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PSU Curricular Changes - Effective for AY 2022-23
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This list submitted to OrACRAO on: 7/13/2022
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PSU Curricular Change Cycle: Annual
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PSU annual submission date: July of each year
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Name & contact info of person updating this template: Andreen Morris andreen@pdx.edu
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Effective
Term		New (N)
Modified (M)
Deleted (D)		PrefixCourse#Course TitleCreditsCourse DescriptionType of Change (for modified classes only)
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FallMACTG360Management Accounting2Emphasis on the development, analysis, and communication of cost information relevant to the following functions: planning, decision making, cost control and management, pricing, and performance evaluation. Prerequisite: BA 213, Ec 202, Stat 241 or Stat243.Credit hours changed from 4 credits to 2 credits
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FallMANTH304Identity and Society4Examines power relations in social organization from the family to the global economy. Topics include political processes, exploitation, identity, agency, social change, and globalization, with an emphasis on understanding contemporary social issues in cross-cultural perspective through critical, feminist, interpretative and political economic theoretical frameworks. Designed for anthropology majors and minors. Expected preparation: Anth 103.Title changed from Social Theory
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FallMANTH340UDesign, Politics and Society4Anthropological approaches to design aesthetics, politics, expertise and innovation. Focuses on how design is located in forms of power, inequality and exclusion. Addresses how “anthropological ways of knowing” and ethnographic research methods can benefit design practice. Critically explores the fields of design thinking and humanitarian design as well as efforts to use design for social justice.Course number changed from ANTH 340 due to cluster designation.
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FallNANTH473Primatology4Primate biology. Phylogenetic reconstruction of the Order Primates anchored within Mammalia. Comparative study of diets and dentitions, the skull and major sense organs, the central nervous system, reproduction, and locomotor patterns among living primates. Integration of ecological and behavioral studies and the primate fossil record. Expected preparation: Anth 373 or Bi 328 or Bi 415. Also offered for graduate-level credit as Anth 573 and may be taken only once for credit. Prerequisite: Upper-division standing.
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FallMANTH479Forensic Anthropology4Methods of forensic anthropology including advanced techniques of human skeletal identification and their application to the solution of medico-legal problems. Also offered for graduate-level credit as Anth 579 and may be taken only once for credit. Prerequisite: Upper division standing.Credit hours changed from 2 credits to 4 credits
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FallNANTH573Primatology4Primate biology. Phylogenetic reconstruction of the Order Primates anchored within Mammalia. Comparative study of diets and dentitions, the skull and major sense organs, the central nervous system, reproduction, and locomotor patterns among living primates. Integration of ecological and behavioral studies and the primate fossil record. Expected preparation: Prior course work in anatomy, ecology, behavior or evolutionary biology. Also offered for undergraduate-level credit as Anth 473 and may be taken only once for credit.
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FallMANTH579Forensic Anthropology4Methods of forensic anthropology including advanced techniques of human skeletal identification and their application to the solution of medico-legal problems. Also offered for undergraduate-level credit as Anth 479 and may be taken only once for credit.Credit hours changed from 2 credits to 4 credits
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FallNARCH283Architecture Summer Immersion Program6Intensive four-week course providing foundational skills in design and visual communication for students considering an education and/or career in architecture. Design work in this intensive studio setting is supplemented with lectures on tectonics and public interest design, site visits to significant architecture in the region, and tours of leading architecture firms. Open to all students at the college level or above.
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FallNARCH412Design/Build 12Student-led design workshop focused on the design and production of construction-ready project documentation for small projects. The workshop is organized in the manner of a small practice with students and professors working collaboratively. The workshop is structured around material investigations, constructional studies, client meetings, consultant meetings, and the fabrication of full-scale mock-ups as the means to understanding a fully realized project. Also offered graduate-level credit as Arch 512 and may be taken only once for credit. Prerequisite: Arch 481 and permission of the instructor.
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FallNARCH413Design/Build 24Elective course exploring design/build methodologies through the construction of a full-scale project meant for public engagement. Students will work collectively on investigations into on-site decision making, handling deviations from construction documents, methods of construction, construction timelines and project management. This is the second part of a two-part design/build sequence that results in a hands-on, real-world project experience. Prerequisite: Upper-division standing. Also offered for graduate-level credit as Arch 513 and may be taken only once for credit.
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FallNARCH512Design/Build 12Student-led design workshop focused on the design and production of construction-ready project documentation for small projects. The workshop is organized in the manner of a small practice with students and professors working collaboratively. The workshop is structured around material investigations, constructional studies, client meetings, consultant meetings, and the fabrication of full-scale mock-ups as the means to understanding a fully realized project. Prerequisite: Permission of the instructor. Also offered for undergraduate-level credit as Arch 412 and may be taken only once for credit.
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FallNARCH513Design/Build 24Elective course exploring design/build methodologies through the construction of a full-scale project meant for public engagement. Students will work collectively on investigations into on-site decision making, handling deviations from construction documents, methods of construction, construction timelines and project management. This is the second part of a two-part design/build sequence that results in a hands-on, real-world project experience. Also offered for undergraduate-level credit as Arch 413 and may be taken only once for credit.
