258 Courses / Dance

302A Modern Dance Technique III (3) 330B Bartenieff Fundamentals (1) 411 Dance Notation II (3) Prereq: 203A or perm. required. Continuation of Exploration and practice in a system of Prereq: 313 or perm. Continuation of 313 with 301A. move ment training designed to improve the func- more advanced reading and writing in notation. tion al and expressive aspects of movement. 303A Modern Dance Technique III (3) 420 Dance Technique IV (2) Prereq: 302A or perm. required. Further 330C Pilates Mat Training (1) Prereq: 320. (A) modern dance, (B) ballet, (C) jazz. development of 302A. Includes laboratory practice of 45 mat exercises that train the muscles to improve body stability 431 Dance Kinesiology Seminar (2) 301B Ballet Technique III (2) and mobility. The Pilates method develops pre ci- Prereq: 331. Assists student to construct an a tom i cal- Prereq: 203B or perm. required. Employment of sion coordination and concentration in movement ly sound and functionally effective dance class. technical skills through more complex balletic while increasing strength and flex ibil i ty. Addresses patterns and expanded classical vocabulary. injury rehabilitation from the per spective of 440 Practicum in Teaching Dance II (1–2) Additional em pha sis on performance, phrasing, preventive training. Prereq: 240 and perm. Student teaching under and dynamics. su per vi sion. 331 Analysis of Dance Movement (4) 302B Ballet Technique III (2) Prereq: 231. Explores skeletal alignment and devi- 441 Teaching Dance I (3) Prereq: 301B or perm. required. Continuation of a tion, muscular development and function, and Prereq: perm. Principles of teaching dance and 301B. mechanical efficiency in production of dance their practical application. Dance for children. movement. Basic to course study is thor ough under- 303B Ballet Technique III (2) stand ing of principles of stability and motion as 442 Teaching Dance II (2) Prereq: 302B or perm. required. Further they relate to dance. Prereq: at least 1 qtr of 240; coreq with 440. Prin ci- development of 302B. ples of teaching dance and their practical ap pli ca- 332 Fitness for the Whole Mover (2) tion. Dance for adolescents. 301C Advanced Composition (2) Introduces the basics of fitness in practice and Prereq: 203C or perm. The synthesis of cho reo- theory. Strength, flexibility, aerobic conditioning, 443 Teaching Dance III (2) graph ic elements, devices, and musical or sound and relaxation as a part of the fitness continuum Prereq: at least 1 qtr of 240; coreq with 440. choices into studies having a sense of form and are explored through a variety of approaches to Principles of teaching dance and their practical content. creating and attaining fitness goals. application. Dance for adults.

302C Advanced Composition (2) 333 Pilates Teaching Practicum (2) 460 Senior Seminar (2) Prereq: 301C or perm. Continuation of 301C. This course is designed to provide supervised Prepares students for the field of dance and teaching experience and practice for students related careers. Skills in writing, networking, and 303C Advanced Composition (2) preparing to enter the Pilates Teacher Certification oral presentation, as well as the ability to access Prereq: 301C or perm. Further development of Program. Students will conduct practice teaching available resources, are refined. 302C. on all Pilates apparatus, learning body alignment, exercise prescription and prgress assessment 471 History of Dance I (4) (2H) 304D Jazz Dance Technique III techniques. Development of Euro-American dance in the Refinement of jazz dance skills through a more 20th century with focus on contemporary dance complex series of exercises, spatial progressions, 351 Dance Cultures of the World I (4) (2C) through the present. and movement phrases. Additional emphasis on Introduction to dance cultures of world (ex clud ing performance quality, dynamics, and range of Western art dance). Function of dance in society 472 History of Dance II (4) (2H) motion. and its relationship to other arts. Global dance forms: Study of dances in historical and cultural contexts, their functions in society and 310 Accompaniment for Dance (2) 352 Dance Cultures of the World II relationships to contemporary artistic expressions. Prereq: 111 or perm. Basic problems in ac com pa ny- (4) (2C) Focus on topics from traditional and recent ing dance and analysis of dance forms related to Same as 351. research in world dance. ac com pa niment. 353 Dance Cultures of the World III ( 473 History of Dance III (4) (2H) 311 Midi Composition for Dancers (3) 4) (2C) Development of Euro-American dance from clas sic This course is about creating musical compositions Same as 351. times through 20th-century ballet, with em pha sis using a computer sequencer and sample based on Baroque, Romantic, and Diaghilev pe ri ods. synthesizers. The primary objectives are gaining a 370 Viewing 20th Century Dance (4) working knowledge of a MIDI and investigating Prereq: not open to students who have had 170; 474 History of Postmodern the qualities and parameters that are basic to jr and above. Art of dance from broad point of Choreography and Practice music composition and how they relate to dance view, involving dance viewing, literature, and This course explores postmodern dance composition and performance. participation. Deals with aesthetic, psychological, (1960–present) from theoretical and practical social, and cultural aspects. perspectives. Theoretical and historical readings 312 Music for Dance II (3) from dance studies, performance studies, and Prereq: 111 or equiv. Also for music composition 380 Practicum in Dance Production (1) cultural studies on postmodern dance will majors who wish to write for dance theater. Prereq: perm. Supervised lab practice in pro duc tion combine with the application and invetigation History of music for dance. Choreographer- and/or performance. May be repeated. of choreographic theories in the dance studio. As composer re la tion ship. the dancing draws on an everyday or pedestrian 385 Dance Repertory (3, max 12) movement vocabulary, no prior dance experience 313 Dance Notation I (3) Prereq: majors only, audition, and perm. Rehears al is necessary. This course will cover artists such as Prereq: perm. Principles of dance notation. and performance of choreographic works taught Yvonne Rainer, Trisha Brown, David Gordon, and by choreographer or reconstructors with aid of Bill T. Jones. The postmodern dance aesthetic 315A Laban Movement Analysis I videotape, film, and/or dance scores. is interdisciplinary in nature: choreographers This course surveys the movement analysis theories frequently collaborate with artists from other of Rudolph Laban. Particular attention is given to 401A Modern Dance Technique IV (3) disciplines, such as music, visual arts, and theatre. identifying the dynamics and spatial relationship Prereq: 303A or perm. required. Employment of This course is appropriate for students interested in of movement expression and function. The course technical skill to address the more subtle demands intellectual and experiential artistic practices. includes movement observation, description of per for mance focus, projection, expressivity, and and practice in a wide variety of settings and dy nam ic range. 480 Production Problems applications. No previous dance experience is required. 401B Ballet Technique IV (2) for Dance Theater (3–6, max 6) Prereq: perm. Includes choreography, per for mance, Prereq: 303B or perm. required. Employment of and production aspects of senior projects and other 318 Collaborative Skills for the Dance technical skills and performance demands within dance events. Musician (2) the classical ballet tradition. Technique and skill training for pianists in 488 Dance Choreography accompanying ballet and modern dance techniques 402A Modern Dance Technique IV (3) classes. Includes class and lab sessions. Prereq: 401A or perm. required. Continuation of and Video Techniques (2) 401A. Prereq: perm. Designed to increase awareness 320 Dance Technique III (2) of the possibilities of video in dance, both as a Prereq: 220 or equiv. (A) modern dance, (B) bal let, 402B Ballet Technique IV (2) recording tool and a creative tool. The basics (C) jazz. Prereq: 401B or perm. required. Continuation of of video production and digital editing will be 401B. introduced in order for dance choreographers to 330 Dance Movement Lab (1–5) become familiar with video technology ap pli cable Prereq: perm. Addresses individual problems 403A Modern Dance Technique IV (3) to dance. related to the production of movement. Means to Prereq: 402A or perm. required. Further aug ment physical function and expand the qual i ta- development of 402A. 490 Independent Study (1–10) tive range of the mover are explored. Prereq: perm. 403B Ballet Technique IV (2) 330A Pilates Reformer Training (1) Prereq: 402B or perm. required. Further 494 Internship (1–16) Designed to condition students using resistance development of 402B. Prereq: perm. Provides credit for internship ex pe ri- training on the Universal Reformer and other ence in which some dance majors may par tic i pate. Pilates apparatus. Students learn exercise prin ciples 404D Jazz Dance Technique IV Internship allows individual to gain actual ex pe- and techniques on specialized equipment, focusing Advanced development of refined jazz dance ri ence in field of dance and related areas, e.g., on correction of body alignment prob lems, muscle skills that address the demands of preprofessional apprentice/performing, technical production, arts imbalances, strength, and flexibility. performance. administration. Courses / Economics 259

495 Special Topics in Dance (1-4) orientation within mental health situations, Special topics relating to the choreography, and ethics for interpreting. Covers sexual signs, Economics (ECON) technique, production elements, or aesthetics of regional signs, and idioms specific to area. historical or contemporary dance forms. 103 Principles of Microeconomics (4) (2S) 221 Practicum I (2) Prereq: MATH 101 or higher math placement. Basic Prereq: advanced standing, perm. Opportunity to theory and economic analysis of prices, markets, work in teaching, training, and/or interpreting production, wages, interest, rent, and profits. Deaf Studies and situations under supervision. Provides experience Analysis of how the capitalistic system determines in program development and deals with what, how, and for whom to pro duce. Interpreting (DSI) professionalism in interpreting. May include student-teaching sign language classes within 104 Principles of Macroeconomics (4) (2S) The following courses for the proposed A.A.S. in community and businesses, observation of Prereq: MATH 101 or higher math place ment. deaf studies and interpreting are available only on professional interpreters, and critiques of Basic theory of national income analysis. Causes of the Chillicothe campus: videotaped interpreting situations. unemployment and inflation. Mone tary and fiscal policies of the federal gov ernment. 