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2022-23 Undergraduate Catalog [ARCHIVED CATALOG]
Courses
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Criminal Justice (CRJ) |
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CRJ 229 - Understanding Violence
4 Hour(s)
This course adds an introduction to psychology theory to criminology and specifically violence. It demonstrates how and why violence is enmeshed in our society tracing the causes and consequences of violence throughout history and our society. It uses psychological and criminological theory to dissect policies surrounding violence to explain the ways our society has tried to limit violence through punishment and treatment.
SP odd years
Prerequisite(s): CRJ 103
4 Hour(s) |
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CRJ 250 - Dissecting Truths of the Criminal Justice System
4 Hour(s)
General Education S2
This course examines the current trends and movements of the criminal justice system through investigation of truths and misconceptions perpetuated in our society. We will analyze media accounts, personal ideas and values, and public perceptions that surround what we know about the criminal justice system. As a class we will develop the top ideas to investigate and use scholarly sources such as books, journal articles, and guest speakers to determine the truths of our criminal justice system. We also will scrutinize crime measurement, media, policy creation, program implementation, and the goals of the criminal justice system to help determine the difference between truth and misconceptions.
SU
4 Hour(s) |
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CRJ 252 - Law Enforcement and Justice
4 Hour(s)
This course examines the function of law enforcement in the pursuit of justice. It fosters an appreciation for the role law enforcement has in society and culture while examining constitutional responsibilities and agency objectives. Topics include a wide range of social justice, legal boundaries, and ethical concerns including corruption, use of force, interrogation and confessions, search and seizure, and community relations.
FA
Prerequisite(s): CRJ 103
4 Hour(s) |
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CRJ 291 - Special Topics in Criminal Justice
4 Hour(s)
Study of a selected topic in criminal justice that is not covered in regular course offerings. Generally takes a lecture and discussion format. The topic will be announced prior to registration.
Prerequisite(s): CRJ 103 is required
4 Hour(s) |
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CRJ 298 - Independent Study in Criminal Justice
4 Hour(s)
A course for students who have completed the necessary background courses in a specific area and wish to work with a faculty member to extend their study in that area. Students considering this course must get the approval of the divisional dean and consent of the instructor during the previous semester at least two weeks prior to registering for the course. Results of the study will be presented to the criminology faculty.
FA, SP, SU
Prerequisite(s): Criminology major, junior standing, and consent of the instructor
4 Hour(s) |
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CRJ 307 - Corrections, Policy and Justice
4 Hour(s)
A study of the history, trend, purpose, organization and practice of corrections in American society. Includes jails, probation, intermediate sanctions, corrections in the community, prisons and supervision after release. Includes issues such as restorative justice, offender rights and incarceration of women, juveniles, special needs populations and members of minority groups. May not be counted toward a sociology major or minor.
SP odd years
Prerequisite(s): CRJ 103 , CRJ 212 , SOC 266 and ENG 199
4 Hour(s) |
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CRJ 319 - Juvenile Delinquency
4 Hour(s)
A general survey and analysis of juvenile delinquency. Includes explanations of juvenile delinquency as deviant behavior with an emphasis on the nature, extent and causes of delinquency. Explores factors such as social structure, school, family and peers that have a major impact on juveniles. Also explores the role of police courts and the nature and history of attempts to control, prevent and treat delinquents.
SP-Even Years
Prerequisite(s): CRJ 103 , CRJ 212 , SOC 266 and ENG 199
4 Hour(s) |
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CRJ 323 - Court Processes, Decisions, and Ethics
4 Hour(s)
The class discusses the role of ethical decision making by courtroom actors throughout the court processes of pretrial, trial, and sentencing. Through readings, guest speakers, field exploration, and case studies you will analyze and decode ethical actions and decisions of the court.
SP even years
Prerequisite(s): CRJ 103 , CRJ 212 , SOC 266 and ENG 199
4 Hour(s) |
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CRJ 332 - White Collar and Environmental Crime
4 Hour(s)
Examines cultural, societal, and ecological aspects of white-collar and environmental crime using rational-choice theory, social constructionism, environmental justice, and other criminological and sociological theoretical perspectives. Explores questions about white-collar and environmental crime such as their forms, data sources, offenders, victims and costs, and societal, regulatory, and criminal justice responses. Students analyze selected case study on topics ranging from financial crimes and nursing home fraud to poaching, corporate environmental illegalities, and global environmental crimes. Suitable for majors in sociology, criminal justice, political science, business, public health, health care administration, environmental science, animal behavior, and others.
