| |
Business |
| |
-
BUSN 371 - Business Strategy in a Global Environment
CR: 3
Prerequisite: Open to BUSI majors with junior or senior standing. The course will explore the innovative strategies that the global economy has ushered in - domestic, multi-domestic, and global strategies - as well as those in smaller local and national organizations. We will demonstrate through case studies, corporate analyses, and simulations that an organization achieves sustained success only if its managers develop, and revise as needed, a culturally relevant, action-oriented strategic plan and implement and execute the plan with proficiency. III.W
|
| |
-
BUSN 377 - Internship
CR: 1-3
Prerequisite: Permission of the instructor and department chair. This course is graded P/CR/NC only.
|
| |
-
BUSN 440 - Business Incubator
CR: 4
Prerequisite: Permission of the instructor. Students will make use of department and regional resources to attempt to launch a business within the semester. Within the course, endeavors may include, but not be limited to: business incorporation, vendor/customer contract development, intellectual property research, filing provisional (or final) patents, prototype development, and/or purchasing of a franchise.
|
| |
-
BUSN 452 - Senior Seminar
CR: 3
Prerequisites: BUSN 161 , BUSN 205 , BUSN 210 , and BUSN 347 . Open to senior business majors only. Case studies, readings, and all previous business courses are used to develop students’ strategic planning and decision-making abilities. In the process, students apply the knowledge and skills learned in the program’s core courses. II.O, III.W
|
| |
-
BUSN 461 - Independent Study
CR: 1-3
Prerequisites: One 100-level BUSN course, one 200-level BUSN course, and permission of the instructor. Pursuit of an upper-level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor.
|
Chemistry |
| |
-
CHEM 119 - The Development of Modern Science
CR: 3
What is science and how did it arise? Why did the scientific revolution occur in the seventeenth century? Who were the key players and what stimulated their technological inventiveness? How does scientific thinking differ from conventional human thought? We will explore possible answers to these questions. Students will be introduced to the individuals and concepts central to the development of modern science. Finally, the class will explore directions which science is taking today. V.1, V.8a
|
| |
-
CHEM 120 - Chemistry for the Liberal Arts I
CR: 3
A topical approach to modern chemistry. Areas of emphasis include environmental chemistry, biochemistry, medicinal chemistry, drugs, and nutrition. III.Q, V.8a
|
| |
-
CHEM 125 - Chemistry for the Liberal Arts Laboratory I
CR: 1
Prerequisite or co-requisite: CHEM 120 . An introduction to experimental chemistry to accompany CHEM 120 . The focus of the lab is to reinforce concepts in a hands-on way using labs that apply to everyday life (soaps, foods, breath, water quality, plastics, etc.). The lab is closely tied to the textbook for the class. A nominal lab fee may be required for this course. V.8b
|
| |
-
CHEM 131 - General Chemistry
CR: 3
Prerequisite: A math skills placement which may be satisfied with an ACT math score of 19 or an SAT math score of 500. If ACT or SAT scores are below the minimum, the math skills placement may be satisfied by taking a college level math course or CHEM 120 . Co-requisite: CHEM 141 . This course is an introduction to chemical principles and it is open to students having appropriate backgrounds in science and mathematics. Areas of emphasis include chemical equations and reactions, stoichiometry, kinetics, chemical equilibrium, acids and bases, solubility equilibria, electronic structure of atoms, periodic relationships, molecular structure and bonding, intermolecular forces, properties of solutions, and an introduction to organic chemistry. Applications of modern chemistry are discussed whenever appropriate and are explored in the associated laboratory course, CHEM 141 . III.Q, V.8a
|
| |
-
CHEM 141 - General Chemistry Laboratory
CR: 1
Prerequisite or co-requisite: CHEM 131 . An introduction to experimental chemistry. Laboratory modules emphasize investigation of the chemistry in everyday life and introduce modern analytical techniques. A nominal lab fee may be required for this course. One three-hour laboratory. V.8b
|
| |
-
CHEM 202 - The Biochemistry of Human Nutrition
CR: 3
Prerequisite: CHEM 131 . A study of the biochemistry of human nutrition. Topics covered will include proteins, fats, carbohydrates, vitamins, minerals, cholesterol, lipoproteins and fiber. Metabolism will be introduced as a chemical concept as well as an introduction to proteolytic and regulatory enzymes. Popular controversies in nutrition will also be explored, including food additives, vitamin and mineral supplementation and genetic engineering of foods. Offered alternate years. III.W, V.8a
|
| |
-
CHEM 231 - Organic Chemistry I
CR: 4
Prerequisites: CHEM 131 and CHEM 141 with grades of C- or better. Co-requisite: CHEM 233 . A study of the chief classes of carbon compounds, including their syntheses and the mechanisms of their reactions. The methods for determining reaction mechanisms are studied in detail. Four hours lecture. V.8a
|
| |
|
| |
-
CHEM 233 - Organic Chemistry I Laboratory
CR: 1
Prerequisites: CHEM 131 and CHEM 141 . Co-requisite: CHEM 231 . Experiments are designed to introduce students to the techniques of separation, purification, and synthesis of organic compounds. Techniques for studying reaction mechanisms, spectroscopy, and the use of literature of chemistry are also covered. A nominal laboratory fee may be required for this course. One three-hour laboratory. V.8b
|
| |
-
CHEM 234 - Organic Chemistry II Laboratory
CR: 1
Prerequisites: CHEM 231 and CHEM 233 . Co-requisite: CHEM 232 . A continuation of CHEM 233 . A nominal laboratory fee may be required for this course. One three-hour laboratory.