111 Sign Language and Deaf Culture I (4) 222 Medical Personnel and the Deaf (4) Different types of deaf and the different For those in the emergency care field or studying 213 Current Economic Problems (4) languages utilized by each. Includes signing to be an interpreter. Covers 150 essential signs for Prereq: 103 and 104. Application of economic paragraphs, using ASL, PIDGIN, and SEE, studying immediate communication, different types of deaf, theory to current economic problems with culture, and participating in short community- different sign languages, working with deaf family emphasis on public policy implications. based research projects. members, legal issues for hospitals and nursing homes, sexual signs involved in rape cases and 300 Mathematics for Economists (4) 112 Sign Language and Deaf Culture II abuse, cultural issues working with male/female Prereq: 103 and 104 and perm. Mathematical (4) deaf, and more. anal y sis in economics. Calculus and matrix al ge bra Prereq: 111. Continuation from 111 of deaf techniques used prominently in economics lit er a- languages and culture. Includes more than 300 224 Interpreters and Interpreting (3) ture, together with their application to selected additional signs, continuing to use ASL, PIDGIN, World of interpreting for the deaf, including problems in economics. and SEE, reverse interpreting paragraphs, and detailed code of ethics and responsibilities studying idioms and slang terms. imposed on those who interpret in all fields: 303 Microeconomics (4) platform interpreting, educational interpreting, Prereq: 103 and 104. Price system as allocative 113 Sign Language and Deaf Culture III medical interpreting, religious interpreting, etc. mechanism. Price and production policies of (4) Discusses interpreter role within the courtroom, individual firms and consumers under alternative Prereq: 112. Continuation from 112 of deaf including the interpreter oath and its significance market conditions and analysis of these policies languages and culture. Includes additional signs, to the court, the interpreter, and the deaf. on social efficiency of resource allocation. Stu dents continuing to use ASL, PIDGIN, and SEE, further expected to have understanding of el e men ta ry reverse interpreting of paragraphs, and translating 226 Practicum II (2) algebra and geometry. idiom and slang paragraphs. Discusses deaf in mental Prereq: advanced standing, 221. Opportunity institutions, prisons, and the court system. Students to interpret for the deaf without immediate 304 Macroeconomics (4) interpret for University functions and programs. supervision, extending knowledge of interpreting Prereq: 104, jr; soph if major. Factors determining in specific contexts. Ability to work within level of nation’s economic activity and re spon si- 120 Introduction to Deaf Studies and community is enhanced through responsibility for ble for growth and stability in nation’s econ o my. Interpreting (1) teaching basic sign language classes and through Part of course devoted to measures of national First of three assessments in deaf studies and critiques of videotaped interpreting situations. income while remainder consists of analysis of interpreting degree program, evaluating interrelationships among production, price levels, knowledge of various sign languages used, types 260 Critical and Traumatic Situations (3) relative prices, employment, and capital formation. of deaf people using each of the sign languages, Sexual abuse of deaf children, including Students expected to have un derstand ing of cultural aspects of deafness, speed in signing, causes, incident rate, interviewing techniques, elementary algebra and ge om e try. comprehension speed, and interpreting and investigation problems, and involvement of law reverse interpreting skills. Offers basic introduction enforcement agencies, schools, hospitals, DARE, 305 Managerial Economics (4) to knowledge and skills required for successful and crime prevention programs. Also discusses Prereq: 103, QBA 201, and MATH 163A. Analysis completion of the degree. Covers history of deaf in disaster situations, emergency response of decision making in enterprise; market en vi ron- interpreting, career opportunities, ethical centers, first responders, and problems of ment; measurement of influence of policy and considerations, and includes discussion of program victimization of deaf in research projects. nonpolicy variables on sales and costs; sales, cost, courses, seminar paper, and second and third and profit forecasting; empirical studies of mar ket assessments. 286 Study of Deaf Culture (3) structure and pricing; includes re gres sion analysis. Sociocultural aspects of deafness, addressing issues 161 Orientation to Deafness (3) of deaf communities such as leadership roles, 307 History of Economic Thought (4) Broad overview of field of deafness, focusing political activity, and organization. Examines the Prereq: 103 and 104. Evolution of major eco nom ic on education perspectives, psychosocial precepts, functioning of deaf within social institutions. doctrines: mercantilists, physiocrats, Adam Smith communication modes, vocational opportunities, and classical school. May also cover his tor i cal support services, and recent technological 288 Seminar in Deaf Studies (2) school, Austrian school, Alfred Marshall and advances. Benefits parents, educators, vocational Prereq: advanced standing, perm. Scholarly paper neoclassicists. rehabilitation counselors, interpreters, and other of no less than 50 pages is required for completion professionals who come into contact with the deaf of the associate’s degree in deaf studies and 312 Economics of Poverty (4) and hearing impaired community. interpreting. Involves choosing research topic Prereq: 103 and 104. Incidence, causes, and con se- related to field of work, and engaging in library quence of poverty in affluent society. Economic 191 Interpreting as a Profession (1) research, interviews, questionnaires, and other theory, history, statistics applied to analysis of Prereq: 120. Second of three assessments in forms of inquiry. poverty-reduction measures. deaf studies and interpreting degree program, requiring 50-60 percent improvement from 291 The Professional Interpreter (1) 313 Economics of the Environment (4) 120 in speed in signing, knowledge of culture, Prereq: 191. Third and final assessment in deaf Prereq: 103. Economic analysis of such en vi ron- and interpreting and reverse interpreting studies and interpreting degree program, serving men tal matters as air, water, and noise pollution, skills. Includes introduction to practicums, as a capstone. Requires 45%-50% improvement population growth, and land use. Emphasis placed professionalism of interpreting (dress, demeanor, from 191 and the ability to interpret effectively on use of economic theory and empirical research professional organizations), national certification, in any situation for any of the three types of deaf. in evaluating environmental policies. and ethics of the profession and their impact on Covers introduction to Web sites regarding deaf, personal views. resume preparation for job interviews (including 314 Natural Resource Economics (4) role plays), discussion and evaluation of past and Prereq: 103, MATH 163A. Explores the economic 211 Sign Language and Deaf Culture IV current assessments, and in-depth review of ethics aspects involved in the extraction and uti li za tion (4) of interpreting and the Americans with Disabilities of both renewable and nonrenewable natural Prereq: 113. Additional signs and advanced usage Act. resources. Topics include the economics of oil and of previous signs from first-year sequence. mineral extraction, groundwater use, ag ricul tur al Includes interpreting for University functions, 298A-E Special Topics (1-4, max 12) practices, forestry, and fisheries. It also ex am ines community meetings, and business situations. Opportunity to explore topics related to deaf the allocation of property rights and eco nom ic studies either on an individual basis or in a benefits and costs of natural resource use. 212 Sign Language and Deaf Culture V structured course. (4) 315 Economics of Health Care (4) Prereq: 211. Signs beyond 211 and a larger role Prereq: 103 and 104. Demand for medical care, in interpreting situations. Additional cultural supply behavior of profit and nonprofit agen cies, information (family relationships, sexual Ecology market structure, adverse selection, public and relationships, and more) enhances abilities to work private health insurance. with and for the deaf in any context. See Biological Sciences or Environmental and Plant Biology. 316 Economics and the Law (4) 213 Sign Language and Deaf Culture VI Prereq: 303 or 305 or perm. Major topics are (4) prop er ty, contracts, and torts. Class time is di vid ed Prereq: 212. Signs beyond 212 and specific between economic analysis of these topics in the interpreting within community. Includes cultural abstract and actual legal cases that involve these information such as family dynamics, time topics. 260 Courses / Economics

320 Labor Economics (4) 352 Economic History of the United 474 Economics of Latin America (4) Prereq: 103. Demand for labor, supply of labor, States (4) Prereq: 350 or perm. Economics of Latin Amer i can household production, compensating wage Prereq: 103 and 104. Economic factors in de vel- countries, prospects for economic de vel op ment differentials, education and training, discrimination, op ment of U.S. including historical growth of of the region, nature and origin of institutional unions, and unemployment. economic institutions such as banking, man u fac tur- ob sta cles to economic change. Economic her i tage ing, labor unions, and agriculture, from co lo nial of colonial period and sub se quent evo lu tion of 322 Economics of Human Resources (4) times to present. eco nom ic institutions, resources of the area and uti- Prereq: 103. Investigation of the decisions li za tion, and trends in eco nom ic activity and policy individuals and families make regarding education, 353 European Economic History (4) in post–WWII period. marriage, fertility, labor supply and child care Prereq: 103 and 104. Economic growth of de vel- as well as the effects of public policy on these oped countries. Focus on industrial revolutions in 482 Topics in Econometrics (4) decisions. Great Britain, France, Germany, and the former Prereq: 303 or 305, 381, MATH 163A or calculus, Soviet Union. Historical experience of these or perm. Basic linear regression models are 332 Industrial Organization (4) coun tries related to various theories of economic ex plored within an econometric context. Simple Prereq: 303 or 305. Market structures, market change. and multiple linear regression models are in tro- conduct, and social performance of industries. duced under classical assumptions and developed Emphasis upon firms’ strategic behavior in 360 Money and Banking (4) in relation to heteroskedasticity, autocorrelation, price and nonprice competition. Topics include Prereq: 104. Role of money and banking system multicollinearity, and specification errors. Mod els oligopolistic pricing, strategic entry deterrence, in determination of national income and output. with binary regressors, models with qual i ta tive location strat egies, product quality, advertising, Monetary theory and policy emphasized. de pen dent variables, and the si mul ta neous and research and development. Economic wel fare equations model are introduced. Com puter implications of firms’ behavior examined. 370 Comparative Economic Systems (4) assignments provide experience in empirical social Prereq: 103 and 104. Theoretical and institutional science research. 334 Economics of Antitrust Law (4) characteristics of capitalism and socialism with Prereq: 303 or 305. Explores the economic be hav ior specific emphasis on prevailing economic systems 491 Seminar (3–5) of the firm subject to antitrust laws. Topics include in U.S., Great Britain, and the former Soviet Union. Prereq: perm. Selected topics of current interest in collusion, price discrimination, vertical restraints, economics area. and other behavior where the intent may be to 381 Introduction to Economic Statistics monopolize a market. Also examines institutional and Econometrics (4) 493 Readings (1–15) incentives and economic benefits and costs of Prereq: 103 and 104. Statistical methods are de vel- Prereq: perm. Readings in selected fields of eco nom- antitrust laws. oped within an economic context. Fun da men tal ics. Topics selected by student in consul ta tion with statistical topics include descriptive statistics, basic faculty member. 