FA even years
Prerequisite(s): CRJ 103 - Introduction to Criminal Justice or CRJ 130 - Culture and Crime
4 Hour(s) |
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CRJ 340 - Victims and Victimology
4 Hour(s)
This course examines the historical and present role and plight of the victim in the criminal justice system. Students specially will investigate theories of victimization, experiences of victims in the system, victim offender relationship, and crime presentation strategies. In this class, special emphasis will be placed upon restorative justice principles and victim assistance programs.
FA
Prerequisite(s): CRJ 103 , CRJ211 or CRJ 212 , SOC 266 and ENG 199
4 Hour(s) |
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CRJ 345 - Women, Gender, and Crime
4 Hour(s)
This course develops knowledge about the role women and gender has upon crime. It focuses upon offending, victimization, labeling crimes, working in the system, and how the system processes different individuals. Theory is examined as well current research to seek out problems and possible solutions. This is a seminar course meaning much of the work is student-driven.
FA odd years
Prerequisite(s): CRJ 103 , CRJ 212 , SOC 266 , and ENG 199
Also Offered As: WGS 345
4 Hour(s) |
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CRJ 391 - Special Topics in Criminal Justice
4 Hour(s)
Study of a selected topic in sociology that is not covered in regular course offerings. Generally takes a lecture and discussion format. The topic will be announced prior to registration.
Prerequisite(s): CRJ 103 is required
4 Hour(s) |
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CRJ 398 - Independent Study in Criminal Justice
4 Hour(s)
A course for students who have completed the necessary background courses in a specific area and wish to work with a faculty member to extend their study in that area. Students considering this course must get the approval of the divisional dean and consent of the instructor during the previous semester at least two weeks prior to registering for the course. Results of the study will be presented to the criminology faculty.
FA, SP, SU
Prerequisite(s): Criminology major, junior standing, and consent of the instructor
4 Hour(s) |
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CRJ 480 - Internship in Criminal Justice
2 or 4 Hour(s)
The internship course is a semester long field experience. It provides an opportunity for criminal justice majors to work in a designated agency or institution under faculty and agency supervision. Includes reflection journals to see how your internship connects to other class coursework.
FA, SP, SU
Prerequisite(s): CRJ 103 , CRJ 212 , IDS 200 , Junior or Senior standing, criminal justice major, consent of internship instructor and a minimum of 2.6 grade point average in courses in the major
2 or 4 Hour(s) |
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CRJ 499 - Capstone - What works in criminal justice policy
2 Hour(s)
Students will explore the historical relevance of criminal justice policies by analyzing the rationale behind the policy and the effect of the policy. Evidence-based principles and criminological theories provide a foundation for this analysis. Students will create a policy proposal to help local criminal justice agencies.
SP
Prerequisite(s): CRJ 212 , SOC 266 , ENG 199 , senior standing
2 Hour(s) |
Cross Cultural Studies (CCS) |
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CCS 100 - Cultural Seminar
4 Hour(s)
In Carroll University’s General Education program, Cultural Seminar is required for all incoming freshmen and is designed to support a student’s successful transition into Carroll University as well as an introduction to cultural awareness and competency. The Cultural Seminar, CCS 100, is a course designed as a gateway learning experience through which students explore their own culture and a culture different from their own. Most Cultural Seminar sections examine a different topic, but all have common learning outcomes focused on the understanding of culture. Upon completion of CCS-100, students will have met the following learning outcomes: •Demonstrate understanding of similarities and differences between the student’s own culture and a different culture. •Demonstrate understanding of multiple perspectives of a global issue through the common read and course topic. •Be able to express orally and in writing, with supporting materials, an understanding of the student’s own culture and a different culture. •Demonstrate information fluency by gathering, analyzing, and synthesizing information using emerging technologies and traditional media. Students will address the following: ◦Demonstrate the ability to gather and integrate information from a variety of sources. ◦Demonstrate the abilities to assess the credibility and to weigh the value of information from different sources. ◦Communicate knowledge using emerging technologies. •Demonstrate familiarity with Carroll University policies, procedures and support services which will help to facilitate academic success through participation in the required PioCore course components following CCS 100. Students are encouraged to select a CCS 100 seminar topic that interests them, regardless of their intended major. Cultural Seminar topics cover a broad range of ideas and issues, but all with a focus on culture. Honors Program students should enroll in the designated honors sections (CCS 100H section A or B). Non-traditional or returning students should enroll in CCS199.