|
| |
-
CHEM 252 - Introduction to Quantitative and Analytical Chemistry
CR: 4
Prerequisites: CHEM 131 and CHEM 141 . Prerequisite or co-requisite: MATH 123 . Co-requisite: CHEM 253 . Topics include an introduction to the principles of analytical chemistry, an introduction to thermochemistry and thermodynamics as it relates to gas phase chemistry and expansion work, and an introduction to environmental chemistry. Four hours lecture. III.Q, V.8a
|
| |
-
CHEM 253 - Quantitative and Analytical Chemistry Laboratory
CR: 1
Co-requisite: CHEM 252 . Experiments will feature applications of topics discussed in CHEM 252 . A nominal laboratory fee may be required for this course. One three-hour laboratory. V.8b
|
| |
-
CHEM 261 - Directed Study
CR: 1-3
Prerequisites: One CHEM course and permission of the instructor. The study of introductory level material by an individual student or by a small group of students under the immediate supervision of a faculty member.
|
| |
-
CHEM 321 - Biochemistry
CR: 4
Prerequisites: CHEM 231 and BIOL 112 . A study of the relationship between structure and function in biomolecules including proteins and nucleic acids; methods of bioanalysis; prokaryotic DNA replication and the synthesis of proteins and RNA. Three hours lecture and one hour laboratory.
|
| |
-
CHEM 322 - Biochemistry II
CR: 3
Prerequisites: CHEM 321 ; or CHEM 231 and BIOL 205 and permission. A study of enzyme mechanics, kinetics, structures and functions; carbohydrate, amino acid, fatty acid and nucleotide degradation and biosynthesis; and the regulation of the major metabolic pathways. CHEM 342 , Intermediate Laboratory, may be elected simultaneously with this course.
|
| |
-
CHEM 331 - Physical Chemistry: Quantum Mechanics and Spectroscopy
CR: 3
Prerequisites: CHEM 252 , MATH 124 (with a grade of C- or higher), and PHYS 172 (with a grade of C- or higher). This course is a study of the principles, generalizations, and theories behind modern chemistry. The course includes an introduction to quantum mechanics and its application to chemistry including molecular structure, computational chemistry, and molecular spectroscopy. It is recommended (but not required) that CHEM 232 be taken before this course and that CHEM 341 or CHEM 342 , Intermediate Laboratory, be elected simultaneously with this course.
|
| |
-
CHEM 332 - Physical Chemistry: Kinetics and Thermodynamics
CR: 3
Prerequisites: CHEM 252 , MATH 124 , and PHYS 171 . This course is a study of the principles, generalizations, and theories behind modern chemistry. The laws of thermodynamics are discussed in detail and are applied to a variety of problems concerning chemical equilibrium. The tools and theories used to measure and interpret chemical kinetics are also studied. It is recommended (but not required) that CHEM 232 be taken before this course and that CHEM 341 or CHEM 342 , Intermediate Laboratory, be elected simultaneously with this course.
|
| |
-
CHEM 341 - Intermediate Laboratory I
CR: 3
Prerequisite: CHEM 234 . An integrated, project-oriented laboratory. Laboratory work in physical chemistry, biochemistry, inorganic, advanced organic chemistry, and instrumental analysis is included. A nominal lab fee may be required for this course. One hour lecture and five hours of laboratory. III.W
|
| |
-
CHEM 342 - Intermediate Laboratory II
CR: 3
Prerequisite: CHEM 234 . An integrated, project-oriented laboratory. Laboratory work in physical chemistry, biochemistry, inorganic, advanced organic chemistry, and instrumental analysis is included. A nominal lab fee may be required for this course. One hour lecture and five hours of laboratory. III.O
|
| |
-
CHEM 361 - Special Study
CR: 1-3
Prerequisites: 100-level CHEM course and permission of the instructor. The study of an intermediate level topic by an individual student or by a small group of students under the immediate supervision of a faculty member. A nominal lab fee may be required for this course.
|
| |
-
CHEM 377 - Internship
CR: 1-3
Prerequisites: Three credits in CHEM and permission of instructor and program chair. This course is graded P/CR/NC only.