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FallMART271Introduction to Printmaking: Etching4A studio focused course concentrating on the Etching technique of Printmaking. This specialized skill will introduce basic theories and concepts unique to historic, traditional/nontraditional and contemporary Printmaking. Monoprinting (one-of-a-kind image making) and edition printing will be explored. Creativity and playfulness are encouraged. Graphic languages developed through researching historical and contemporary influences will be presented to inspire and stimulate the students imagination and knowledge of contemporary graphic languages. Maximum 8 credits.Change description and remove prerequisites
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FallNART355Video Installation4Focuses on the creation of artworks that combine video technology with three-dimensional elements such as sculpture, projection, performance, sound, and site-specific installation. Students will study historical and contemporary examples of video installation and create their own works of video installation art. Prerequisite: Art 257 or permission of instructor.
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FallMART392Painting4Using traditional and contemporary technical processes and conceptual approaches, students start developing a personal vocabulary with emphasis on the relationship of form and content, while investigating a variety of ways of researching and applying methods towards developing a body of work. Prerequisite: Art 281.Title changed from Intermediate Painting and description changed
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FallMART439BFA Vertical Lab II: Collaboration and Presentation Strategies4Second of a two-term sequence that introduces research methods, strategies and project management skills for publicly presenting artwork. Students collaborate on theme-based projects that culminate in public display. Coursework includes lectures, demonstrations, studio production and field trips. Required for BFA. Prerequisite: Art 336.Prerequisite
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FallNBA216Applied Excel for Business2Applied Excel for Business is required for all business students because of the foundational role Excel plays in their future coursework and career. Students will use SIMnet simulation software to learn selected practical tasks in Excel 2019, as well as learn more advanced features of Excel through applied projects. The Final Exam for the class is the Microsoft Office Excel 2019 Certification Exam. Prerequisite: BA 101.
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FallNBA300Business and Professional Communication2Designed to introduce the conceptual framework and specific tools necessary for communicating in complex environments and accomplishing strategic academic and professional business goals. Provides the written and collaborative skills necessary for business professionals. Students will develop awareness of personal strengths and weaknesses in business communication and learn how to incorporate these into strong communication end results. Prerequisite: BA 213, BA 216, Comm 220, Ec 202, Stat 241 OR Stat 243, and Wr 121 or the third term of FRINQ.
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FallMBA521Leadership Assessment and Development2This course is the first stage for the development of leadership competencies in the MBA program. Students will be involved in various activities to assess and develop their interpersonal, communication, problem solving, and systems thinking competencies, and will use the results of their assessments to write a personal development plan.Title changed from Leadership Development and Assessment
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FallNBBE422Human Development and Learning in Multicultural/Multilingual Communities4Utilizes an interdisciplinary approach to view human development and learning processes across identity and culture. Drawing from fields such as education, psychology, anthropology, and sociology, students will critically explore the socialization process children undergo within their multilingual/multicultural families and communities. The interaction between the institutions of families, communities, and schools is the focus for future bilingual educators. Also offered for graduate-level credit as BBE 522 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE442Elementary Mathematics Methods for Dual Language Learners3Emphasizes meaningful understanding of elementary-level mathematics content with a particular focus on issues of social justice and equity in mathematics teaching and learning. Situates teaching, learning, and assessment within the context of state and national standards as well as research proven practices for working with all students and in particular, English language learners. Focuses on strategies for developing competence with teaching through problem solving and teaching students in a developmentally appropriate, culturally responsive manner. Also offered for graduate-level credit as BBE 542 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE444Culturally Responsive Learning Environment3Grounded in the principle that “cultural relevance” is a vital component in environments to engage students’ cognitive processing for learning. Students will explore designing the social, physical, and instructional environment to incorporate cultural information and processes to scaffold learning. Course participants will engage in problem solving, establishing expectations, agreements, routines, and organizational procedures with attention to communal awareness, authentic relationships, and collaboration with staff, administrators, and families. Also offered for graduate-level credit as BBE 544 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE448Biliteracy Development for Dual Language Learners3Designed for bilingual preservice teacher candidates to help them understand and guide the literacy development of emerging bilingual and dual language elementary students in acquiring skills needed for reading and writing in two languages. Candidates will examine and compare literacy development across two languages and explore instructional practices that make connections to students’ cultural and linguistic assets, as well as the cultural wealth of their families and communities. Also offered for graduate-level credit as BBE 548 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE452Integrating Arts in Elementary Methods3Students will consider how integrating the arts into various content areas strengthen learning across the curriculum and nurture students’ culture and identity. Emphasizes inquiry processes in the content areas and project-based approaches to teaching and integrating arts into grades PreK-8. Specific attention paid to engagement strategies as well as non-verbal supports for second language comprehension. Developing and articulating a cogent rationale for alternative key strategies is a key component in this course of study. Also offered for graduate-level credit as BBE 552 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE454Technology and Education3Use of digital tools to enhance teacher productivity and support the teaching and learning cycle of planning, instruction, and assessment. Candidates will engage in hands-on professional development to explore and apply technology to foster elementary emerging bilingual and dual language learner’s inquiry, communication, collaboration, creation, visual design and production of media. Topics will include media literacy and digital citizenship within linguistically and culturally diverse settings. Also offered for graduate-level credit as BBE 554 and may be taken only once for credit. Prerequisite: Admissions into the Bilingual Teacher Pathway Program.