335 Economics of Energy (4) probability theory, random vari ables, sampling, Prereq: 103. Applies economic theory to an a lyz ing estimation, and hypothesis testing. 493X Readings (1–15) public policy issues regarding energy pro duc tion Prereq: perm. Study abroad. and use—including such topics as price controls, 382 Economic and Financial Analysis import dependency, conservation, supply out look, with Statistical Packages (4) 495 Research (3–5) and industry concentration. Prereq: 104 and either 381 or QBA 201, PSY Methodology, analysis of data, and preparation of 221, POLS 482, or MATH 250/251. SAS language, research findings. 337 Government Regulation of Business using real life small and large data sets and (4) applying SAS procedures to conduct statistical and 497 Independent Research (1–15) Prereq: 303 or 305 or perm. Why does the gov- finacial analysis of economic and business data. Prereq: perm. Research in selected fields of eco nom- ern ment regulate business? Reasons include the Interpretation of statistical output of estimated ics under direction of faculty member. inefficiencies of market power, con sider ations of functions and written reports for rational decision fairness, excessive competition, natural mo nop o ly, making using business and economic analysis. externalities, and reducing transactions costs. 385 An Introduction to Economic Education 340 International Trade (4) Methodology and Research (4) Prereq: 103. International trade patterns, the o ries Prereq: 303 (or 305), 304, 381, or equiv. Methods All programs and courses in the College of Ed u- of absolute and comparative advantage, classical used by economists in investigation of economic ca tion satisfy the standards of the Ohio State and modern trade theory, tariffs, quotas, nontariff problems. First part involves research methods, Department of Education and NCATE. Consult barriers, preferential trading arrange ments. including contemporary statistical estimation your advisor regarding program requirements and techniques. Second part applies these techniques scheduling. In particular, note that some pairs or 341 International Monetary Systems (4) to investigation of economic phenomena. Types groups of professional education courses must be Prereq: 104. How exchange rates are determined, of application include construction and testing taken concurrently. Address questions to Student fixed vs. flexible rates, government intervention, of simple econometric model, estimation of pro- Services, McCracken Hall 124. fiscal and monetary policy in open economy, duction functions, evaluating theories of factor transmission of inflation and unemployment pricing, estimating social costs of pol lu tion, etc. Each course in education may be taken no more among nations, international capital movements, than twice. covered interest arbitrage, forward exchange, Euro- 406 Monetary Theory and Policy (4) currency markets. Prereq: 303 (or 305) and 304. Emphasis on mon e tary Counselor Education (EDCE) economics. Money demand and supply theory 201 Career and Life Planning Seminar (3) 342 International Economic Policy (4) and policies for minimizing cyclical fluc tu a tions in Designed to provide knowledge and skill in ca reer Prereq: 340 or 540. Current economic de vel op- economic activity. and life planning for fr and sophs, es pe cial ly for ments of foreign and U.S. economic policy. Com mer- 425 Public Policy Economics (4) those who are undecided about college ma jor cial treaties and tariff policy; exchange rate in sta bil- and career. Emphasis on identifying strengths, Prereq: 104. Survey of economic approach to i ty; balance of payments problems including LDC clarifying values, exploring career options, and ana lyz ing public policy issues. Uses concepts of debt situation; international li quid i ty issues; trade developing decision-making skills. Special section wel fare economics, public choice economics, and relations among industrial, underdeveloped, and for Adult Learning Services students only: de signed cost-benefit analysis, as applied to sample of policy Soviet-bloc countries; multinational corporations; to provide knowledge and skill in career and sub jects. roles of institutions such as World Bank, In ter na- life planning especially for adult considering job tion al Monetary Fund, and GATT. 430 Public Finance (4) or career change. Emphasis on identifying skills, interests, ex pe ri ence, and val ues in re la tion ship to 343 Financial Economics (4) Prereq: 303 or 305 or perm. Role played by gov ern ment as user of economic resources and new career choices and options. Prereq: 360 or 304; 305 or 303; MATH 163A or redistributor of incomes. Some questions ex plored: MATH 263A. In a free economy, income earners’ need for government’s entry into econ o my, 400 Special Topics in Guidance, savings flow directly and through intermediaries to optimal size of government, selection of tax and Counseling, and Student Personnel investors who use the proceeds to increase capital, expenditures schemes, and effects of gov ern ment (1–5) the engine of growth. Intermediaries such as banks, economic activity on private sector. Prereq: perm. Independent studies, specialized brokers, and exchanges, create instruments such projects, and seminars on following special top ics: as equities, bonds, mutual fund shares, and their 431 Economics of Transportation (4) alcohol and substance abuse; bio feed back, self- derivatives, which trade in secondary markets. This Prereq: 303 or 305. Economics of transport pricing; control, and management of stress; marriage and course examines the interrelationships between regulations of transport and national trans port family issues; assertiveness; human sexuality; and institutions, instruments, participants, strategies, policy. Adlerian theory, method, and research (may be and markets. repeated for max of 18 hrs). 444 Futures Markets (4) 350 Economic Development (4) Prereq: 360 or FIN 327 or perm. Contracts, trad ing, 410 Human Relations (3) Prereq: 103 and 104. Nature of, obstacles to, and institutions, and strategies, including hedg ing and Prereq: jr. Study and practice of developing healthy future possibilities for economic growth of na tions. speculation. No credit if FIN 444 taken. and mu tu al ly satisfying interpersonal rela tion ships. Special emphasis given to problems of un der de vel- Lecture and discussion groups focus on dynamics oped countries. Studies of selected countries. 455 African Economic Development (4) of human re la tion ships, factors foster ing ef fec tive Prereq: 350 or perm. Economic characteristics of interaction, and signifi cance of self concepts in 351 Agricultural Development (4) African societies as traditional economies and in human communication. Topical head ings include Prereq: 103 and 104. Patterns of agricultural process of modernization. value clar i fi ca tion, games people play, self dis- development: technological and demographic clo sure and trust, conflict resolu tion, sex u al i ty, changes in agriculture; socioeconomic problems; 473 Economics of Southeast Asia (4) prejudice, death and dying, mul ti cul tur al ed u ca tion, marketing arrangements; case studies of specific Prereq: 350 or perm. Economic characteristics, sexism, constructive use of anger, etc. agricultural development projects. development problems, strategies, and prospects of countries of Southeast Asia. Courses / Education 261

420 Guidance Practices creation of a democratic learning envi ronment. management adaptations, effective col lab o ra tion in Elementary Schools (4) Students examine a variety of teaching mod els strategies, accessing related and support services, Need, scope, and nature of elementary guidance including explicit teaching and cooper ative and skills required for instructing and managing surveyed. Guidance approaches and procedures learning, and begin to develop com petence in an inclusive classroom. examined for their usefulness in working with their use. children and parents. Roles of elementary school 420 Teaching Reading counselor and other pupil personnel specialists 210L Introduction to Teaching in a in the Content Area (4) reviewed for their contribution to growth and Democratic Classroom Field Ex pe ri- Prereq: adv standing. Materials, methods, and development of children. Opportunity for stu dents ence (2) techniques for teaching adolescent learners of to achieve greater self-understanding through Prereq: 101. Coreq: 210. This practicum ac com pa- various abilities. Emphasis on diagnosis of reading involvement in self-appraisal. nies EDTE 210 and provides students with field difficulties and adaptation of materials and experience in the classroom. Classroom as sign- teaching methods for content area instruction. Lab 430 Guidance in American ments include observation, tutoring, small-group included as part of the lecture class. Secondary Schools (4) in struc tion, and other appropriate preservice Same as 420 but pertains to sec ond ary schools. experiences. 421 Foundations of Reading Instruction, Diagnosis, and Remediation 440 Foundations in Group Dynamics (4) 220 Phonics and the Structure for Classroom Teachers (4) General principles and basic techniques of group of Language (5) Prereq: 220, adv standing. Designed to provide dynamics. Interaction in human relations sit u a- Prereq: admission to Professional Education. classroom teachers a theoretical and practical tions that occur in agency settings, busi ness, class- Course provides information and training in the understanding of the foundations of reading rooms, community, resident living, and var i ous foundations of phonics instruction. It explores the instruction, diagnosis, and remediation. An types of professionally led training, coun sel ing, historical, linguistic, and instructional frame work exploration of these foundations as they affect and growth groups. Through both cog ni tive and related to phonics skill development. a wide diversity of students. Includes practical affective learning opportunities, students learn hands-on opportunities for evaluating, assessing, to understand and use group dynamics principles 310 Advanced Methods and remediating one student’s reading ability. in areas of personal and professional interaction. for the Democratic Classroom (4) Students attend weekly cognitive seminars as well Prereq: admission to CARE program and 210. 422 Diagnosis and Treatment of as participate in on going group lab. Coreq: 310L. In-depth exploration of several Reading Disabilities (4) teaching methods utilized in progressive, dem o- Prereq: EDSE 420 or EDCI 421 or EDEC 421. Curriculum and Instruction (EDTE) crat ic class rooms. Builds on introduction to these Correlates of variability in reading proficiency. 100 (1) methods in EDTE 210. Incidence of retardation and disability. Proposed causes of failure and concept of multiple causation. An introduction to teaching as a profession. 310L Advanced Methods for Specialized materials and instructional efforts. 101 Democracy and Education (4) the Democratic Classroom Lab (2) Systematic observation of causes of reading Prereq: admission to CARE program. Coreq: 101L. Prereq: admission to CARE program. Coreq: 310. disability and preparation of case report. An introduction to the unique role American Field experience utilizing methods gained in EDTE public schools play in preparing citizens for de moc- 310. 