|
| |
-
CHEM 431 - Instrumental Analysis
CR: 3
Prerequisite or co-requisite: CHEM 331 or PHYS 172 . An intensive survey of instrumentation and techniques for quantitative and qualitative analysis of organic and inorganic samples. Emphasis is placed on the theory and instrumental design for the three main areas of modern instrumental analysis: electroanalytical chemistry, spectrochemical methods, and chromatography. Students will also improve their critical thinking skills, and gain an understanding of the analytical approach to problem solving. Offered alternate years.
|
| |
-
CHEM 432 - Advanced Inorganic Chemistry
CR: 3
Prerequisite or co-requisite: CHEM 331 or PHYS 172 . Areas of emphasis include modern theories of the bonding and structure of inorganic molecules, acid-base chemistry, chemistry in aqueous and non-aqueous solvents, coordination chemistry of the transition metal ions, and an introduction to organometallic chemistry and to the inorganic chemistry of biological systems. Offered alternate years.
|
| |
-
CHEM 441 - Advanced Laboratory
CR: 1
Prerequisite: CHEM 341 or CHEM 342 . An integrated, project-oriented laboratory. The emphasis will be on completing more extensive laboratory investigations than in CHEM 341 and CHEM 342 , and on doing background literature research on the projects. Both oral and written presentation of results are required. A nominal lab fee may be required for this course. One three-hour laboratory.
|
| |
-
CHEM 450 - Advanced Organic Chemistry
CR: 3
Prerequisite or co-requisite: CHEM 331 or CHEM 332 . A theoretical study of selected topics of current research in both synthesis and mechanisms of reactions. Offered alternate years.
|
| |
-
CHEM 451 - Senior Research
CR: 3
An independent research project selected and carried out in consultation with a faculty sponsor. Required of senior majors in chemistry. Bachelor of Science candidates will conduct a laboratory investigation; Bachelor of Arts candidates may elect a library project. A written report and an oral presentation are required. A nominal lab fee may be required for this course. III.O, III.W
|
| |
-
CHEM 461 - Independent Study
CR: 1-3
Prerequisites: One 100-level CHEM course, CHEM 232 , and permission of the instructor. Pursuit of an upper level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor. A nominal lab fee may be required for this course.
|
Computer Science |
| |
-
CSCI 101 - Computer Programming for Everyone
CR: 3
An introduction to computer programming using the Swift language and the user-friendly Playground environment. This course is open to students of all majors, and course materials stress the application of computer programming for the humanities, arts, social sciences, and natural sciences. General familiarity with computers is recommended.
|
| |
-
CSCI 125 - Introduction to Computer Science and Data Science
CR: 4
An introduction to computer programming using Python, including the basic ideas of algorithmic problem solving, structured programming, and object-oriented design. Topics include software engineering concepts, problem solving, programming control structures, class definition and instantiation fundamentals, file input/output, and elementary data processing. Students use real world datasets to learn why and how data influences decision-making across a variety of areas including social sciences and economics. Same as ENGR 125 .
|
| |
-
CSCI 126 - Data Structures
CR: 4
Prerequisite: CSCI 125 . A continuation of CSCI 125 using Python, in which problem solving and software development skills are improved and refined, emphasizing the use of abstraction and common data structures for solving more complex problems. Topics include data abstraction, implementation and use of data structures, algorithmic techniques, and algorithmic efficiency. Three hours lecture and one three-hour laboratory.
|
| |
-
CSCI 224 - Software Development
CR: 4
Prerequisite: CSCI 126 . An introduction to software development using Java, emphasizing the role of the individual programmer in large software development projects. Topics include object-oriented design, exception handling, debugging techniques, unit testing, threads, development and analysis tools, and program documentation. Three hours lecture and one three-hour laboratory.
|
| |
-
CSCI 238 - Computer Systems
CR: 3
Prerequisite: CSCI 126 . An investigation of systems programs and structures using a Unix-based operating system and the C/C++ programming languages. Topics include system calls, program development, memory management, security, signals process management, interprocess communication, and concurrency.
|
| |
-
CSCI 311 - Data Science
CR: 4
Prerequisites: CSCI 126 , and either MATH 205 or PSYC 219 . A study of the methods used to extract information from large amounts of data, using the R statistical programming language. Topics include data mining and processing, data visualization and presentation, data analysis using statistical methods, and techniques for scaling information retrieval to big data sets. Offered alternate years.
|
| |
-
CSCI 322 - Computer Networks
CR: 3
Prerequiste: CSCI 238 . An investigation of the key concepts in modern computer networks. Topics include networking models and protocols, implementation of computer communication, and network analysis and optimization techniques. Offered alternate years.
|
| |
-
CSCI 331 - Computer Security
CR: 3
Prerequisite: CSCI 238 . An introduction to the fundamentals of cyber security. Topics include applied cryptography, robust software, and networking and wireless security. Students will learn methods to secure networks, prevent attacks, ensure privacy, and protect electronic assets. Offered alternate years.