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FallNBBE462Science Methods for Elementary Dual-Language Learners3Emphasis on effective methods and practices for developing integrated, interdisciplinary units of instruction. Explore approaches to teaching science at the elementary grades and integrating science content and processes with content and processes from other content areas (e.g., literacy, mathematics, the arts). Learn how to connect effective science lessons to relevant standards and objectives while advancing language and literacy for English Learners. Employ the natural curiosity of all children to teach the scientific method and the design cycle through culturally relevant activities. Also offered for graduate-level credit as BBE 562 and may be taken only once for credit. Prerequisite: Admissions into the Bilingual Teacher Pathway Program.
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FallNBBE472Literacy Development in the Content Area3Course designed for bilingual and bicultural preservice teacher candidates to help them guide elementary students in developing literacy in the content areas. Emphasis on acquiring the specific knowledge and literacy skills in reading, writing, thinking, and speaking for content area achievement. Also offered for graduate-level credit as BBE 572 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE474Biliteracy Assessment for Dual Language Learners1-3Designed for bilingual preservice teacher candidates to help them understand and guide the assessment of literacy development of emerging bilingual and dual language elementary students. Candidates will examine and compare various language and literacy assessment instruments that will enable them to monitor the development across two languages and related literacy skills. Topics of dyslexia and other common literacy phenomena in bilingual communities will be explored. The course may be repeated for up to 3 credits. Also offered for graduate-level credit as BBE 574. Prerequisite: Admission into the Bilingual Teacher Pathway Program. Passing grade in BBE 448.
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FallNBBE480Inquiry and Reflective Practitioner2-8This three-term course occurs as teacher candidates prepare for and complete their student teaching field experience. The course is designed to help candidates implement the cycle of planning, teaching, and assessment. As future bilingual teachers, they will engage in reflective practice as well as explore and inquire into educational practices within multilingual and multicultural settings. The inquiry process and skills of a reflective practitioner are critical in working with learners, families, and communities. The course may be repeated for up to 8 credits. Also offered for graduate-level credit as BBE 580. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE522Human Development and Learning in Multicultural/Multilingual Communities4Utilizes an interdisciplinary approach to view human development and learning processes across identity and culture. Drawing from fields such as education, psychology, anthropology, and sociology, students will critically explore the socialization process children undergo within their multilingual/multicultural families and communities. The interaction between the institutions of families, communities, and schools is the focus for future bilingual educators. Also offered for undergraduate-level credit as BBE 422 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE542Elementary Mathematics Methods for Dual Language Learners3Emphasizes meaningful understanding of elementary-level mathematics content with a particular focus on issues of social justice and equity in mathematics teaching and learning. Situates teaching, learning, and assessment within the context of state and national standards as well as research proven practices for working with all students and in particular, English language learners. Focuses on strategies for developing competence with teaching through problem solving and teaching students in a developmentally appropriate, culturally responsive manner. Also offered for undergraduate-level credit as BBE 442 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE544Culturally Responsive Learning Environment3Grounded in the principle that “cultural relevance” is a vital component in environments to engage students’ cognitive processing for learning. Students will explore designing the social, physical, and instructional environment to incorporate cultural information and processes to scaffold learning. Course participants will engage in problem solving, establishing expectations, agreements, routines, and organizational procedures with attention to communal awareness, authentic relationships, and collaboration with staff, administrators, and families. Also offered for undergraduate-level credit as BBE 444 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE548Biliteracy Development for Dual Language Learners3Designed for bilingual preservice teacher candidates to help them understand and guide the literacy development of emerging bilingual and dual language elementary students in acquiring skills needed for reading and writing in two languages. Candidates will examine and compare literacy development across two languages and explore instructional practices that make connections to students’ cultural and linguistic assets, as well as the cultural wealth of their families and communities. Also offered for undergraduate-level credit as BBE 448 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE552Integrating Arts in Elementary Methods3Students will consider how integrating the arts into various content areas strengthen learning across the curriculum and nurture students’ culture and identity. Emphasizes inquiry processes in the content areas and project-based approaches to teaching and learning in grades PreK-8. Specific attention paid to engagement strategies as well as non-verbal supports for second language comprehension. Developing and articulating a cogent rationale for alternative key strategies is a key component in this course of study. Also offered for undergraduate-level credit as BBE 452 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE554Technology and Education3Use of digital tools to enhance teacher productivity and support the teaching and learning cycle of planning, instruction, and assessment. Candidates will engage in hands-on professional development to explore and apply technology to foster elementary emerging bilingual and dual language learner’s inquiry, communication, collaboration, creation, visual design and production of media. Topics will include media literacy and digital citizenship within linguistically and culturally diverse settings. Also offered for undergraduate-level credit as BBE 454 and may be taken only once for credit. Prerequisite: Admissions into the Bilingual Teacher Pathway Program.