423 Reading Laboratory Practicum ra cy. Particular attention will be paid to the role of (4, max 12) 325 Literature-Centered Developmental the teacher in the process, as well as to his tor i cal Prereq: sr, 422. Application of developmental and sociological precedents. Reading Instruction (5) approach to problem cases in reading instruction, Prereq: 220, adv standing. Provides preparation participation in diagnostic examination, parent 101L Democracy and Education: for teaching of developmental reading in the and teacher conferences, individual procedures Field Experience (2) middle school. The course emphasizes a lit er a ture- in tutoring, staffing of cases and preparation Prereq: admission to CARE program. Coreq: 101. centered ap proach to the teaching of reading and of report (weekly group discussion period, lab Field experiences to complement EDCI 101 De moc- em pha siz es the development of proficient read- sessions arranged). ra cy and Education. Will involve several school ing through a stage model of reading. Text and placements at differing classroom levels to pro- supplementary readings, lecture, demonstra tion, 465 Introduction to Teaching mote comparison and analysis. discussion, multimedia resources, observa tions and the Talented and Gifted (4) participation in schools, and projects for prac ti cal Provides introduction to rationale, scope, and 200 Learning, Human Growth, and competence are all part of the class proce dures. nature of concerns relative to ed u cation of gifted Development (6) youth. Attention given to over view of prob lems Prereq: Admission to Professional Education. 331J Educational Research and issues; including (A) societal fac tors that Coreq: 201, 202. Provides a general knowledge Techniques and Writing (4) (1J) influence programs, (B) char ac ter is tics and iden ti fi- about human learning as it relates to the life Prereq: jr. Concentration upon com mu nica tion ca tion of gifted youths, and (C) current and rec om- cycle from birth to young adult hood. Designed to skills of reading, writing, and speaking, utilizing mend ed programs. provide preservice teachers with a fundamental educational writings dealing with his tory of ed u ca- knowledge of human growth and development tion, philosophy, psychology, so ci ol o gy, and current 492 Workshop in Curriculum (physical, social, affective, and cognitive) and issues. Development of critical read ing, effective and Instruction (0.5–15) theories of learning. writing, and speaking skills. Prereq: perm. Staff. Designed to provide prac- ticing teachers and other instructional per son nel 201 Characteristics of Learners with 371A Instructional Adaptations for with in-service education directed toward their Exceptionalities (3) Learners with Exceptionalities identified needs. Facilitates of fer ing of short Prereq: Admission to Professional Education. and Diverse Needs—Middle (4) courses, work-shops, and summer institutes. Areas Coreq: 200, 202. Covers a range of topics in the Prereq: 200, 201, 202. Designed to develop of concentration currently available: (A) Lan guage special education process, including identification, skills needed by educators at the elementary Arts, (B) Social Studies, (C) Sci ence, (D) Math e mat- referral, assessment procedures, service delivery and middle levels to work with learners with ics, (E) Reading, (F) Kin der gar ten, (G) Indi vid u al iz- options, parental involvement, the law and legal exceptionalities and diverse needs in inclusive ing Instruction, (H) Team Teaching, (I) Inter ac tion issues, supports for inclusion, roles of agency and classrooms. Content includes curriculum Analysis, (J) Developing Behav ior al Objectives, (K) related service personnel, and characteristics of all modifications, instructional and management Curriculum De vel op ment, (L) In ter dis ci pli nary types of learners with exceptionalities, including adaptations, effective collaboration strategies, Topics, (M) Special Topics, (N) Special Ed u ca tion gifted, from preschool through young adulthood. accessing related and support services, and skills Topics, (O) Su per vi sion of In struc tion, (P) Ed u ca tion No credit for both 201 and EDSP 271. required for instructing in and managing an for Gifted. inclusive classroom. 201ABC Childhood in America (4) 492K Workshop in Curriculum Prereq: 101. Introduces students to children and 371B Instructional Adaptations for and Instruction (2) their char ac ter is tics at various levels of de vel op- Learners with Exceptionalities and Prereq: 101, 210, 310. An in-depth examination ment. Stu dents are also introduced to and encour- Diverse Needs—Secondary (4) and synthesis of information learned in both aged to examine factors that influence chil dren’s Prereq: admission to adv standing. This course and special CARE classes and in general education learn ing in the schools, such as fam i lies, neigh bor- clinical/field experience are designed to develop classes with emphasis on how this information can hoods, race, culture, gender, and so cio eco nom ic skills needed by educators at the adolescent to be used in the classroom and integrated into the status. Students examine values and belief systems young adult level in order to work with learners future teacher’s teaching strategies. of themselves and children, as well as identify who have exceptionalities and diverse needs in elements of suc cess ful parenting. inclusive classrooms. Content includes curriculum Education Cultural Studies (EDCS) modifications, selection and appropriate uses 301 Education and Cultural Diversity (3) 202 Field Experience in Education (2) of reading materials, in struc tion al and reading Prereq: admission to Professional Education. Prereq: Admission to Professional Education. adaptations, classroom management adaptations, Requires students to observe, analyze, and reflect Coreq: 200, 201. Students apply principles of effective col labo ra tion strategies, accessing related upon the advantages and problems associated typical child development, learned in 200, and and support services, and skills required for with teaching in a culturally diverse environmnet. exceptional development of children and youth, instructing and managing an inclusive classroom. Students study the influences of cultural diversity learned in 201, as they observe, assist, adapt tests on education in the United States and develop and lessons, and tutor a diverse range of pupils in 371C Instructional Adaptations for the skills and attitudes that help them adjust a field setting. Learners with Exceptionalities and curriculum and instruction to culturally diverse Diverse Needs—Early (4) groups. 210 Introduction to Teaching Prereq: Professional Education and EDSP 271. in a Democratic Classroom (4) Designed to develop skills needed by early 400 School, Society, and the Professional Prereq: 101. Coreq: 210L. The purpose of this childhood educators to work with families and Educator (4) course is to identify the characteristics of a demo- learners who have exceptionalities and diverse Studies the social, philosophical, ideological, and crat ic classroom and to develop student skill in the needs in inclusive classrooms. Content includes historical foundations of K-12 education in the curriculum modification, in struc tion al and 262 Courses / Education

United States as they apply to both practical and 350L Teaching Social Studies Emphasis on innovative approaches to learning for theoretical issues for the professional educator. in Early Childhood—Field (1) elementary and secondary school pupils. Four questions guide inquiries into the foundations Prereq: Early Childhood major, adv standing. of education: Why do we educate? For whom is Coreq: 350. Field experience in classrooms for Middle Childhood Education education intended and designed? What are the three year olds through third grade. Will apply the (EDMC) personal, social, and cultural effects of education? theory and application learned in 350 throughout Who bears the institutional responsibility for the quarter. 300 Middle Childhood Instructional education? Process and Curriculum (4) 421 Observing Young Children Prereq: admission to adv standing. Furthers Education Computer Technology for Reading Strategies and Skills (2) understanding of the middle child and the middle Prereq: 225, EDTE 220. Coreq: 421L. Learn school. Lecture, activities, and field experiences (EDCT) to observe children, keep running records revolve around de vel op men tal ly appropriate 203 Technological Applications in and conduct an informal reading inventory. teaching, context based assessment, supportive Education (4) Appropriate instruction is based on these learning theory and application, and structure of Prereq: Admission to Professional Education. assessment procedures. Learn to record results for the middle school. Focuses on the use of technology to increase the reporting to parents and other appropriate adults. effectiveness, efficiency, and appeal of instruction 301 Middle Childhood Education to diverse learners. Major emphasis is given to 421L Observing Young Children for and Curriculum (5) instructional computing for production and Reading Strategies and Skills Prereq: 300. Specifically designed for middle presentation. —Lab (2) childhood preservice teach ers with a focus on Coreq: 421. Lab experience accompanying 421. social foundations of teach ing and learning, with Early Childhood Education (EDEC) emphasis on middle childhood curriculum, middle 206 Introduction to the Educational Administration (EDAD) school or ga ni za tion, and structure. Integrated Curriculum (4) 452 Problems in Ad min is tra tion of 310 Teaching Language Arts The purpose of this course is to introduce the Education (1–4) in the Middle Childhood Grades (4) undergraduate students in early childhood to the Prereq: perm. Variable topic course for in de pen- Prereq: 300 or 301. Provides basic information in integrated curriculum for young children between dent study, institutes, and workshops. language development, oral and written language, the ages of three and eight years. The relationship and language me chan ics. Provides strategies for among how young children learn, what they find Educational Media (EDM) teach ing the lan guage modes through an in te- in their environment and the integration of their 201 Use of Library Resources I (3) grat ed approach. Stresses assessment in au then tic curricula is examined. Designed to acquaint students with resources settings. available in ac adem ic library. Students learn 225 Emergent Reading and Literacy (4) 310L Teaching Language Arts in the Middle Prereq: EDCI 220. Emphasizes the development analyze informa tion needs and to develop Childhood grades (lab 1) of reading and literacy from a global view of systematic approach to ward solution. Coreq: EDMC 310. Lab experience accompanying language, thinking, and learning. Attention is 397T Media Tutorial (1–15) 310. given to methods and materials with emphasis on Prereq: Honors Tutorial College and perm. the use of literacy within the framework of age 321 Children’s Literature for Middle and individual appropriateness. International and Comparative Childhood (4) 306 Teaching Strategies and Transitions Prereq: admission to adv standing. This course Education (EDIC) treats the body of literature by genre, appropriate for Young Children (3) 205 Learning from Non-Western for children from eight to fourteen years. It Prereq: adv standing. Cultures (4) includes various techniques for utilizing children’s 319 Reading and Literature in the Early Prereq: soph or perm. Ex plora tion of alternative literature in school settings. “ways of seeing” and “ways of knowing,” esp. in Childhood Classroom (5) 330 Teaching Mathematics in Middle Prereq: EDCI 220. Designed for undergraduate cultures of the non-Western world (i.e., Africa, Childhood Grades (4) students seeking licensure in early childhood. Asia, Latin America). Building skills in personal Prereq: 300 or 301, admission to adv standing. Focuses on the development of reading and the in ves ti ga tions of life and learn ing in other cultures. Coreq: 300L. Familiarizes preservice educators role of literature in that process. 