|
| |
-
CSCI 337 - Computer Vision
CR: 4
Prerequisites: CSCI 238 and MATH 232 . An introduction to computer vision, the goal of which is to determine information about the environment, or make decisions about the environment, based on digital images and video. Topics include feature detection, 3-d shape reconstruction, object recognition, visual search, and motion estimation. Offered alternate years.
|
| |
-
CSCI 346 - Topics in Computer Science
CR: 3
Topics vary by semester. Examples include: mobile application development; bioinformatics, embedded systems; robotics; programming languages; theory of computation. Offered alternate years. Course may be repeated when the topic is different.
|
| |
-
CSCI 358 - Algorithm, Design, and Analysis
CR: 3
Prerequisites: CSCI 126 and MATH 218 . A rigorous introduction to algorithms and algorithmic efficiency, with an emphasis on asymptotic time and space complexity. Topics include data structures such as hash tables and binary search trees, problems such as searching and sorting, and approaches such as dynamic programming and greedy algorithms.
|
| |
-
CSCI 451 - Capstone Experience I
CR: 3
Prerequisite: Open to senior computer science majors; others by permission. The departmental senior exercise first semester, required of all computer science majors, in which each student applies knowledge and skills accumulated through the major to a software project. Under the direction of a faculty mentor, the student selects a project, researches it, and refines it as needed. The primary output of the course is a paper that describes the software project, the design approach, and the specifications by which the software will be tested and evaluated. III.W
|
| |
-
CSCI 452 - Capstone Experience II
CR: 3
Prerequisite: CSCI 451 . The departmental senior exercise second semester, required of all computer science majors, in which each student applies knowledge and skills accumulated through the major to a software project. Under the direction of a faculty mentor, the student completes her project by implementing her design ideas in code, testing the code, evaluating the output of the software, and iterating this process as necessary. The student will make a formal presentation to professors and fellow students describing the design, implementation, testing, and evaluation of the software. III.O
|
Dance |
| |
-
DANC 105 - Yoga
CR: 1
Hatha yoga works to encourage an individual’s deepening awareness of inner and external forces so as to free a person to be and feel balanced, whole, centered, and focused. Students will work with breath and mobility as they progress through asanas, through combinatioins of opposites, such as strength and stretch, tension and relaxation. This course requires attendance at 2-3 evening dance performances. May be repeated for credit. IV.3, V.6b
|
| |
-
DANC 107 - Ballet Technique
CR: 1
Ballet originated in Italy during the Renaissance. Catherine de’ Medici brought ballet to France. There ballet developed further, and then spread throughout the royal courts of Europe. In this course, students will learn the highly specific steps and stylized gestures that make up this precise technical genre. The terminology of ballet is French, and the French Academies, at the direction of King Louis the 14th of France, definied the vocabulary, which is used in many other dance techniques as well. May be repeated for credit. IV.3, V.6b
|
| |
-
DANC 109 - Jazz Dance Technique
CR: 1
Jazz dance is an international fusion form that originated in America where the rich movement of the many dance styles and genres combined. In this course, students will move to syncopated polyrhythms, from Africa, crossed with Irish step dancing, influences from Hollywood, Broadway, Rock, Blues, and the flowing arms and asymmetry of East Indian dance. May be repeated for credit. IV.3, V.6b
|
| |
-
DANC 133 - Creatives in Dance
CR: 3
This course explores a shared yearly theme with the Center for Creativity, Design, and the Arts. This is a project-based, experiential course focusing on a dance artist (for example Alwin Nikolais, Martha Graham, Twyla Tharp, Meredith Monk), whose extraordinary creativity has had a profound effect on culture, and whose innovations in dance connect different realms of knowledge and disciplines in new ways. Course includes: history, literature, choreographic projects and improvisation, as well as technique and performance. No previous dance experience necessary. Course may be repeated for credit when content is different. V.1, V.6a
|
| |
-
DANC 211 - Contemporary Dance Technique
CR: 1
Dancers develop dynamic ability in motion through study of dance technique. This course introduces a genre of dance practiced especially in the United States, Europe, and Asia. Through experientially based studio instruction and practice, students will gain skills in contemporary dance, which is a blend of dance techniques: modern, ballet, jazz, and somatic forms such as yoga, Alexander Technique, and Bartenieff Fundamentals. May be repeated for credit. IV.3, V.6b
|
| |
-
DANC 218 - Community Dance Performance
CR: 3
Prerequisite: DANC 107 , DANC 109 , DANC 211 , DANC 223 DANC 311 , or THTR 189 ; open to first-year students by permission only. In this course, students will develop a performance and then tour it locally to schools, assisted-living facilities, and other venues. This course encompasses elements of performing arts management including how to create, produce, manage, and market a community-based performance company. Through lectures, reading, and project-based work, the course develops hands-on application of public scholarship in the arts. V.6b
|
| |
-
DANC 223 - Choreography and Improvisation I
CR: 3
Co-requisite: DANC 105 , DANC 107 , DANC 109 , DANC 211 , or DANC 311 . Freedom and the right to pursue happiness are American birthrights. Dance is an art form that frees people to communicate and express abstract and literal ideas, or emotions, in embodied form through movement. In this course, students will learn to move freely, to explore ideas through group improvisation, and to communicate through movement metaphor by creating short, project-based studies and solo dances. Topics include space, time, energy, creating music for dance, music copyright, dancing with the Sweet Briar landscape and other environmentally-based projects, and theories of stagecraft for dance. V.6b
|
| |
-
DANC 234 - Dance History
CR: 3
Dance has been a dynamic part of human culture for millennia; the first evidence of dance appeared in cave paintings made 20,000 years ago. Every recorded civilization has danced. From prehistory to present, this course addresses dance in selected world cultures. Through lecture, historic and contemporary texts, and film and video, it focuses broadly on dance in non-Western societies including Indonesia, India, Africa, aboriginal Australia, and native America. It includes dance in Greece, Rome, Renaissance, romantic ballet in Europe, and post-modern and contemporary dance worldwide. This class will take one field trip to see Native American dancers at a powwow. Offered alternate years. V.4, V.6a
|
| |
-
DANC 261 - Directed Study
CR: 1-3
Prerequisites: One DANC course and permission of the instructor. The study of introductory level material by an individual student or by a small group of students under the immediate supervision of a faculty member.