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FallNBBE562Science Methods for Elementary Dual-Language Learners3Emphasis on effective methods and practices for developing integrated, interdisciplinary units of instruction. Explore approaches to teaching science at the elementary grades and integrating science content and processes with content and processes from other content areas (e.g., literacy, mathematics, the arts). Learn how to connect effective science lessons to relevant standards and objectives while advancing language and literacy for English Learners. Employ the natural curiosity of all children to teach the scientific method and the design cycle through culturally relevant activities. Also offered for undergraduate-level credit as BBE 462 and may be taken only once for credit. Prerequisite: Admissions into the Bilingual Teacher Pathway Program.
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FallNBBE572Literacy Development in the Content Area3Course designed for bilingual and bicultural preservice teacher candidates to help them guide elementary students in developing literacy in the content areas. Emphasis on acquiring the specific knowledge and literacy skills in reading, writing, thinking, and speaking for content area achievement. Also offered for undergraduate-level credit as BBE 472 and may be taken only once for credit. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallNBBE574Biliteracy Assessment for Dual Language Learners1-3Designed for bilingual preservice teacher candidates to help them understand and guide the assessment of literacy development of emerging bilingual and dual language elementary students. Candidates will examine and compare various language and literacy assessment instruments that will enable them to monitor the development across two languages and related literacy skills. Topics of dyslexia and other common literacy phenomena in bilingual communities will be explored. The course may be repeated for up to 3 credits. Also offered for undergraduate-level credit as BBE 474. Prerequisite: Admission into the Bilingual Teacher Pathway Program. Passing grade in BBE 548.
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FallNBBE580Inquiry and Reflective Practitioner2-8This three-term course occurs as teacher candidates prepare for and complete their student teaching field experience. The course is designed to help candidates implement the cycle of planning, teaching, and assessment. As future bilingual teachers, they will engage in reflective practice as well as explore and inquire into educational practices within multilingual and multicultural settings. The inquiry process and skills of a reflective practitioner are critical in working with learners, families, and communities. The course may be repeated for up to 8 credits. Also offered for undergraduate-level credit as BBE 480. Prerequisite: Admission into the Bilingual Teacher Pathway Program.
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FallMBI211Principles of Biology: Biology of Cells4Study of the biology of cells. The course includes an introduction to the scientific method, cell biochemistry, cellular and molecular biology, and Mendelian genetics. This is one of six courses (Bi 211-6), which together provide broad foundational preparation for further study in the biological sciences. Four hours lecture. Co-requisite: Bi 214 Laboratory. Prerequisites: Ch 221 and Ch 227, or concurrent enrollment in Ch 221 and Ch 227.Title changed from Principles of Biology: Molecular Cell Biology & Genetics and description changed
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FallMBI212Principles of Biology: The biology of organisms4Study of the biology of organisms. The course includes molecular biology and the physiology and anatomy of plants and animals. Four hours lecture. This is one of six courses (Bi 211-6), which together provide broad foundational preparation for further study in the biological sciences. Co-requisite: Bi 215.Title changed from Principles of Biology: Development, Evolution & Ecology and description changed
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FallMBI213Principles of Biology: Evolution and ecology of living organisms4Study of the evolution and ecology of living organisms. Specific topics include natural selection, speciation, the introduction of major phyla, and ecology. Four hours lecture. This is one of six courses (Bi 211-6), which together provide broad foundational preparation for further study in the biological sciences. Co-requisite: Bi 216.Title changed from Principles of Biology: Organisms, Biodiversity & Conservation and description changed
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FallMBI302Human Anatomy and Physiology4Microanatomy, macroanatomy, genetics, embryology, and physiology. Comprehensive understanding of man as a functionally integrated biological entity. One 3-hour laboratory. This is the second course in a sequence of three: Bi 301, Bi 302, and Bi 303. Prerequisite: Prior completion of Bi 301 with a C- or higher.Prerequisite
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FallMBI303Human Anatomy and Physiology4Microanatomy, macroanatomy, genetics, embryology, and physiology. Comprehensive understanding of man as a functionally integrated biological entity. One 3-hour laboratory. This is the third course in a sequence of three: Bi 301, Bi 302, and Bi 303. Prerequisite: Prior completion of Bi 302 with a C- or higher.Prerequisite
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FallMBI462Cellular Neuroscience4Presents a study of the sophisticated electrical and chemical signals used by cells of the brain to coordinate and disseminate information about the body and its environment. This working knowledge of the cellular and molecular biology of neurons will serve as the foundation for the understanding of activity dependent circuit formation and brain development. Also offered for graduate-level credit as Bi 562 and may be taken only once for credit. Prerequisite: Completion of Bi 320 with a C- or above or concurrent enrollment.Title changed from Neuroscience I: Physiology of synapses and circuits