4 Hour(s) |
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CCS 100H - Honors - Cultural Seminar
4 Hour(s)
The Cultural Seminar, which is taken in the first semester, begins the exploration of culture through the study of one’s own culture and a different culture. This course develops oral communication skills through critical reading and discussion.
4 Hour(s) |
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CCS 199 - Cultural Survey
2 Hour(s)
This course offers an alternative to the 4-credit CCS 100 - Cultural Seminar for incoming transfer and part-time students. This course introduces students to the key cultural concepts required for success in the cultural component of the General Education program, as well as introducing students to the essential support services students need for academic success.
FA, SP
2 Hour(s) |
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CCS 200 - Living in the U.S.A
4 Hour(s)
Cross-Cultural Engagement is an academic course designed for incoming international students. It will assist their transition to college in the USA and teach them to use relevant academic concepts to explore their own culture and that of the United States, particularly southeastern Wisconsin. By living on campus, enrolling in courses, and taking a variety of off-campus immersions designed to illuminate important components of U.S. American culture, students will better understand the roles of such things as hegemony, ethnocentrism, family, entertainment, and gender in society.
Lecture and Laboratory (Immersion Trips)
(Required course fee)
FA
Prerequisite(s): Carroll degree seeking students with international status or citizens of unincorporated territories of the U.S. (The course will be completed their first fall semester on campus).
4 Hour(s) |
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CCS 300 - Cross Cultural Experience
2 Hour(s)
Prerequisite(s): CCS 100 or CCS 199 and CCD
2 Hour(s) |
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CCS 400 - Global Perspectives Colloquium
2 Hour(s)
The Global Perspectives Colloquium is a two-credit course for advanced students from multiple disciplines to engage in critical reading and discussion on a global issue. Students will reflect on their cross-cultural experiences, participate in student-driven discussion, and engage members of the Carroll community. Each session will focus on interdisciplinary topics chosen by individual instructors.
Prerequisite(s): CCE
2 Hour(s) |
Dance (DNC) |
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DNC 111 - Introduction to World Dance
4 Hour(s)
General Education F1
Examination of movements in dance within the context of world cultures. This course will include the analysis and practice of dance techniques from various cultures.
FA
4 Hour(s) |
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2 Hour(s) |
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DNC 202 - Concert Dance II
2 Hour(s)
Intermediate dance techniques and various movement combinations as related to contemporary and gestural forms of concert dance. The focus of the course is on physical warmups and the actual practice and performance of these specific techniques and combinations.
SP Alternate Years
Prerequisite(s): DNC 201 or instructor consent
2 Hour(s) |
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DNC 205 - Jazz Dance I
2 Hour(s)
Basic dance techniques and various movement combinations as related to jazz and hip-hop forms of theatrical dance. The focus of the course is on physical warm-ups and the actual practice and performance of these specific techniques and combinations.
FA
2 Hour(s) |
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DNC 206 - Jazz Dance II
2 Hour(s)
Basic dance techniques and extended movement combinations as related to jazz and tap forms of theatrical dance. The focus of the course is on physical warm-ups and the actual practice and performance of these specific techniques and combinations.
SP
2 Hour(s) |
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DNC 207 - Jazz Dance III
2 Hour(s)
Intermediate dance techniques and various movement combinations as related to jazz and hip-hop forms of theatrical dance. The focus of the course is on physical warmups and the actual practice and performance of these specific techniques and combinations.
Lecture
FA
Letter Graded
Prerequisite(s): DNC 205 or instructor consent
2 Hour(s) |
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DNC 208 - Jazz Dance IV
2 Hour(s)
Intermediate dance techniques and extended movement combinations as related to jazz and tap forms of theatrical dance. The focus of the course is on physical warmups and the actual practice and performance of these specific techniques and combinations.