|
| |
-
DANC 302 - Choreography and Improvisation II
CR: 3
Prerequisite: DANC 223 . Co-requisite: DANC 105 , DANC 107 , DANC 109 , DANC 211 , or DANC 311 . Direct, strong, and powerful, dance is an art form that communicates ideas in embodied form. Through group improvisation and individual project-based studies, students will create dances inspired by visual art, poetry, issues of social justice; create masks for dance, and work with props. Assignments include creation of solo, small-, and large-group choreography for stage as well as dance on camera and digital production projects, including work with storyboard, camera techniques, and editing. The course also includes discussion of aesthetics of dance. V.6b
|
| |
-
DANC 311 - Advanced Contemporary Dance Technique
CR: 1
Prerequisite: DANC 211 . Dancers develop dynamic skill in motion through a continued study of dance technique. This course expands work in a genre of dance practiced especially in the United States, Europe, and Asia. Through experientially-based practice in the dance studio, students will master technical skills in contemporary dance, which is a blend of dance techniques: modern, ballet, jazz, and somatic forms such as yoga, Alexander Technique, and Bartenieff Fundamentals. May be repeated for credit. IV.3, V.6b
|
| |
-
DANC 343 - Teaching Creative Movement and Dance
CR: 3
Prerequisite: One DANC course or THTR 189 . This course focuses on ways of encouraging and developing the instinctive creative impulse to express thought and emotion through movement and dance. Through readings, films, lectures, improvisation, field trips, and teaching projects on and off campus, students will explore principles and methods of teaching creative movement and dance to young people and to specific populations. Topics include lesson planning, classroom management, spatial perceptions, and neurological and movement characteristics of the child through adolescence, including those with disabilities. Offered alternate years. III.O
|
| |
-
DANC 351 - Anatomy and Kinesiology
CR: 3
Prerequisite: First-year students with permission. Understanding movement from the architecture and framework of the human body is important for dancers or for anyone who wants to know more about the way people move. Through lectures and experiential kinetic laboratory, this course covers the systematic study of skeletal and muscular systems of the human body with anatomical analysis of basic movement patterns and discussion of current medical and ethical issues. It offers an introduction to somatic techniques to help develop more efficient use of the body and to avoid injury. Lectures and laboratory. Offered alternate years.
|
| |
-
DANC 361 - Special Study
CR: 1-3
Prerequisites: DANC 223 and permission of the instructor. Study projects in group choreography, dance production and in dance-related areas such as anatomy, kinesiology, methods of teaching, history and music.
|
| |
-
DANC 377 - Internship
CR: 1-3
Prerequisites: Three credits in DANC and permission of the instructor and program chair. This course is graded P/CR/NC only.
|
| |
-
DANC 382 - The Dancing Body in Aesthetics and Dance Criticism
CR: 3
Prerequisite: Open to first-year students by permission only. The famed ancient Roman orator Cicero said, “No sober person dances.” Early Puritans and some present-day religions regard dancing as indecent behavior. Exhilarating, entertaining, controversial, and confusing, dance generates strong reactions. Through lecture, film/video, reeading, writing, and class discussion, this course explores historic and cultural attitudes toward the dancing body, and dance - from ancient philosophers to dance critics of today. Students will view 12 dance works of major choreographers in different dance genres and styles, from Martha Graham’s classic retelling of a Greek myth of the Minotaur, Errand Into the Maze, to Mark Morris’ 1950’s post-modern version of the Nutcracker ballet, The Hart Nut. III.W, V.6a
|
| |
-
DANC 461 - Independent Study
CR: 1-3
Prerequisites: One 100-level DANC course, one 200-level DANC course, and permission of the instructor. Pursuit of an upper-level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor.
