching the social studies.
University Requirement(s): Senior Experience
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EDU 4015 - Field Experience: Teaching Elementary School Social Studies
Credits: 1
Prerequisite(s): EDU 3444 or SED 3820; EDU 3445 or SED 3950
Corequisite(s): EDU 4011
Description: This field experience, as a partner with EDU 4011, requires 30 hours of fieldwork at an assigned placement. Field work includes observing social studies instruction, developing and teaching social studies lesson plans in accordance with Colorado academic standards and classroom needs, and analyzing elementary social studies curriculum within the local schools. Use of disciplinary inquiry, thinking, and literacy will be emphasized.
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EDU 4100 - Integrated Methods of Teaching Social Studies and Literacy: K-6
Credits: 3
Prerequisite(s): RDG 3110, EDU 3640, EDU 3650; EDU 3660, or ENG 4650
Description: This course overviews integrated methods, materials, and curricula currently in use in elementary social studies and literacy education. Social studies concepts and skills will be explored within the framework of age-appropriate context and methods. The course will emphasize decision-making skills to foster the integration of diverse literacy skills within social studies disciplines (history, geography, economics, civics). Teacher candidates will incorporate state and national standards, use technology, develop an integrated unit which will include appropriate assessment strategies to evaluate instruction and learning.
Note: Teacher candidates must take EDU 4105, a 55-hour field experience, and RDG 4000 concurrently with EDU 4100.
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EDU 4105 - Field Experience: Integrated Social Studies and Literacy: K-6
Credits: 1
Prerequisite(s): RDG 3110, EDU 3640, EDU 3650; EDU 3660 or ENG 4650
Description: This is a field experience taken concurrently with EDU 4100 and RDG 4000. Teacher candidates will spend 55 hours in a public school elementary classroom making instructional, assessment, and management decisions in reading, language arts and social studies in diverse contexts.
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EDU 4115 - Residency I
Credits: 3-7
Prerequisite(s): EDU 4011, EDU 4015
Corequisite(s): RDG 4444
Description: This clinical residency requires at least three full, sequential instructional days per week in an assigned accredited public or private elementary classroom. The residency and accompanying seminar include opportunities to synthesize content from all previous coursework, including: professionalism; designing, implementing, and assessing instruction; student motivation and engagement; and collaboration with colleagues and families. The teacher candidate is an active participant in the elementary school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. Concepts and skills learned in RDG 4444 are a particular focus in this residency; however, the resident engages in all content areas.
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EDU 4120 - Integrated Methods of Teaching Science, Health and Mathematics: K-6
Credits: 3
Prerequisite(s): SCI 2610 MTH 2620, RDG 3110, EDU 3640, EDU 3650; EDU 3660 or ENG 4650
Prerequisite(s) or Corequisite(s): SCI 2620, MTL 3600
Description: This course presents an overview of the integrated methods, materials, and curricula currently in use in elementary science, health, and mathematics education. Promotion of positive attitudes, gender equity, inquiry, discovery, and problem-solving techniques and strategies will be stressed. Teacher candidates will make decisions based on the diverse contexts of the classroom and pupils, incorporating state and national standards, including the appropriate use of technology and development of appropriate assessment strategies to support effective instruction.
Note: Teacher candidates must take EDU 4125, a 55-hour field experience, concurrently.
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EDU 4125 - Field Experience: Integrated Science, Health and Mathematics: K-6
Credits: 1
Prerequisite(s): SCI 2610, MTH 2620, RDG 3110, EDU 3640, EDU 3650; EDU 3660 or ENG 4650
Prerequisite(s) or Corequisite(s): MTL 3660, SCI 2620
Description: This course is a field experience taken concurrently with EDU 4120. Teacher candidates will spend 55 hours in an elementary classroom practicing making instructional, assessment, and management decisions in mathematics, science, and health in the diverse contexts of a public school classroom.
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EDU 4190 - Elementary Student Teaching and Seminar: K-6
Credits: 6,12
Prerequisite(s): Successful completion of all requirements of the major and the elementary licensure program
Description: This is a supervised, full-time field experience in an accredited public or private elementary school, providing increasing responsibility for the teaching, supervision, and assessment of learners (grades K-6). Ten hours of seminar are required (five hours for six credit course). To pass this course, and be recommended for licensure, teacher candidates must be minimally rated as proficient in all Performance-Based Standards for Colorado Teachers. Each student teacher is required to complete the Teacher Work Sample with all requirements rates as proficient or higher.
University Requirement(s): Senior Experience
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EDU 4222 - Designing Instruction For All Learners
Credits: 3
Prerequisite(s): EDU 4115 (or CLD 4115), and RDG 4444
Corequisite(s): EDU 4225 or CLD 4225
Description: This course focuses on the knowledge and skills of data literate teachers, who can select and create valid and reliable assessments, critically analyze resultant assessment data, and plan instruction utilizing varied differentiation models to increase academic achievement for students with diverse learning needs. Attention is given to grouping strategies and management of the classroom environment for successful whole group, small group and individual instruction. Tracking individual and class performance through multiple measures and analyzing the success of differentiated instructional sequences is included. Teacher candidates apply these techniques in the co-requisite Residency II and reflect upon successes, challenges, and adaptations in practice with course peers.