Lecture
SP
Letter Graded
Prerequisite(s): DNC 206 or instructor consent
2 Hour(s) |
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DNC 211 - Theatre Dance
4 Hour(s)
General Education F2
Exploration of various dance styles within the context of dance performance. This course will include the analysis and practice of dance techniques from various periods of theatrical dance.
SP
Prerequisite(s): DNC 111
4 Hour(s) |
Economics (ECO) |
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ECO 124 - Principles of Economics I - Microeconomics
4 Hour(s)
General Education S1
An intensive analysis of the microeconomics theory that explains the market’s determination of prices, resource allocation, and distribution of goods and services.
FA and SP
4 Hour(s) |
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ECO 225 - Principles of Economics II - Macroeconomics
4 Hour(s)
General Education S1
An intensive analysis of the macroeconomic theory that explains the aggregate behavior of our economy and its public and private policy implications.
FA and SP
4 Hour(s) |
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ECO 306 - Microeconomic Theory
4 Hour(s)
General Education S2
An examination of modern price theory with specific emphasis on consumer demand, production and cost, the firm and market organization, and theory of distribution.
FA
Prerequisite(s): ECO 124
4 Hour(s) |
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ECO 307 - Macroeconomic Theory
4 Hour(s)
General Education S2
A study of the analytical core and the central issues of the measurement and determination of the level of national income, fluctuations, and growth. Fiscal and monetary policy effects on unemployment and inflation are examined.
SP
Prerequisite(s): ECO 225
4 Hour(s) |
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ECO 314 - Econometrics
4 Hour(s)
This course is an undergraduate course in econometrics focusing on the basics of econometrics essential to empirical research. The course will begin with the classical regression model, and then allow for violations of the classical model. The course will then focus on time series estimation methods including ARIMA modeling techniques.
FA-Even Years
Prerequisite(s): CMP 114 and either ECO 124 or ECO 225
4 Hour(s) |
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ECO 343 - Money and Banking
4 Hour(s)
The nature of money, the behavior of commercial banks, and the function of the Federal Reserve System are examined. The role of money in the economy is analyzed within the framework of the classical, Keynesian, and monetarist theories of the demand for money.
SP-Odd Years
Prerequisite(s): ECO 225
4 Hour(s) |
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ECO 363 - International Economics
4 Hour(s)
A survey of the global economy, with emphasis on international trade theory, international finance, monetary markets, commercial policies, economic integration, and major international institutions.
SP-Even Years
Prerequisite(s): ECO 124 and ECO 225
4 Hour(s) |
Education (EDU) |
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EDU 102 - Exploration in Education and Society
4 Hour(s)
The purpose of this course is to introduce the field of education as a significant cultural function in society. Through active engagement in class discussion, interaction with guest speakers, and participation in field explorations, the course examines a variety of elements in the social and cultural environments in which schooling occurs. Students will: (a) reflect on their own experiences as learners, (b) reflect on the environments in which formal and informal education occurs, (c) examine elements of and issues faced by professionals working in various traditional and non-traditional educational settings, (d) critically review the knowledge, skills and dispositions necessary for doing such work, (e) survey the historical and philosophical foundations of education, and (f) learn how education is grounded in sociocultural theories.
FA, SP
4 Hour(s) |
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EDU 102L - Exploration in Music Education Laboratory
0 Hour(s)
The purpose of this lab section of EDU 102 is to give Music Education majors an introduction to the music teaching profession in a way that will provide focus and motivation to the rest of their academic work. Students will gain a working knowledge of the Department of Public Instruction’s K-12 Standards in Music. Particular emphasis will be given to roles of music in society, curriculum development, assessment strategies, as well as key techniques in the pedagogy of music.
SP
Corequisite: EDU 102
Restrictions: For BME majors only
0 Hour(s) |
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EDU 202 - Intercultural Context in Education
4 Hour(s)
This course is designed to foster cultural awareness at the individual and systemic levels and to promote equity, anti-racist behaviors, and social justice in educational practices. Intercultural and multicultural education describe education policies and practices that recognize, accept, and affirm human differences and similarities related to gender, race, religion, linguistic diversity, disability, class and sexuality. To aid in this process, students will work to understand and question how differences and norms are conceptualized. A required twenty-hour field experience supplements the content and context of the course.