|
Economics |
| |
-
ECON 101 - Principles of Microeconomics
CR: 3
An introduction to the role markets play in determining the prices for products and services, wages workers earn, profits companies realize as participants in competitive markets, and how government policies impact markets. III.Q, V.7
|
| |
-
ECON 102 - Principles of Macroeconomics
CR: 3
This course introduces students to models of the overall economy, and money and prices in the long run. Short-run economic fluctuations, the effects of monetary and fiscal policy, and the short-run tradeoff between inflation and unemployment are also discussed. III.Q, V.7
|
| |
-
ECON 201 - Intermediate Microeconomics
CR: 3
Prerequisites: ECON 101 and MATH 123 . Critical study of the theory of the behavior of consumers and business firms, the determination of prices under various market structures, and the welfare implications of the allocation of resources by markets. This course cannot be taken on a P/CR/NC grading option. III.Q
|
| |
-
ECON 202 - Intermediate Macroeconomics
CR: 3
Prerequisite: ECON 102 . A critical study of the nature and construction of economic models for the determination of the level of income, output, employment, and prices in closed and open economies. V.7
|
| |
-
ECON 234 - Game Theory
CR: 3
Game theory attempts to capture behavior in strategic situations, or games, in which an individual’s success in making choices depends on the choices of others. This class will introduce the equilibrium concept, and apply it to games involving multiple players, multiple periods, and imperfect information. Students will be taught how to approach interactions strategically. Offered alternate years. III.Q
|
| |
-
ECON 261 - Directed Study
CR: 1-3
Prerequisites: One ECON course and permission of the instructor. The study of introductory level material by an individual student or by a small group of students under the immediate supervision of a faculty member.
|
| |
-
ECON 325 - Economics of the Public Sector
CR: 3
Prerequisite: ECON 201 . A study of the government’s role in the economy, with a focus on equity and efficiency of markets. Specific topics include the effects of government tax and expenditure programs on the allocation of resources and the distribution of income. Offered alternate years.
|
| |
-
ECON 327 - Methods of Economic Analysis
CR: 3
Prerequisites: ECON 201 . An introduction to the techniques of quantitative economic analysis, including the use of linear algebra, calculus and constrained optimization. The course is designed to introduce mathematics as a practical tool for economic analysis and to help students understand the foundations of economic thought. The focus of the course is on the application of mathematics to economics, not on mathematical theory. Offered alternate years. Not open to students who have earned credit for ECON 227. III.Q
|
| |
-
ECON 332 - Econometrics
CR: 3
Prerequisites: ECON 201 and MATH 205 . An introduction to statistical quantitative analysis of economic behavior. The ordinary least squares technique and the assumptions underlying it are developed. Methods designed to detect and correct for the violations of these assumptions are examined. Special emphasis is given to the practical application of the procedures discussed through the use of computer exercises.
|
| |
-
ECON 342 - Environmental Economics
CR: 3
Prerequisite: ECON 101 . An application of economic theory to problems of environmental degradation, natural resource use and ecological disruption. Economic concepts, such as market failure, property rights, and public goods, are combined with natural and physical science principles to explore the integration of economic and ecological systems. Emphasis is placed on the use of analytical economic tools such as benefit-cost analysis, economic policy instruments and non-market valuation. Offered alternate years. V.7
|
| |
-
ECON 348 - Labor Economics
CR: 3
Prerequisite: ECON 201 . An introduction to the functioning of labor markets through the interaction of workers and employers. Students examine determinants of employment and wage differences, including education and human capital accumulation. Offered alternate years. Not open to students who have received credit for ECON 248.
|
| |
-
ECON 361 - Special Study
CR: 1-3
Prerequisites: 100-level ECON course and permission of the instructor. The study of an intermediate level topic by an individual student or by a small group of students under the immediate supervision of a faculty member.
|
| |
-
ECON 377 - Internship
CR: 1-3
Prerequisites: Three credits in ECON and permission of instructor and program chair. This course is graded P/CR/NC only.
|
| |
-
ECON 452 - Senior Seminar
CR: 3
Prerequisite: Senior standing or concurrently completing all major requirements. A comprehensive review of basic economic reasoning and exercises in its application to the understanding and solution of contemporary problems. III.O, III.W
|
| |
-
ECON 461 - Independent Study
CR: 1-3
Prerequisites: One 100-level ECON course, one 200-level ECON course, and permission of the instructor. Pursuit of an upper-level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor.
|
Education |
| |
-
EDUC 103 - Teaching, Learning and Human Development
CR: 3
This course provides an introductory experience to the teaching profession by emphasizing the connections between developmental learning theories, cognitive processes, and effective instructional strategies. Course content includes a broad overiview of educational research, theory, and psychology; effective learning strategies, motivation, and self-regulation; cultural diversity; and instructional planning, classroom management, and assessment. Field experience in a public school setting is required.