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FallMBI463Systems Neuroscience4Explores movement and the mechanisms by which organisms transduce, encode, and ultimately perceive information from both the external and internal environment. Topics: Touch and Proprioception, Pain, Vision, Auditory System, Vestibular System, Chemical Senses, Lower Motor Neuron Circuits and Motor Control, Upper Motor Neuron Control of the Brainstem and Spinal Cord, Modulation of Movement by the Basal Ganglia, Modulation of Movement by the Cerebellum, Visceral Motor System. Expected preparation: Bi 462. Also offered for graduate-level credit as Bi 563 and may be taken only once for credit. Prerequisite: Completion of Bi 320 with a C- or above.Title changed from Neuroscience II: Sensory and Motor Systems
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FallNBI478Terrestrial Community Ecology3Study of how plant, animal, and microbial communities are assembled across time and space. Emphasis will include understanding interactions among species and the causes of biological diversity in terrestrial systems. Prerequisite: Bi 357. Also offered for graduate-level credit as Bi 578 and may be taken only once for credit
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FallMBI562Cellular Neuroscience4Presents a study of the sophisticated electrical and chemical signals used by cells of the brain to coordinate and disseminate information about the body and its environment. This working knowledge of the cellular and molecular biology of neurons will serve as the foundation for the understanding of activity dependent circuit formation and brain development. Also offered for undergraduate-level credit as Bi 462 and may be taken only once for credit.Title changed from Neuroscience I: Physiology of synapses and circuits
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FallMBI563Systems Neuroscience4Explores movement and the mechanisms by which organisms transduce, encode, and ultimately perceive information from both the external and internal environment. Topics: Touch and Proprioception, Pain, Vision, Auditory System, Vestibular System, Chemical Senses, Lower Motor Neuron Circuits and Motor Control, Upper Motor Neuron Control of the Brainstem and Spinal Cord, Modulation of Movement by the Basal Ganglia, Modulation of Movement by the Cerebellum, Visceral Motor System. Expected preparation: Bi 462. Also offered for undergraduate-level credit as Bi 463 and may be taken only once for credit.Title changed from Neuroscience II: Sensory and Motor Systems
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FallNBI578Terrestrial Community Ecology3Study of how plant, animal, and microbial communities are assembled across time and space. Emphasis will include understanding interactions among species and the causes of biological diversity in terrestrial systems. Prerequisite: Graduate standing or Bi 357. Also offered for undergraduate-level credit as Bi 478 and may be taken only once for credit
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FallMBST 211Introduction to African Studies4An introductory course designed to provide students with an understanding of methods and sources used by the historian of the African past. Museum visits, guest speakers, and films will supplement the lecture format. In addition to a survey of major themes and issues in the history of the African continent, the course will consider the rise of complex societies, indigenous African towns, agricultural and technological achievements, African state systems, and the impact of international trade and Islam on Africa.Removed from cross-listing with INTL 211 and UNST 233
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FallNBST301Women in African History4Surveys the rich and deeply layered history of African women, especially from an African perspective. We will examine the historical forces that shaped, and continue to shape, African women’s lives, as well as the ways in which African women have been agents in the making of their own histories. This course illuminates the critical role which African women, of varying nationalities, classes, ethnicities, religions, and regions, have played in African and global history. This is the same course as Hst 301 and may be taken only once for credit.
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FallMBST318UBlack Families in the U.S.4Overview of contemporary theories and research of the Black family in the U.S. Examination of the historical and socio-economic contexts surrounding families and the impacts on family structure and experiences. Topics for discussion include health issues, family formations, racism, community organizing, welfare and economic security. This is the same course as CFS 318U and may be taken only once for credit.Add cross-listed course
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FallNBST333Protests and People Power in Contemporary Africa4Analyzes Africa’s protest and social movements in the contemporary period using both historical events and scholarly analysis. It provides a multi-faceted account of Africa’s protest and activism politics as rooted in its historical and geographical specificities while centering the discourse on “people power.” We will examine much broader questions of social and historical significance like the relation between human agency and historical change, contestations of power, voice[s] of the people, gender, rights, continuity and discontinuity, and new forms of protest like digital protests.
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FallNBST368Gender and Sexualities in Africa4Examines gender and sexualites in Africa from an African perspective. We will explore, among other things, the complex, and oftentimes contradictory, meanings attached to gender and sexuality in various African contexts, the notions of gendered and sexualized identifications, the different historical and social constructions of gender and sexualities in African societies. The course asks how sub-Saharan African contexts challenge Western or Global North conventional conceptualizations of gender and sexualities. Expected Preparation: A general knowledge of African history is recommended.