420 Comparative Cultures and with the mathematics curriculum of grades 4–9 330 Teaching Young Children Education (4) and with instructional techniques appropriate Mathematics (3) Prereq: perm. Emphasis on dis tinc tive cultural, for the delivery of the curriculum. The course pro- Prereq: jr., admission to Professional Education. economic, and political forces which shape vides a solid foundation in teaching and learning Coreq: 330L. Examination of methods and patterns, problems, and roles of education in ap plied to mathematics, complemented by rich materials appropriate for teaching mathematics some selected developed and de vel op ing nations. experiences in working with students in actual to young children. Emphasis placed on using These include U.S., some European countries, and school settings. Designed to extend preservice developmentally appropriate experiences to at least one African and/or Asian na tion where teachers’ understanding of mathematical con tent provide for diversity of learners, including those former or present Western cul ture has impact. and methodology so that mathematics in struc- with disabilities. Designed to be taken concurrently Assessment of this impact es pe cial ly on ed u ca tion- tion is seen in terms of active students mak ing with 330L. al developments. appropriate use of technology in learn ing math as a relevant and coherent body of knowl edge, which 330L Teaching Young Children 425A Education and Development in relates to diverse cultures. The course is designed Mathematics—Field (1) Africa (4) to be taken concurrently with middle childhood Coreq: 330. Application of concepts and skills Prereq: perm. Interdisciplinary course focusing on lab course. from EDEC 330. Students observe and teach tradition and change in Af ri can so ci et ies, problems 330L Teaching Mathematics in Middle mathematics lessons in appropriate settings under of political in de pen dence, eco nom ic development, the supervision of the course instructor. Students cultural values in tran si tion, trib al ism and Childhood Grades–Field (1) demonstrate proficiency in the use of mathematical nationalism, and role of Africa in world peace and Coreq: 330. Application of concepts and skills from models and manipulative teaching aids. in ter na tion al co op era tion. Tradition and change 330. Observe and teach mathematics lessons in in African ed u ca tion, land marks in African ed u ca- appropriate settings under the supervision of the 340 Teaching Science for tion al developments, and role of education in eco- course instructor. Demonstration of proficiency in Young Children (4) nom ic and technological de vel op ment. Issues and the use of mathematical models and manipulative Prereq: adv standing in teacher education; 12 hours problems in African ed u ca tion. teaching aids. of science; completion of one course in each of the 425B Education and Development in 340 Teaching Middle-Level Science (4) following science areas: Life, Physical, Earth. Coreq: Prereq: 300 or 301; 22 hrs in science. Coreq: 340L. EDEC 340L. Emphasis on constructivist science Asia (4) Emphasis on concepts and inquiry processes for teaching through hands-on inquiring processes. Prereq: perm. Same emphasis as 425A on tradition middle-level children as recommended by the National Standards examined and applied. Science and change in society, culture, and education, National Science Education Standards. Topics equipment, instructional resources and technology, and role of education in national de vel op ment include scientific literacy; applied constructivist and safety procedures emphasized. and international understanding; discussion of pertinent educational issues and prob lems. learning theory; multicultural, gender, and 340L Teaching Science for exceptional learner equity practices; authentic 425C Education and Development assessment of the middle-level learner; safety Young Children—Lab (1) in Latin America (4) Coreq: 340. Will apply material learned in 340 in and classroom management; uses of curriculum Prereq: perm. Same emphasis as 425A–425B on lab setting. supplements and multimedia resources; effective tradition and change in society, cul ture, and questioning skills; and selection of appropriate 350 Teaching Social Studies in education, and role of education in na tion al uses of texts and demonstration. de vel op ment and international un der stand ing; Early Childhood (3) discussion of pertinent educational issues and 340L Teaching Middle-Level Science– Prereq: Early Childhood major, adv standing. Coreq: problems. 350L. The foundation of social studies is to help Lab (1) Coreq: 340. Lab experience accompanying 340. students gain new understandings of the world 450 Teaching Strategies for Cultural and through discourse and activities which emphasize International Understanding (4) 350 Teaching Social Studies applications to authentic issues and problems of Prereq: sr, perm. Psychological and so cio log i cal in Middle Childhood Grades (4) human society. Problem solving, critical thinking, foundations of cultural values and ways of life Prereq: 300 or 301. Coreq: 350L. The foundation analysis, negotiation and collaboration are part of investigated. Strategies for developing cross- of social studies is to help students develop the teaching of social studies. cultural understanding and cooperation studied. new understandings of the new world through Courses / Education 263

discourse and activities that emphasize applications 465 Student Teaching Seminar (3) to extended teaching of entire classes. College to authentic issues of human society. Problem Analysis and interpretation of student teach ing students also participate in science fairs, contests, solving, critical thinking and analysis, negotiation experience. Problem-centered dis cus sion of major and olympiads. and collaboration are part of the teaching of social areas of concern directly related to class room studies content. Using national and state standards, teach ing. Structured discussion of unit and lesson 479 Teaching of the Social Studies course emphasizes integrated social studies for plan ning, evaluation, classroom man age ment, in Junior and Senior High Schools (4) curriculum organization in grades 4-9. pupil adjustment, effects of re cent legis la tion Prereq: 351. Nature, development, pur pose, upon class room teacher, po si tion procure ment, and value of social studies, with em pha sis on 350L Teaching Social Studies in Middle professional ethics, and pro fes sion al or ga ni za tions. methods and techniques of instruction. Cur ric u- Childhood–Lab (1) Concurrent en roll ment for 13 quarter hours credit lum reorganization, unit planning, ma te ri als of Prereq: 300 or 301. Coreq: 350. Field experience in in student teaching required. instruction, and evaluation. 4th-9th grade classrooms will apply the theory and application learned in 350 throughout the quarter. 466 Student Teaching for Advanced 490 Studies in Secondary Education Students (6–9, max 9) (1–5, max 15) 490 Independent Study (1–5) Prereq: perm. Supervised observation, partic- Prereq: perm of dept chair. Honors stu dents or Prereq: adm to EDMS Program, jr. In de pen dent i pa tion, and limited teaching; open only to students seeking honors in secondary ed u ca tion study provides the student an opportunity to elementary education degree candidates and may register for this course. focus on some special interest, concern, prob lem, selected secondary education and special ed u ca- research, and/or advanced study in a particular tion with a minimum of three years of prior teach- 497T Secondary Education Tutorial (1–15) field under staff guidance. Suggest ed readings and ing ex pe ri ence. Prereq: Honors Tutorial College and perm; 397T. other resources depend upon need and interest of the individual; fre quent conferences; prepa ra tion Secondary Education (EDSE) 498T Secondary Education Tutorial (1–15) of final report. Prereq: Honors Tutorial College and perm; 398T. 297T Secondary Education Tutorial (1–15) Professional Laboratory Experience Prereq: Honors Tutorial College and perm. 499T Secondary Education Tutorial (1–15) Prereq: Honors Tutorial College and perm; 397T (EDPL) 298T Secondary Education Tutorial (1–15) and 399T. 360 Field Experience in Elementary or Prereq: Honors Tutorial College and perm. Special Education (EDSP) Secondary Schools (2) 299T Secondary Education Tutorial (1–15) Prereq: jr, perm. Observation and par tic i pa tion Prereq: Honors Tutorial College and perm. 260 Field Experience in Special Education in elementary and secondary schools. Prior (Block II) (4) approval must be secured from Field Ex pe ri ence 350 Secondary School Planning Prereq: Block I and adv standing. Serve 80 hours Office in May for those planning ex pe ri enc es in and In struc tion (4) as a special education teacher’s assistant; follow August–September period and in November for Prereq: adv standing. Designed to enable the teacher’s directions and instructional plans for those planning participation in December. May be preservice educators to design, implement, working with pupils until given the responsibility repeated. evaluate, and reflect upon the processes of to develop your own plans which may be secondary school teaching and learning. Course appropriate near the end of the quarter. 361 Field Service in Education (2) focuses on systematic planning, methods of direct Prereq: soph. Participation in community instruction, and effective classroom interaction. 271 Introduction to Education agencies, summer camps, recreation programs, Course is specifically designed around the four of Exceptional Children and Youth (4) Head Start, and various school-related programs. domains of Praxis III with particular focus placed Comprehensive survey of special education Arrangements must be made in Field Experiences upon domain A—organizing content—and programs emphasizing multidisciplinary approach, Office prior to participation. domain B—creating a learning environment—with integration, and current trends in providing instruction to persons with exceptionalities, and 458 Student Teaching in emphasis on content area reading skills applied to textbook analysis and readability. Analyses legal rights under the Individuals with Disabilities Early Childhood (7) used for planning appropriate instruction. Course Education Act are covered. Clinical and/or field Assigned responsibility for teaching under includes clinical and field experiences in secondary experience is included. Middle level, secondary, supervision of master teacher in classroom in schools. and special education majors should not register preschool through third grade for one quarter, for this course, but should enroll in the Sophomore full-time. Concurrent registration for EDPL 458, 351 Secondary School Teaching Block (EDCI 200, 201 and 202).This class is required 459, and 456 is required of all early childhood and Learn ing (5) for early childhood education majors. No credit for education majors for full-time student teaching Prereq: EDSE 350 and EDCI 371B. Extends upon the both 271 and EDCI 201. experience. content of 350. Using the Ohio model curricula, 272 Introduction to Education of 459 Student Teaching in the course ex plores secondary school curriculum de vel op ment and assessment. The course helps Mentally Retarded Children and Early Childhood (6) preservice teachers to build a repertory of teach- Youth (3) Continuation of EDPL 458. See 458 for description. ing strategies by exploring methods of induction, Etiology, diagnosis, classification, learning potential, and general characteristics of children 460 Observation and Participation in inquiry, and constructivism. Praxis III domains with mental retardation with an emphasis on Elementary or Secondary Schools (3) are