|
| |
-
EDUC 107 - Appropriate Teaching Practices in Early Childhood Education
CR: 3
This course will focus on strategies for teaching all students in the early childhood classroom including the child with special needs. Emphasis will be placed on typical and atypical patterns of early childhood development. Field experience in a special education setting is required.
|
| |
-
EDUC 133 - Culturally Responsive and Restorative Practices
CR: 4
Pre- or Corequisite: EDUC 103. This course discuses various facets of diversity associated with race, ethnicity, culture, religion, and gender within classroom contexts. Students are prompted to explore relevant research as well as their own cultural identities, backgrounds, and perceptions, and how those underlying features impact classroom management decisions. Students will acknowledge their own privilege, power, and personal bias so that they are better positioned to create a culturally responsive classroom environment for all students. This course includes a clinical lab component in a public school setting.
|
| |
-
EDUC 211 - Teaching Exceptional Learners
CR: 3
Prerequisite: EDUC 103 . This course is an introduction to major issues in the field of special education with emphasis placed on understanding the characteristics, definitions, and etiologies of individuals with diverse needs. Topics explored include: historical perspectives of special education, legal issues, ethical considerations, and the identification of the qualities of home, school, and community environments that support special education students in achieving their full potential. Field experience in a special-education setting is required. V.5
|
| |
-
EDUC 245 - Designing Curriculum for Assessment and Differentiated Instruction
CR: 4
Prerequisite: EDUC 103. This course is designed to explore current research and best practices for curriculum design, lesson planning, differentiated instruction, and unit development. Expert teachers use assessment results to design high-quality, differentiated curriculum and instruction. This course defines principles and strategies of assessment and responsive teaching in order to effectively match curriculum and instruction with the ongoing needs of learners. Rubrics, quality indicators, and performance criteria will be used to assess the effects of teaching as well as learning. In accordance with a clinical lab component and the Virginia Standards of Learning, students will use backward design to develop a cohesive curriculum unit framework that aligns lesson objectives, standards, and assessments with differentiated activities and instructional resources to address individual student and class needs.
|
| |
-
EDUC 261 - Directed Study
CR: 1-3
Prerequisites: One EDUC course and permission of the instructor. The study of introductory level material by an individual student or by a small group of students under the immediate supervision of a faculty member.
|
| |
-
EDUC 313 - Adapting for Diverse Learners in General Education K-12
CR: 3
Prerequisite: EDUC 211 . This course focuses on creating responsive environments, planning and organizing instruction, and various educational approaches for diverse learners with mild/ moderate disabilities. It is designed to provide pre-service teachers with specific strategies and knowledge of materials which are important in meeting the needs of students with mild disabilities in a variety of classroom settings.
|
| |
-
EDUC 316 - Classroom Management: Techniques and Interventions K-12
CR: 3
Prerequisite: EDUC 211 . This course provides students with an understanding of behavior management strategies and skills needed for effective school and classroom management. Focus is on functional behavioral assessments and individualized interventions. This course will also address how the legal system and its resources can interact with the school system to successfully deal with behavior issues.
|
| |
-
EDUC 322 - Assessments in Special Education General Curriculum K-12
CR: 3
Prerequisite: EDUC 313 . This course addresses psycho-educational assessment instruments, procedures used to determine eligibility, and instructional planning based on evaluation results for students in special education general curriculum K-12. Emphasis will be placed on administration of formal and informal assessments, interpretation of results, and formulation of individual educational plans based on assessment results.
|
| |
-
EDUC 325 - Literacy Development I
CR: 4
Prerequisite: EDUC 245 . This course explores the research on literacy development, assessment, and instruction for emergent, beginning, transitional, and specialized primary level (PK-2) readers. Students will administer, score, and interpret diagnostic literacy assessments that evaluate spelling, word recognition, oral reading fluency, and comprehension. Data from informal reading and spelling inventories, oral reading fluency measures, motivation and attitude surveys, and writing assessments will be used to create data-driven learning goals that will inform instruction related to guided reading, writing instruction, and word study. This course includes a clinical lab component in a public school setting.
|
| |
-
EDUC 327 - Literacy Development II
CR: 4
Prerequisite: EDUC 325 . This course converges instructional techniques and assessment philosophies introduced in EDUC 325 with the literacy decelopment theories and research-based instructional strategies needed to develop a balanced literacy program for upper elementary (grades 3-6) readers. Students will design and implement data-driven, developmentally appropriate literacy lessons by utilizing leveled texts and research-based instructional methods involving metacognition, reading comprehension, word study, vocabulary, and writing instruction. This course includes a clinical lab component in a public school setting.