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FallMBTA350Business Problem Solving with Analytics and Visualization4Focuses on addressing business problems by using quantitative models and computer software to analyze data. Through the use of business scenarios, students develop the skills to structure decision making and assess their findings. Using datasets from industry, the course provides students with working knowledge and a broad overview of applications that facilitate analysis. Particular emphasis is placed on the application of quantitative analysis tools to real-world datasets, the ability of students to make managerial recommendations based on these analyses, and the use of Excel & Tableau. Prerequisite: BA 327 (may be taken concurrently).Prerequisite
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FallMBTA415Database Management4Introductory database management course for undergraduates in business. The course covers theories of data modeling, techniques for database analysis, design, development, and implementation; Structured Query Language (SQL), and management of databases. Although all major database management systems, including hierarchical, network, relational, and object-oriented will be covered; the focus will be on relational database systems. Students will learn both the theory and practice of successful design, development and implementation of databases. Prerequisite: BA 350.Prerequisite
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FallMBTA419Business Analytics with Programming4Introduces structured design and programming in order to solve business problems. Through hands-on development using Python programming language, students learn fundamental concepts and implementations of programming relevant to business today. Students will be prepared to understand the nature of coding, what sorts of things are easy or hard to code, what makes coders more or less productive, what sorts of problems arise, and how hard it is to maintain code. Emphasis will be placed on developing the understanding of business people who manage or work with software developers and programmers. The course focuses on developing skills relevant to the design and development of interactive business analytics using Python. Students will learn how to use the principles of programming, especially in Python to develop applications for business. Prerequisite: BA 350.Prerequisite
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FallMBTA420Systems Analysis and Design4Introduces the foundations of systems analysis and design (SAD). It examines the scope and organization of the systems development process and the role of the systems development professional. Topics include system requirements, system analysis, process and data modeling, implementation, and project management, as well as systems analyst skills and competencies. Standard system analysis methods and techniques will be presented and applied. Designed to give you a generalized, portable, and adaptable understanding of the standard SAD methodology. The purpose of the course is to prepare you, as a business professional, to: [1] understand how SAD techniques are applied in solving business problems, and [2] communicate effectively with information-technology professionals on SAD-related issues. Prerequisite: BTA 350.Prerequisite
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FallMBTA428Data Privacy, Security and Ethics4Examines topics of information privacy and data security that are of fundamental importance in modern organizations from an ethical lens. The theories, concepts, and practices relating to the deployment and management of information security systems, and the collection and use of data. Topics include threat analysis and risk management; encryption and security technology; data use and reuse, data brokering; and the legal, ethical, and social implications of data-driven environments. Prerequisite: BTA 350.Prerequisite
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FallMBTA519Managerial Analytics2-4Introduction to the role of “big data analytics” related to strategic decision making. Exploration of concepts fundamental to analytics programs, including data-driven decision making, interpreting and gaining insight from structured data, effective communication of strategic decisions, and managing an analytics team.Credit hours changed from 4 credits
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FallMCCJ250Criminal Behavior4Examination of psychosocial theories of crime and identification of the individual-level factors associated with the onset, continuity, and desistance of criminal behavior in juveniles and adults. Special topics covered include the relationship between mental illness and violence, psychopathy, sexual deviancy, substance abuse, human aggression, and the rehabilitation of offenders.Course number changed to CCJ 312
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FallNCCJ317Race, Crime, and Criminal Justice4Racial disparity is a major focus of the field of criminology and criminal justice. This course provides an understanding of the tools used to describe, theoretically explain, and empirically examine the complex relationship between race, crime, and victimization in the United States. The course focuses on all major racial and ethnic groups who are disproportionately justice-impacted--including both victims and offenders. The influence of race at all stages of the criminal justice system is examined.
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FallNCCJ335Understanding Crime Hotspots4Criminal events are not uniformly distributed across space; nor are such events randomly patterned. Rather, crime and disorder patterns tend to concentrate in specific places and at specific times. In addition, crime is a relatively rare event, meaning that most locations experience little to no occurrences. By exploring where and when crime concentrates, we can learn more about why crime occurs at these locations, and importantly, we can learn how to prevent future occurrences. Understanding Crime Hotspots brings the geographic concepts of space and place into the context of criminology.
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FallNCCJ336Applied Crime Mapping4Introduces the technical and analytical skills used in crime mapping using Geographic Information Systems (GIS) – a combination of hardware and software used to map spatial patterns. In this course, we develop and build the skills needed to interpret, create, analyze and communicate spatial patterns of crime. We consider what features make a useful crime map by critically analyzing existing maps of crime patterns, identifying elements that aid in clear communication and easy interpretation, and apply these features in crime maps made for presentation, communication and analysis.