addressed in student-developed learning units and modules, which are field tested in psychosociological impact of retardation upon Prereq: perm. Extensive participation in school individual, family, and community. program extending over period of one quarter, school classrooms prior to student teaching in de signed primarily for students with some class- the same setting. Particular em phasis is given to room teach ing experience, especially stu dents from domain C—teaching for stu dent learning—and 355 Technological Applications other coun tries. domain D—pro fes sion al ism—with emphasis in Special Education (4) given to uses of content area reading skills for Prereq: Block I. Develop knowledge and 461 Student Teaching improving instruction. Skills supplement specific experience necessary to use microcomputers and in Middle Childhood (7) methodologies taught in the course. Course other technology with persons who have special Prereq: perm. Assigned responsibility for teaching includes a 2 credit hour lab scheduled with EDCI needs. Consideration is given to the functionality under supervision of master teacher in classroom 371B. of hardware, software, and peripherals available in 4–9 range for 1 qtr, full-time. Concurrent for use with these individuals. A focus will be on 397T Secondary Education Tutorial (1–15) registration in 461, 462, and 465 is re quired of the concerns of special education teachers in using Prereq: Honors Tutorial College and perm; 297T all middle childhood education and in ter ven tion Computer Aided Instruction and other technology and 299T specialist majors. Concur rent reg is tra tion in 461, with students including: compensation for sensory, 463, and 465 is required of majors in arts, music, 398T Secondary Education Tutorial (1–15) physical, communication, and learning handicaps. and phys i cal education. Prereq: Honors Tutorial College and perm; 297T 360 Field Experience in Special Education/ and 299T. 462 Student Teaching Mild to Moderate Educational Needs in Middle Childhood (6) 399T Secondary Education Tutorial (1–15) (4) Prereq: 461. Continuation of 461. See 461 for Prereq: Honors Tutorial College and perm; 297T Prereq: Block II. Provides a minimum of 80 direct de scrip tion. and 299T. field hours of practical application of concepts and skills introduced in special education in the 463 Student Teaching in Secondary 440 Secondary School Science Methods prerequisite and current block courses; direct Schools (6) (4) observations, planning, and teaching persons Prereq: perm. Assigned responsibility for Prereq: 351; jr; perm. Coreq: 440L. Study of with mild to moderate educational needs under teaching under supervision of master teacher in curriculum and teaching goals; preparation of the supervision of a cooperating teacher and classroom in 7–12 range for one quarter, full-time. inquiry-based lessons; uses of technology in science University supervisor. Concurrent registration in 463–464–465 is re quired instruction; science safety, studied and practiced. of all majors in secondary academic areas, home Written and verbal evaluation of teaching; 361 Field Experience in Special Education/ eco nom ics, and industrial arts. Majors in art, music, critiques of instructional resources; creation of a Moderate to Intensive Educational and physical education must register con cur rent ly science teacher professional development plan. Needs (4) for 461, 463, and 465. Prereq: Block II and adv standing. Provides a 440L Secondary School Science minimum of 80 direct field hours of practical 464 Student Teaching in Secondary Teaching Lab (2) application of concepts and skills introduced in Schools (7) Prereq: 351; jr; perm. Coreq: 440. This practicum special education in the prerequisite and current Prereq: 463. Continuation of 463. See 463 for experience in approved school settings enables block courses; direct observations, planning, and descrip tion. University students to teach school science teaching persons with moderate to intensive students, building from small group instruction educational needs under the supervision of a cooperating teacher and University supervisor. 264 Courses / Education

370 Classroom Management of Learners 379 Principles of Habilitation and classification, collection and appropriate with Special Needs (4) Programming for Persons application of clinical data utilizing laboratory and Prereq: Block II. Emphasizes applied behavioral with Disabilities (3) field experiences. techniques to reduce behavioral problems, Prereq: 271 or 272 or perm. Development of skills maximize learning, and increase pupil and used in selecting what to teach and planning to 490 Study of Special Education teacher rapport for students with mild to teach by using objectives, organization, methods, (1-5, max 15) moderate educational needs. Procedures will materials, and programs essential to teaching self- Prereq: Perm of area coordinator. Independent move systematically from teacher control to care, homemaking, family, and community skills to analysis of problems, special interests, concerns, shared control with learner to learner self-control adults with disabilities. with assigned and suggested readings, techniques. Course content and activities also programmed experiences, and preparation of focus on the study of student needs and behaviors 401 Interventions for Students with final report, with guidance of faculty member. with identification of selected management Emotional and Behavioral Needs (4) methods. Management techniques are explained, Prereq: Block III. Development and teaching demonstrated, practiced in class, applied in school, of intervention strategies for students with and reported in a class seminar and in writing. mild to intensive educational needs who Electronic Media (EM) The course continues to develop teacher skills experience emotional and behavioral difficulties. applicable in field teaching, student teaching, and Specific methods in the areas of behavioral formerly Radio-Television (RTV) professional teaching. interventions, positive behavioral supports, social The following courses are available only at the skills training, psychoeducational techniques, Zanesville, Southern, and Lancaster campuses for 371 Teaching the Preschool assessment, collaboration, crisis intervention and the A.A.S. in electronic media: Handicapped (3) communication skills. Related skills in functional Prereq: Block II or perm. Purpose, organization, behavior assessment and developing behavior 101 Introduction to Electronic Media (3) and methods utilized for preschool children intervention plans are covered. (fall) Overview of field, facilities, student with special needs. Variety of program models responsibilities, and career expectations in elec tron- 460 Field Experience in Special ic media. and delivery systems covered. Education—Mild to Moderate 122 Radio-Television Performance (4) 373 Curriculum Planning for Learners Educational Needs (4) (spring) To provide overview of responsibilities with Special Needs (4) Prereq: Block III and adv standing. Field-based required for radio and television announcing, and Prereq: Block I and adv standing. Development of experience designed to provide supervised to provide practice and performance sit u a tions a curriculum rationale; a philosophy; a model; skills practical experience through tutoring children or necessary to develop proficiency in performance in curriculum analysis; selection, development, and youth with mild to moderate educational support skills. adaptation of curricula, instructional plans, and needs in the public school setting. Field experience materials fitting to the goals of the school and the includes diagnostic-prescriptive teaching in areas of reading, arithmetic, and language arts. 189 Electronic Media Workshop– needs of exceptional learners in special and regular Non-Majors (1-3) classrooms. Skills are developed in planning a 461 Field Experience in Special Short course in specific topics in electronic media school curriculum, a classroom curriculum, a unit of Education—Moderate to Intensive applications. Emphasizes hands-on practice on study, lesson plans, and selection of instructional such subjects as visual composition, camcorder materials. Educational Needs (4) Prereq: Block III and adv standing. Practical operations, video editing, lighting, audio editing, 374 Nature and Needs of Learners with application of concepts and skills introduced in and media digitization. Intended for non-majors. the special education Block IV courses: supervising, Mild to Moderate Educational 209 Topics in Radio-Tele vi sion Needs(5) managing, and teaching persons with moderate to intensive educational needs. Engineering (3, max 18) Prereq: Block I and adv standing. A comprehensive Intensive study of all functions of electronics as review of the nature and needs of learners 463 Field Experience in Special they relate to topics in field. Prepares students with mild to moderate educational needs. A Education—Early Childhood who complete all topics to take FCC General cross-categorical orientation is followed, with an Special Education (3) Class and/or SBE exams required for broadcast emphasis on the characteristics of the traditional engineering positions. Lab time included with high incidence disability areas of specific learning Coreq: 371. Field-based experience designed to provide supervised practical experience in early instruction on operation of test equipment and disabilities, emotional/behavior disorders, and facilities maintenance. mild mental retardation. Topics include etiology; childhood special education. definitions; culturally sensitive identification 473 The Nature and Needs of Learners 211 Audio Production-Direction (4) and assessment procedures; educational services; with Moderate to Intensive (winter) Principles of basic radio production and cognitive, academic, and social-emotional Educational Needs (5) development of criteria for evaluation of radio characteristics; life span ramifications; and current production. 2 lec, 4 lab. issues in the field. Prereq: Block I and adv standing. Analyses of etiologies, characteristics, and assessment of 212 Intro to Multimedia Production (4) 376 Methods for Learners with Mild to learners, with mental retardation, physical and sensory impairments, medical and behavioral Prereq: EM101 Using software applications on both Moderate Educational Needs (5) the Mac and PC to create and edit multimedia Prereq: Block III and adv standing. Organization disabilities. Medical, behavioral, social, communicative, assistive devices, psychosocial for desktop publishing, interactive presentations, and methods of teaching including selection, television/video, and Web site content. planning, and teaching of appropriate unit based, aspects, legal, ethical, cultural, family, self- project based, problem based, community based, determination, and advocacy issues are studied 214 Advanced Audio Production/ in relation to the characteristics and needs of cooperative, inquiry and constructive learning with Performance (2, max 4) learners from birth to adulthood with moderate to emphasis on implementation of current theory and Prereq: 211. (fall, spring) Innovative techniques intensive educational needs. research to strengthen personal-social-vocational for production and per for mance of audio ma te ri- adjustment of children with mild-moderate 475 Methods and Materials for Teaching als. Investigation and analysis of audio pro duc tion disabilities. Specific techniques will be presented development, and individual prob lems. and practiced on how to develop, remediate, Persons with Moderate to Intensive or compensate for student learning disabilities, Educational Needs (5) 215 Intro to Website Design (4) learning styles, learning modalities, working styles, Prereq: 473, Block III, and adv standing. Design Prereq: EM212. Webpage creation and Internet study skills, and intelligences. and application of multifactored/transdisciplinary functioning, using HTML, integrating media into assessment procedures, curricular adoption/ Webpages, posting pages to the Web, and server 377 Career Development and Transition development, IEP transition, technology planning, functions. Planning for Learners with proficiency testing/alternatives, instructional Special Needs (4) strategies including age appropriate, functional, 216 Introduction to Video Production (4) Prereq: Block II and adv standing. A comprehensive and community reference skills; use of positive (spring) Principles of basic television production overview of the continuum of vocational options behavioral supports; educational, adaptive and development of criteria for evaluation of at the secondary and postsecondary levels. equipment, assistive devices, and instructional television production. 