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EDU 4225 - Residency II
Credits: 3-9
Prerequisite(s): EDU 4115 (or CLD 4115), and RDG 4444
Corequisite(s): EDU 4222
Description: This culminating, full-time clinical residency will place the teacher candidate in an assigned, accredited public or private elementary school. Close collaboration between the candidate and mentor teacher will occur in a variety of ways, including the candidate taking the role of lead teacher. The candidate will assume responsibility for all functions of the classroom, including overall design and implementation of instruction and assessment in all curricular areas, maintenance of a productive classroom environment tailored to the needs of diverse learners, communication with colleagues and families, and integration of technology to improve student learning. Knowledge and skills gained in the corequisite EDU 4222 course concerning assessment, data, and use of specific instructional strategies for identified needs are practiced, and the teacher candidates evaluate these practices in light of class and individual academic achievement. Seminar accompanies Residency II.
University Requirement(s): Senior Experience
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EDU 4300 - Acting Like a Teacher
Credits: 2
Prerequisite(s): Satisfaction of General Studies requirements in Oral Communication
Description: This class examines and explores the formation of classroom presence using a variety of acting, speaking and vocal techniques to develop, build, and encourage skills supporting an effective classroom persona. Students will practice and demonstrate body movement, posture, and deportment skills along with verbal and nonverbal communication skills to support classroom management and motivate pupil attention and engagement. Students will identify, learn, and practice intentional vocal and visual techniques to make instructional communication more effective.
Note: Credit will be granted for only one prefix.
Cross Listed Course(s): CAS 4300, THE 4300
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EDU 4510 - Development of Methods and Materials for Second Language/Bilingual/Bicultural Learning
Credits: 4
Prerequisite(s): EDU 3510 and satisfactory proficiency in Spanish reading, writing, listening, and speaking as determined by written and oral exams administered by MSU Denver Spanish-speaking faculty
Description: This course is designed to help students identify appropriate integrated bilingual instructional materials aligned to Colorado model content standards in the areas of reading and writing, mathematics, science, social studies, health, and fine arts. It emphasizes planning, implementing, and evaluating integrated curriculum for the linguistically and culturally diverse student with alternatives in approaches and methodology. The course includes 15 hours of field experience in a bilingual classroom where students apply course concepts in real school settings.
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EDU 4590 - Linguistically Diverse Student Teaching and Seminar
Credits: 6
Prerequisite(s): Successful completion of all requirements of the major, minor, linguistically diverse endorsement, teacher licensure program, and general studies
Description: Satisfaction of all student teaching application requirements by the required deadline. Passage of the Linguistically Diverse PLACE test. Corequisite: In addition to taking EDU 4590 students must complete eight weeks of student teaching (EDU 4190, EDS 4290, or ECE 4390) in an elementary, secondary, or early childhood classroom working with a cooperating teacher in their initial licensure area. This course is a supervised, full-time, eight-week student-teaching experience in an accredited public or private school’s linguistically diverse program. The experience provides increasing responsibility for the teaching, supervising, and directing of an identified group of English language learners, K-12. Teacher candidates must attend 10 hours of seminar conducted by college supervisors of student teaching. For this course, teacher candidates work with a linguistically diverse teacher and demonstrate proficiency in all phases of linguistically diverse classroom instruction. Teacher candidates are required to complete components of the teacher work sample and demonstrate proficiency in Performance Based Standards for Colorado Teachers as well as Colorado Linguistically Diverse Endorsement Standards. Proficiency required for recommendation for linguistically diverse endorsement includes ability to impact English language learners’ academic success and to develop their English language proficiency.
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EDU 4650 - Current Issues in Education: Variable Topics
Credits: 3
Prerequisite(s): Advanced students in education
Description: An in-depth examination of selected current topics and issues in education. Topics vary but all are of current importance, requiring the study of recent writings, research, and legislation.
Note: This course may be repeated for credit under different topics.
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EDU 4700 - Substitute Teacher Workshop
Credits: 1
Prerequisite(s): Bachelor’s degree or permission of instructor
Description: This course provides the background knowledge, methods, techniques and materials for substitute teachers at the elementary and middle school levels to be more confident and competent substitute instructors.
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ENG 1001 - Writing Studio A
Credits: 1
Prerequisite(s): Score of 50 or above on Sentence Skills Accuplacer and secondary placement
Corequisite(s): ENG 1010
Description: This one-hour lab provides supplemental academic instruction with an emphasis on the relationship of reading and grammar to writing.
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ENG 1002 - Writing Studio B
Credits: 2
Prerequisite(s): Score of 50 or above on Sentence Skills Accuplacer and secondary placement
Corequisite(s): ENG 1008 or ENG 1009
Description: This two-hour lab provides supplemental academic instruction for international students or students who have completed their high school education outside the United States. This course emphasizes the relationship of reading and grammar to writing. It also explores the conventions of American academic writing and writing classes.
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ENG 1008 - Stretch Composing Arguments A
Credits: 3
Prerequisite(s): Appropriate score on the First Year Writing placement.
Description: This course focuses on writing, rhetorical situations, and textual analysis. The course employs lecture, discussion, workshop, and conference methods. Students will learn how to critically read, summarize, engage and analyze texts. Students will demonstrate their ability to generate, organize, and produce writing for appropriate audiences. This semester is the first half of a two-semester sequence (ENG 1008 and ENG 1009) that is taught by a single professor and is a prerequisite for ENG 1020. This two-semester sequence is a study-and-process-intensive equivalent to ENG 1010. Coursework does not include library research. Students must receive a D- or better to continue into ENG 1009.
Note: Course Revised July 10, 2019
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