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FallMCCJ375UGlobal Perspectives on Crime and Justice4An exploration of international criminal justice systems that compares and contrasts the general features and cultural foundations of criminal justice procedures and institutions in different countries throughout the world.Course number changed from CCJ 375 due to cluster designation
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SummerMCCJ485Offender Rehabilitation4Examines the history of the rehabilitative ideal in corrections. Students will develop an understanding of assessment and classification systems, treatment programs, as well as evidence-based theories and approaches to the treatment of offenders. Finally, this course will consider how correctional programs should be implemented, monitored and evaluated. Prerequisite: Sophomore Standing.Prerequisite
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FallNCCJ585Crimes of the Powerful3Advanced study of white collar crime and deviance including corporate, governmental, occupational, and professional/organized criminal behavior. Examples include: violations of environmental, safety, health, and labor laws; finance crimes; corporate abuses of power, fraud, and economic exploitation; cybercrimes, crimes of globalization; and violations of the public trust. The final class section will delve deeply into law and the social control of white collar crime; regulating and policing white-collar crime; and prosecuting, adjudicating, and public policy responses to white collar crime.
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FallNCE316Applied Probability and Statistics for Civil & Environmental Engineering4Application of probability distributions, hypothesis testing and regression modeling with an emphasis on formulating and solving real-world problems using software that can be readily available to students now and later in the professional world. Focus on probabilistic and reliable, sustainable, and equitable design and operation of civil infrastructure and environmental systems. Prerequisite: Mth 254, Admission to the Program.
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FallMCE351Introduction to Transportation Engineering4A study of engineering problems associated with the planning and design of urban and intercity transportation with emphasis on systems approach to problem definition and solution. Vehicle operational characteristics and traffic control devices for land, air, and water, data collection methods and development of transportation models for the establishment of design criteria for transportation structures. Prerequisite: CE 316.Prerequisite
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FallNCE421Theoretical and Computational Soil Mechanics4Presents a theoretical framework for soil properties and soil behavior. Topics include Cauchy stress tensors, Hooke’s elastic theory, plasticity theory, Mohr-Coulomb soil model, and modified Cam clay elasto-plastic soil model. Part of the course uses computer simulations of geotechnical laboratory tests with FLAC software to apply geomechanical theory. Also offered for graduate-level credit as CE 521 and may be taken only once for credit. Prerequisite: CE 341.
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FallDCE454Urban Transportation Systems4
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FallMCE518Prestressed Concrete Design4Analysis and design of components of prestressed concrete structures with reference to current codes. Also offered as CE 618 and may be taken only once for credit. Prerequisite: CE 434 for undergraduates, or graduate standing.Prerequisite
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FallNCE521Theoretical and Computational Soil Mechanics4Presents a theoretical framework for soil properties and soil behavior. Topics include Cauchy stress tensors, Hooke’s elastic theory, plasticity theory, Mohr-Coulomb soil model, and modified Cam clay elasto-plastic soil model. Part of the course uses computer simulations of geotechnical laboratory tests with FLAC software to apply geomechanical theory. Also offered for undergraduate-level credit as CE 421 and may be taken only once for credit. Prerequisite: Graduate standing.
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FallMCE618Prestressed Concrete Design4Analysis and design of components of prestressed concrete structures with reference to current codes. Also offered as CE 518 and may be taken only once for credit. Prerequisite: CE 434 for undergraduates, or graduate standing.Prerequisite
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FallNCFS318UBlack Families in the U.S.4Overview of contemporary theories and research of the Black family in the U.S. Examination of the historical and socio-economic contexts surrounding families and the impacts on family structure and experiences. Topics for discussion include health issues, family formations, racism, community organizing, welfare and economic security. This is the same course as BSt 318U and may be taken only once for credit.
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FallNCFS388Sexual and Reproductive Justice in the United States4SRJ is based on theorizing of Black Feminists, and resistance of women of color, youth, trans, and queer activists. We explore how movements for reproductive rights, sexual liberation, racial, gender and economic justice intersect; historical and current backlash to this organizing; and demands for social and cultural change from the most impacted communities. Topics covered include: abortion and contraception use in the U.S.; sexual and reproductive oppression; birthing justice; the right to parent; criminalization of bodies; and bodily autonomy in relation to the state and community.
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FallNCFS440Critical Youth Studies4Drawing on fields including history, sociology, education, literature, religion, politics, psychology, economics, cultural studies, and more, Youth Studies examines the development, history, and meaning of youth as a social construct. Critical Youth Studies adds to this analysis the consideration of power as it shapes the construction and experience of youth. Post-structuralism, discourse, the sociological imagination, critical race theory, queer theory, and critical feminisms ground this analysis. Practical implications for education and human services are explored. Prerequisite: Upper-division standing.
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FallMCFS450Youth Work Practice4Explores youth work principles, multiple youth work traditions, experiential/outdoor education, and other dimensions of youth work. Focuses on development of youth work skills for application in settings including education, corrections, social and human services, residential care, and more. Intended for students planning careers in education, policy, and direct service with youth. Graduate students will participate in one hour of additional class time per week, to be scheduled with the instructor at the first class session. Prerequisite: Junior standing.Title changed from Youth and Youth Work, description changed, and removed from dual-level cross-listing
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FallMCFS497Practicum I5Child and Family Studies practicum conducted in approved professional settings with consideration for students’ professional goals. Prerequisite: Junior standing, admittance to Child and Family Studies Program, grade of C or better in CFS 493.Prerequisite
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FallMCFS498Practicum II5Child and Family Studies practicum conducted in approved professional settings selected with consideration of students? professional goals. Accompanying seminar. Prerequisite: Admittance into the CFS program, five credits of CFS 497, and CFS 487 (completion or concurrent registration).Prerequisite
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FallDCFS550Youth and Youth Work4
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FallNCHLA305Latinx Youth Cultures4Multidisciplinary examination of Latinx youth cultures and expressions to interrogate questions of gender, Latinx identities, white supremacy, sexism, homophobia, and transphobia. Class will examine how Latinx youth have been instrumental in shaping and changing their communities through their resilience, creativity, and activism.