2 lec, 4 lab. Procedures for preparing children and adults with materials to promote self-determination. Methods exceptionalities to fulfill their career roles as family are applied through case-based instruction, hands- 217 Advanced Video Production members, community residents, as well as workers on participation, and cooperative teaming. (2, max 4) also will be examined. Prereq: 216. (winter, spring) Applications of stu dio 477 Consultation and Collaboration in and field production with emphasis on innova tive 378 Principles of Work for Persons Special Education (4) techniques. with Disabilities (3) Prereq: Block III and adv standing. Comprehensive Prereq: 271 or 272, or EDCI 201, or perm. overview and development of professional 218 Intro to Digital Media (4) Development of skills for understanding and competencies related to collaboration and Prereq: ART 113, EM 212. Photography and application of agency mission, work values, consultation in special education. Content includes videography basics through development and plant layout, production flow, work site analysis, the consultation process, communicating with integration into current digital media applications. ergonomics, adaptive fixturing, time study, professionals and parents, working in teams, legal scheduling, work motivation, quality control, and ethical issues, interagency and interdisciplinary 257 Advertising in the safety, evaluation, and records to enhance collaboration, and collaborating with families Broadcast and Cable Media (4) sheltered or community employment programs for of students with special needs. (winter) Introduction to principles and practices of persons with disabilities. advertising and selling of time in electronic media 485 Diagnosis and Evaluation of Children situations. Format includes substantial instruction with Disabilities (4) and interaction with individuals em ployed in Prereq: Block II. Covers the traditional and non- station sales departments, and prepara tion of traditional methods of assessment, screening materials for sales strategies and campaigns. Courses / Engineering 265

267 International Media Systems (4) wiring, (B) commercial electrical wiring, (C) in dus- 299 Special Problems (1–3, max 9) Surveys the role of the media in representative tri al elec tri cal wiring, (D) National Elec tri cal Code, Prereq: perm. Individualized projects or in tern ship foreign countries. Media are examined relative (E) low-voltage wiring, (F) high-volt age systems, ex pe ri enc es under supervision of faculty member to their structure, function, patterns of use, (G) fire alarm systems, (H) electrical safety, (I) in electronics technology. regulation and control, and relationship to other electrical blueprints and specifications, (J) new systems. Culture, politics, history, economics, developments in power distribution. geography, educational levels, and other aspects of the countries will be discussed. 220 Electrical Motors, Control Circuits, and Com put ers (4) Engineering, Chemical (CHE) 288 Electronic Media Workshop– Prereq: 111 or perm. In dus tri al power rotating 100 Introduction to ma chines and computer control. Motor prin ci ples, Multimedia Chem i cal Engineering (2) clas si fi ca tion, and application. Motor control cir- Prereq: 219 Production of multimedia related (fall) Overview of the profession’s history, present cuits, single phase, 3-phase systems, relays, and assignments, monitored and supervised by status, and future op por tu ni ties. Goals and details over load protection. Testing and main tenance pro- Electronic Media faculty. Requires minimum of the curriculum. 2 lec. number of assigned tasks per week during the ce dures. Field trips part of lab activity. 2 lec, 4 lab. term. 101 Approaches to Chem i cal Engineering 221A Programmable Con trol lers, Problem Solving (3) 289 Broadcast Workshop (1, max 6) Instrumentation and Process Prereq: MATH 263A. (spring) Introduction to goals Prereq: EM major. (fall, winter, spring) Production Control I (4) and methods of problem-solving techniques; of technically related assignments mon itored and Prereq: 220 or perm. A study of process control uses of computers for calculations, document supervised within broadcast related services of OU– including transducers and controller principles. preparation. Im ple men ta tion of selected Zanesville. Requires min i mum number of assigned Emphasis on instrumentation, program ma ble professional software. 3 lec. hours of tasks per week during school terms. controllers, and an a log and digital control of the manufacturing process. 2 lec, 4 lab. 200 Material Balances (4) 290 Radio-Television Internship (1) Prereq: 101. (winter, sum mer) Applications of Prereq: EM major. Approved assignments in area 221B Programmable Con trol lers, chem is try, physics, and mathematics to the so lu- radio, TV, cable, or media production facilities. Instrumentation and Process tion of mass balances. Single and multiple unit Requires contract of duties and time com mit ment Con trol II (4) systems. Reactions, recycle, and bypass. Single and between coordinator, student, and em ploy ee. Prereq: 221A or perm. Continuation of 221A. multiphase systems. 3 lec, 2 rec. Written evaluation required for course com ple tion. Empha sis on process control. 2 lec, 4 lab. 201 Energy Balances (4) 298 Independent Study (1–4, max 4) 234 Industrial Elec tron ics and Prereq: 200, C or better. (spring, summer) Contin- Prereq: EM major, written proposal, and perm. Linear In te grated Cir cuits (5) u a tion of 200. Energy balances. First Law of Research projects requiring self-directed study and Prereq: 112 or perm. Theory and ap pli ca tion of Thermodynamics. Nonreactive and reactive pro cess- completion of paper or production relating to solid state indus tri al control. Silicon control rec ti fi- es. Heats of reaction, formation, and combus tion. electronic media. (May be repeated up to 4 qtrs.) ers, pho to elec tric, differential amplifiers, os cil la tors, Phase change operations. 3 lec, 2 rec. and phase shift con trols. 3 lec, 4 lab. 305 Chemical Engineering 236A Microprocessor and Thermodynamics (4) Electronics Technology Computer Ba sics (4) Prereq: 201, C or better. (fall) Application of Prereq: 120 or perm. In tro duc tion to comput er ther mo dy nam ics to chemical en gi neer ing prob- (ETCH) or ga ni za tion and design, including ROMs, RAMs, lems, including problems in chemicalequi lib ri um mi cro pro cessors, instruction sets, hardware, The following courses are available on the in homogeneous and heterogeneous systems, soft ware, and machine and assembly lan guage mixtures, and pure materials. 3 lec, 2 rec. Lancaster and Southern campuses: program ming. 2 lec, 4 lab. 110 Basic Elec tron ics (4) 306 Chemical Engineering 236B Microprocessor and Phase Equilibria (4) Prereq: MATH 101, 102, or higher placement. In tro- Computer Ba sics (4) duc to ry knowledge of elec tric ity and solid state Prereq: 305. (winter) Con tin u a tion of 305. See 305 Continuation of 236A. Emphasis is on com put er for de scrip tion. 3 lec, 2 rec. electronics. Basic elec tri cal terms, units, symbols, interfacing. schematics, and code. Funda men tals of alternating 307 Chemical Reaction Engineering I (3) current and direct current electricity. Ohm’s Law 236C Robotics (6) Prereq: 306, 400. (spring) Ap pli ca tion of chemical applied to series and parallel net works. Inductance Prereq: 236B, MATH 118; or perm. Intro duc tion to kinetics and mate ri al and energy balances to the and ca pac i tance theory. Test equipment used fun da men tals of robotics. 3 lec, 6 lab. design of chem i cal reaction sys tems. 2 lec, 2 rec. for trou bleshoot ing. Fun damentals of solid state theory and appli ca tion. Operating char ac ter is tics 237 Design and Pro duc tion 308 Chemical Reaction Engineering II (4) of di odes, tran sistors, and I.C.s. Concludes with of Electronic Circuits (3) Prereq: 307, 346, 400. (fall) Continuation of 307. introduction to comput ers and micro pro ces sors. 2 Printed circuit the o ry, design, application, and See 307 for description. 3 lec, 2 rec. lec, 4 lab. fabrication. 2 lec, 2 lab. 331 Principles of En gi neer ing 111 AC and DC Circuit Analysis (4) 240A-P Electronic Communication Materials (4) (2A) Prereq: 110, MATH 113, or perm. AC and DC elec- Systems (3–5) Prereq: CHEM 122 or 152. (fall, winter, spring, sum- tri cal circuits. Ap pli ca tion of net work the o rems to Prereq: 234 or perm. In tro duc tion to various types mer) Fundamental principles underlying be hav ior circuits containing resistors, capac i tors, in duc tors, of com mu ni cation systems. Includes mi cro wave, of engineering materials. Rela tion ship between and trans formers em pha sized. 2 lec, 4 lab. R.F., tele vi sion, audio, and sound systems. structure and properties of ceramic, metallic, and polymeric materials. 4 lec. 112 Industrial Elec tron ics (4) 250 Computer Pro gram ming Prereq: 111 or perm. Ad vanced study of solid state for Electronic Circuit Analysis (3) 345 Chemical Engineering devices, their operating charac ter is tics, and circuit Prereq: 112 or perm. In tro duc tion to high-level Fluid Mechanics (5) analysis. Transistor amplifiers, bias, im ped ance lan guage pro gram ming for solution of electronic Prereq: 201, C or better, MATH 340. (fall) Fun da- matching and classes of operation, in te grat ed circuit problems. 2 lec, 2 lab. men tal principles of fluid flow. Transportation and circuit the ory, and ap pli ca tion. 2 lec, 4 lab. metering of fluids. Laminar and turbulent flow 260 Data Com mu ni ca tions 120 Digital Elec tron ics (4) of fluids in conduits and past immersed bodies. 4 and Computers (4) lec, 2 rec. Prereq: 111 or perm. Com pre hen sive study of Prereq: 236B or perm. A study of computer com mu- pulse and digital circuits used in in dus try. Wave ni ca tions systems, including tele com mu ni ca tions. 346 Chemical Engineering Heat shaping, switching circuits, trigger circuits, nonsinu- Topics include modems, amplifiers, local area soidal os cilla tors, and sequencing sys tems. Digital Transfer (5) networks (LANS), com mu ni ca tion standards, and Prereq: 345, 400. (winter) Fundamental prin ci ples con cepts, Boolean algebra, logic circuits, mem o ry protocols. An in tro duc tion to the principles of circuits, arith metic unit, and logic appli ca tion to of heat transfer. Conduction, convection, and radio, television, telephone, and digital net works radiation heat transfer. Heat exchanger design. 4 electronic control circuits. Field trips part of lab will also be studied. 2 lec, 4 lab. ac tivi ty. 2 lec, 4 lab. lec, 2 rec. 288 Personal Computer Maintenance (4) 134 Direct Current Circuit Analysis (5) 347 Mass Transfer and Separations (5) Prereq: 236B or perm. Repair and trouble shoot ing Prereq: 306, 346. (spring) Fundamental prin ciples Prereq: 110 or perm. Direct current electrical the o- of the personal computer em pha siz ing the IBM ry, ap pli ca tion, and circuit analysis. 3 lec, 4 lab. of mass transfer. Diffusivities, mass transfer co ef- series. Topics will include specifications, doc u men- fi cients, stage-wise and con tin u ous-contact unit ta tions, timing diagrams, diagnostic programs, test 135 Alternating Current Circuit operations. Absorption, dis til la tion, ex trac tion. 4 instruments, logic analyzers, and in-circuit em u la- lec, 2 rec. Analysis (5) tion. Other personal computers may be con sid ered. Prereq: 134 or perm. Alternating current elec tri cal 2 lec, 4 lab. 400 Applied Chemical Engineering theory, application, and circuit analysis. Sinuso i dal Calculations (3) wave forms, inductive re ac tance, res o nance circuits, 289 Electronic Trouble Shooting and RC circuits. Power trans formers and polyphase Prereq: 201, C or better, MATH 340. (fall) and Repair (4) Application of analytical mathematics and systems. Power gen er a tion and distribution. 3 lec, Prereq: 112 and 120 or perm. Fundamentals of test 4 lab. numerical methods to the formu la tion and equipment applications with emphasis on repair solution of chemical engi neer ing problems. 3 lec. of con sum er and industrial analog equip ment. 2 140A–J Power Distribution Systems lec, 4 lab. 408 Engineering Ex per i men tal Design (3) (1 –5, max 5 each segment) Prereq: 305, 345, 400. (spring) Ap pli ca tion of Prereq: 135 or perm. (A) residential electrical 266 Courses / Engineering