|
| |
-
EDUC 331 - Content Area Methods
CR: 4
Prerequisite: EDUC 245 . The process of instruction unites all teachers, regardless of the subject area or age of the learners they teach. This course focuses on methods of instruction that have broad applicability across learning contexts. Emphasis will be placed on using those methods to plan learning experiences for a specific audience, formulating objectives and evaluation procedures, and selecting appropriate materials and procedures. This course includes a clinical lab component in a public school setting.
|
| |
-
EDUC 333 - Reading in the Content Areas
CR: 4
Prerequisite: EDUC 245 . This course emphasizes the importance of utilizing research-based reading and literacy strategies in the secondary, 6-12 classroom to facilitate learning through cross-curricular connections to the content areas. Students will design and implement lesson plans that focus on aiding content area instruction through the use of reciprocal teaching techniques, before, during, and after reading comprehension strategies, and critical and creative methods for multigenre response to course content. This course includes a clinical lab component in a public school setting.
|
| |
-
EDUC 361 - Special Study
CR: 1-3
Prerequisites: 100-level EDUC course and permission of the instructor. The study of an intermediate level topic by an individual student or by a small group of students under the immediate supervision of a faculty member.
|
| |
-
EDUC 377 - Internship
CR: 3
Prerequisites: Acceptance to Teacher Education Program and permission of instructor and program chair. Provides a formative experience for students in teacher licensure programs. An internship in a public or private school setting provides students with opportunities to explore the “real world” of teaching through intensive classroom experience. Requires 120 hours of supervised field experience. This course is graded P/CR/NC only.
|
| |
-
EDUC 410 - Transition, Collaboration, and Consultation in Special Education K-12
CR: 3
Prerequisite: EDUC 322 . This course provides an understanding of the transition process as defined by IDEA and the skills needed to implement an effective transition plan. This course also builds an understanding of collaboration, the collaborative team, and the roles and responsibilities of each team member as well as appropriate strategies for consulting with general educators, parents, and other resource agencies. Field experience required.
|
| |
-
EDUC 416 - Curriculum, Instruction, and Assessment
CR: 3
Prerequisite: Acceptance into the Teacher Education Program. An introduction to the basic concepts and issues related to the development, design, and implementation of K-12 curricula. This course will address techniques for assessing student performance.
|
| |
-
EDUC 421 - Concepts in Educational Research
CR: 3
Prerequisite: Open only to accepted elementary edcuation majors and students pursuing the MAT program. This course provides an introduction to educational research. Students will articulate their philosophy of education and connect it to educational theories and research-based practices, document their teaching selves through an ePortfolio, and develop a review of the literature of a chosen education topic. III.O, III.W
|
| |
-
EDUC 441 - Place-Based Pedagogy and Practicum for the Elementary Classroom
CR: 9
Prerequisite: Open only to accepted elementary education majors. This field-based course will include supervised teaching in the PreK-6 classroom for a minimum of 120 hours. Students will explore the ways in which educators organize curriculum around the significant questions students have about their world. By designing authentic place-based investigations, students in this course will weave together the deep knowledge of content, locally relevant information, and authentic skills to create learning opportunities that matter to PreK-6 students, the community, and our collective future. Students will also explore, develop, and implement classroom management techniques that are responsive and relevant to the context in which they teach.
|
| |
-
EDUC 446 - Teaching Internship for the Elementary Classroom
CR: 9
Prerequisite: Open only to accepted elementary education majors who have fulfilled all other requirements for licensure. Co-requisite: EDUC 449 . Supervised teaching in the PreK-6 classroom for a minimum of 300 hours. Student teachers are expected to demonstrate best-practice curriculum design, to differentiate instruction, and to complete a research project. Required for licensure and for completion of the elementary education major.
|
| |
-
EDUC 449 - Elementary Teaching Seminar
CR: 3
Prerequisite: Open only to accepted elementary education majors who have fulfilled all other requirements for licensure. Co-requisite: EDUC 446 . This seminar will address a broad range of educational topics that build toward initial licensure and future employment. Students will explore strategies for data-driven decision making in the context of their teaching internship. Students will explore the job search process, finalize their ePortfolios to demonstrate their mastery of InTASC standards, and prepare their application for teacher licensure.
|
| |
-
EDUC 461 - Independent Study
CR: 1-3
Prerequisites: One 100-level EDUC course, one 200-level EDUC course, permission of the instructor, and junior or senior standing. Pursuit of an upper level research project determined in advance by the student in consultation with a faculty member who will act as the sponsor.
|
Engineering |
| |
-
ENGR 110 - An Introduction to Engineering
CR: 4
This course emphasizes the design process - the process by which engineers approach problem-solving. Mechanisms are designed, built, and tested via active student participation in hands-on team projects. Students conduct experiments, apply underlying scientific principles, and analyze and present data. Underlying themes include teamwork, communication, optimization, design trade-offs, and decision making. Intended for first- and second-year students. III.Q, V.8ab
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
|
Print this Page