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FallNCHLA341Latinx Philosophy4Latinx Philosophy will explore the philosophical contributions of indigenous, Hispanic, and Latinx thinkers in the Americas and in the Iberian Peninsula, situating philosophical thought in its social and political contexts. Students will grapple with the questions of Latinx identity and philosophy, read philosophical and literary works from pre-Columbian civilizations, scholastic, and Marxian traditions, as well as engage contemporary thinkers on feminism, race, social movements, and migration. This is the same course as Phl 341 and may be taken only once for credit.
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FallNCHLA420Chicanx Families4Multidisciplinary examination of Chicanx families to explore how Chicanx writers, scholars, and artists have defined and revised notions of family, kinship, gender, patriarchy, and power. Prerequisite: Upper division standing.
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FallNCHLA471Chicanx Labor History in the USA4A study of the development and growth of Chicanx labor movements in the 20th century. The first part of the course will focus on movements prior to 1960, and the second will focus on case studies of key labor movements after 1960 focused on labor organizing, community, collective bargaining, and the growing diversity within Latinx working-class communities. Race, class, gender, ethnicity, and immigration status will be discussed. This is the same course as Hst 471 and may be taken only once for credit. Also offered for graduate-level credit as Hst 571 and may be taken only once for credit. Prerequisite: Upper-division standing.
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FallMCI518Mathematics Teacher Leadership: Implementing Effective and Equitable Mathematics Teaching Practices3Examine research-informed effective and equitable mathematics teaching practices, strategies for their implementation, and the ways they show up in curriculum materials. Deconstruct instructional practice and consider the ways learning environments and decisions about tasks, tools, and talk influence engagement, understanding, and identity development. Includes 30-hour practicum.Title changed from Implementing Mathematics Reform, description and prerequisite changed
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FallMCI519Mathematics Teacher Leadership: Supporting Collegial Learning and School Improvement3Develop an understanding of the role of and the challenges faced by mathematics instructional leaders. Examine leadership practice and consider the varied ways leaders work–advocate, collaborator, co-teacher, mentor, facilitator–each contributing to collegial learning and ongoing improvement in the school mathematics program. Includes 30-hour practicum.Title changed from Mathematics Leadership: Influencing and Facilitating Improvement, description changed
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FallMCI521Mathematics Teacher Leadership: Responsive Mathematics Instruction and Assessment1-3Examine assets-based approaches to instruction and assessment that center on student thinking and reasoning. Consider ways responsive mathematics pedagogies attend to the strengths and needs of diverse learners. Analyze assessment practice and consider what it means to assess and provide feedback that activates students as owners of their learning. Includes 30-hour practicum. This course is repeatable for a maximum of 3 credits.Title changed from Practicum: Mathematics Leadership. description, prerequisite, and grading option changed
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FallMCOMM311Research Methods in Communication4Introduction to the assumptions and methods of research in the study of human communication. Students will learn to design and conduct practical research projects and improve their ability to understand, evaluate, and use reports of research and scholarship encountered in future coursework and in everyday life. Prerequisite: Comm 300.Prerequisite grade changed from C to C-
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FallMCOMM316Communication, Individuals, and Discourse4Extends the discussion of empirical approaches to communication introduced in Comm 300. Introduces relevant social science theories of communication including theories based on cognitive and social psychological approaches that depict communication as a process. Comm 316 is a requirement for the major and a recommended prerequisite for 400-level communication courses. Prerequisite: Comm 300.Prerequisite grade changed from C to C-
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FallNCOMM321Communication in the Electronic Age4Examines influence of computer mediated communication over attitudes, values, beliefs, and behavior. Through a demonstrated and applied awareness, understanding, and comprehension of the online communication processes, we introduce the social and identity perspective, and relationship implications. Theories are considered through readings, discussions and assignments that examine the nature and impact of topics from social interactions, web-based instruction to impression management. Ethics, identity, accessibility, relationships, and global implications are explored. Prerequisite: Upper division standing.
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FallNCOMM325Business and Professional Communication4This dynamic and interactive fully online course introduces the basics of professional communication in the workplace – including interpersonal and small group communication, interviewing and presentations. You will be challenged to use this course to make better sense of your current life situation, and to transform your experiences into working knowledge. You will assess and make sense of information to influence your communication style and ultimately empower your professional communication – which will support a more productive and collaborative communication process. Prerequisite: Upper division standing.