engineering analysis and statistics to the design 477 Introduction to Poly mer Synthesis (3) fatigue. Use of electrical, me chan i cal, and of experiments with particular emphasis on Prereq: 306 or CHEM 454. Polymer structure, photoelastic strain measuring equip ment. 2 lab. continuous processes as typically en countered in reaction me chan ics, kinetics, reactors, processing, the chemical and materials areas. 2 lec, 2 rec. and prop er ties. 3 lec. 311 Route Engineering (3) Prereq: 210. (winter) Hor i zon tal and vertical 415 Unit Operations Laboratory I (3) 481 Biochemical En gi neer ing (3) curves; geometric design of high ways; earth-work Prereq: 307, 347, 408. (fall) Lab practice to Prereq: 308, 347, 400, or perm. Study of processes dis tri bu tion. 3 lec. illustrate prin ciples of selected unit oper a tions, in chemical engineering that depend on bi olog i- ther mo dy nam ics, and applied kinetics; and to aid cal sys tems. Overview of biological basics, enzyme 316 Construction Engineering and student in gaining con fidence in handling of chem i- kinetics, major metabolic path ways, cell growth Management (3) cal en gi neer ing equipment. Development of ability characteristics, essentials of re com bi na nt DNA Prereq: Jr, (fall). Overview of construction to devise and conduct chemical engineering exper- engineering and management, project i ments with minimum supervision and to report technology, bioreactor design and control, and an introduction of purification methods. 3 lec. funding, bidding and selection process, design results sat is fac to ri ly will be stressed. and construction interface, competitive and 416 Unit Operations Laboratory II (3) 482 Topics in Bioseparations (3) negotiated contracts, planning and scheduling, Prereq: 308, 347, 408. (winter) Continuation of 415. Prereq: CHE, CHEM, Life Sci sr, or perm. Basic estimation, equipment productivity and safety. See 415 for description. tech niques, such as cell disruption, cen trif u ga tion, 3 lec. precipitation, micro- and ultrafiltration, various 417 Process Control Laboratory (2) forms of chro ma tog ra phy for the sep a ra tions of 330 Structural Theory I (5) Prereq: 442 or with 442. (spring) Laboratory for biomolecules, especially proteins, will be intro- Prereq: 201; C or better in 222. (fall) Determinacy 442. duced. Some emphasis will be placed on pre para- requirements; analysis of statically determinate tive and large scale applications. 3 lec. struc tures; influence lines; de flec tions; in tro duc- 418 Engineering Materials Laboratory (2) tion to analysis of statically indeter mi nate struc- Prereq: 331. (fall, winter, spring, summer) Dem on- 483 Biomedical Engineering (3) tures. 5 lec. stra tions and experiments sup port ing re la tion ships Prereq: jr/sr in engineering, chem, physics, biol. which exist between the physical treatment and Biomedical engineering with an emphasis on cell 331 Structural Theory II (3) the structure and properties of materials. and tissue engineering. Prereq: C or better in 330. (winter) Indeterminacy conditions for structures; slope deflection meth- 430 Metallic Corrosion (4) 492 Special Investigations (1–3, max 9) od; moment distribution meth od; influence lines; Prereq: 331. Basic principles of cor ro sion including Prereq: perm. Individual or small-group work, introduction to computer methods. 3 lec. elec tro chem ical foundation, in flu ence of en vi ron- under staff guidance, in research or advanced ment, stress, strain, and structure. Se lect ed lab study in particular field of chemical en gi neer ing. 340 Fluid Mechanics (4) experiments. 4 lec. (Only three hours of special investigations in any Prereq: C or better in ME 224. (fall, winter, spring) Statics and dy nam ics of viscous and nonviscous 431 Advanced Topics in Materials Science area can be counted towards the CHE technical fluids, dimensional analysis and similitude, pipe and Engineering (3) elective requirement.) flow, principles of lift and drag, introduction to Prereq: 331. Structure, processing, and applications of ceramics, polymers, and composites. Corrosion 493 Intercollegiate Design Competition boundary layers. 4 lec. (1-3, max 9) and degradation of materials. Electrical, thermal, 341 Fluid Mechanics Laboratory (1) optical, and magnetic properties of materials. Individual or small group participation, under Prereq: 340 or with 340. (fall, winter, spring) Lab Materials selection and design. 3 lec. faculty guidance, in regional or national student design competition. (A maximum of three credit techniques, cal i bra tion principles, fluid and flow 442 Process Control and Simulation (4) hours may be applied toward the CHE technical mea sure ments. 2 lab. Prereq: 308, 346. (winter) Simulation and control elective requirement.) of chemical processes. Feedback control using root 342 Applied Hydraulics (3) loci and Bode diagrams covered. 3 lec, 2 rec. 499 Chemical Engineering Prereq: C or better in 340. (spring) Flow and Senior Assessment (1) pressure distribution in multiloop networks, 443 Chemical Engineering Design I (4) Prereq: 443. Assessment of skills, behaviors, and dy nam ics of flow in pumps and turbines, uniform Prereq: 308, 347, 448. (winter) Preliminary design attitudes of students graduating in chemical and non uni form flow in open chan nels, culvert of a chemical process. Process synthesis, computer engineering. Examination of retention from hy drau lics, hydraulic transients. 3 lec. flowsheeting, layout, safety, and economics. prerequisite courses. Readings and discussion of 343 Hydrology (3) Involves trips to various chemical plants. Also professional and ethical responsibility, the impact Prereq: 340, ISE 304 or with ISE 304. (spring) in volves the assessment of skills from explicit and of engineering solutions in a global and societal implicit prerequisite courses. 2 lec, 4 rec. Hydrologic cycle. Precipitation and runoff data; context, the need for lifelong learning, and groundwater hydraulics; infiltration; peak run off knowledge of contemporary issues. 2 rec. 444 Chemical Engineering Design II (4) calculations. Ap pli ca tion to water resource prob- Prereq: 443. (spring) Contin u a tion of 443. See 443 lems. 3 lec. for description. 2 lec, 4 rec. 353 Basics of Environmental 448 Safety in the Process Industry (3) Engineering, Civil (CE) Engineering (3) Prereq: 307, 347. (fall) Hazard and operability anal- Prereq: jr. (spring) Engineering concepts, theory, y sis of chem i cal processes and the sub se quent safe 200 Civil Engineering Fundamentals (1) design, and practice as applied to solution of op er a tion criteria. 3 lec. (spring) Overview of civil engineering profession problems of environmental technologies, waste and specialization areas, value of professional man age ment, drainage, and control of water, soil, 450 Fundamentals of Ma te ri als organizations and lifelong learning, introduction Analysis (3) and atmospheric pollution; social and en vi ron- to departmental facilities, description of men tal impact of these solutions. 3 lec. Prereq: 331 or perm. An overview of both curriculum, and advising responsibilites. 1 lec. clas si cal and modern techniques of materials 361 Transportation En gi neer ing (3) analysis. Topics covered include classical optical 201 Civil Engineering Computational spectroscopies (IR, FTIR, Raman, UV/VIS), and Prereq: 311. (spring) Introduction to Techniques (3) Transportation Engineering with emphasis on modern surface techniques, such as AES, XPS/ESCA, Prereq: MATH 263A or concurrent. (spring) and RBS. 3 lec. transportaion planning concepts and multi-modal Introduction to methods of problem solving, use design elements. 3 lec. 452 Introduction to Trans port of computers for calculations, applications or Phenomena (3) problem solving to civil engineering. 3 lec. 370 Geotechnical Engineering (4) Prereq: 347, 400. Integration of fluid flow, heat Prereq: 222, 340, GEOL 283, or concurrent with transfer, and mass transfer into a coherent topic. 210 Plane Surveying (4) 340. (winter) Soil com posi tions, physical and Origin of general equations and methods of ap pli- Prereq: MATH 163 or MATH 263A, or perm. (fall, chemical prop er ties, and classifications; water ca tion to specific engineering prob lems. In tro duc- spring) Basic theory and field prac tice in measure- movement and seep age problems; con sol i dation tion to con tem po rary engineering sci ence. 3 lec. ment of distance, elevation, and angle; in troduc- and shear strength; appli ca tions to earth struc- tion to GPS and pho to gram me try. 3 lec, 3 lab. tures, retaining walls, slope sta bil i ty, bear ing 460 Atmospheric Pollution Control (4) capacity, and settlement. May be taken as 570 for 220 Statics (4) Prereq: 307 or ME 321, or perm. Sources of air pol- grad credit except by civil engineers. 4 lec. lu tion from major industries, internal com bus tion Prereq: MATH 263C, PHYS 251. (fall, winter, engines, and other sources. Tech niques available spring) Laws of equi lib ri um of forces, friction, 371 Soil Engineering Laboratory (1) for mea sur ing particulate and gaseous pollutants centroids, and mo ment of inertia. 4 lec. Prereq: 370 or concurrent with 370. (winter) in atmosphere and at their sources. Techniques Classification of soils and determination of their 222 Strength of Materials (4) available for control and future possibil i ties for properties through tests; grain size analysis, control of air pollution. Bases for air pollution Prereq: grade of C or better in 220. (fall, winter, Atterberg lim its, relative density, Proctor testing, legislation. 4 lec. spring) Simple stress es and strains, bending, permeability, direct shear, and consolidation. 2 torsion, beam de flec tion, columns, and combined lab. 463 Atmospheric Chemistry (3) stresses. 4 lec. Prereq: CHEM 153, PHYS 253. Homogeneous 380 Civil Engineering Materials (3) chemistry of the lower and middle atmosphere, 223 Strength of Materials Laboratory (1) Prereq: 222. (spring) Engineering properties of emphasizing processes by which human activity Prereq: 222 or with 222. (fall, winter, spring) materials used in civil engineering applications influences the environment. 3 lec. Testing of various ma te ri als under axial including metals, concrete, timber, and compression, tension, flexure, torsion, impact, composites.