FA, SP
Prerequisite(s): EDU 102 and completion or concurrent enrollment in EDU 203
Concurrent enrollment in EDU 261 and EDU 210 recommended
4 Hour(s) |
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EDU 203 - Educational Psychology
4 Hour(s)
This course examines how children, early adolescents, and adolescents develop and learn, with particular emphasis upon the classroom. Students will engage in the study of principles and theories of cognitive, social, emotional, moral and physical development, complex cognitive processes, memory, constructivism, motivation, and the creation of a positive learning environment.
FA, SP
Prerequisite(s): Completion of or concurrent enrollment in EDU 102
4 Hour(s) |
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EDU 210 - Field Experience in Education I
1 Hour(s)
A pre-student teaching practicum in an assigned classroom in an area school. Grade level or subject is determined by the student’s certification intentions. Throughout the semester, students complete a minimum of 40 student contact clock hours in the assigned classroom. This is achieved by attending a minimum of ten (10) full school days. Seminars accompany experiences in the school. Students must attend all seminars to receive course credit. A multicultural placement, determined by the Education Placement Coordinator is required in either EDU 210 or EDU 311 /EDU 312 . Students are responsible for their own transportation to placements not within walking distance of campus.
FA, SP
S/U graded.
Prerequisite(s): EDU 102 Satisfactory results of a TB test is required
1 Hour(s) |
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EDU 215 - Intercultural Immersion Field Experience I
2 Hour(s)
The purpose of this course is to provide participating students with a cross cultural and/or international immersion experience. The course carries CCE credit in the Pioneer Core. Open to non-education students. All students are engaged through reflection, reading and seminar discussion. Seminars will be held prior to, on-site and post-experience. For education students, the Carroll University field experience program promotes reflective classroom practice commensurate with the Education Department’s Guiding Dispositions and InTASC Standards.
Occasional offerings in FA, SP, WN, SU
S/U graded.
Prerequisite(s): EDU 100/EDU 102 , completion or concurrent enrollment in EDU 203 , or consent of instructor Additional requirements are subject to specific placement
2 Hour(s) |
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EDU 216 - Foundations of Multilingual Education
4 Hour(s)
This course explores different theories of language, second language acquisition, and multilingualism within the field of education. We will examine historical and contemporary U.S. language policies and survey existing program models for emergent bilingual students. We will also investigate basic assessment issues for English Learner-identified students including: classroom-based versus standardized assessments, norming procedures, and differences between assessments for content and language proficiency.
Pre-or Co-requisite: Concurrent enrollment or completion of EDU 202
4 Hour(s) |
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EDU 218 - Foundations of Bilingual/Bicultural Education
4 Hour(s)
This course is an in-depth introduction to teaching in the field of bilingual education. The course will be conducted bilingually, incorporating both Spanish and English, and translanguaging in the texts, discussions, activities, and assignments. We will examine historical, philosophical, political, and theoretical foundations of the field, with a focus on Latinx and Spanish-speaking communities in what is now the United States. In particular, we will investigate policies, laws, discourses, program models, and practices that have sought to respond to students’ linguistic diversity. Collaboratively, we will work to construct knowledge about the positive and empowering ways that bilingual teachers can affect the lives of bilingual and/or immigrant children.
SP
Prerequisite(s): Concurrent enrollment or completion of EDU 202 , Intercultural Context in Education.
4 Hour(s) |
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EDU 220 - Applied Linguistics for Educators
4 Hour(s)
This course will prepare pre-service teachers to better meet the linguistic and academic needs of emergent bilingual students by providing an overview of linguistics within the field of education. Students will explore basic linguistic and sociolinguistic concepts, including: English phonology, morphology, syntax, and pragmatics. Crucially, students will relate these concepts to classroom teaching and assessment through a case study project with a multilingual K-12 student.
Prerequisite(s): EDU 216
4 Hour(s) |
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EDU 234 - Language Development and Disorders of the Exceptional Child
4 Hour(s)
This course is designed to present background information about normal language development as a foundation for evaluating speech and language disorders in children. Emphasis will be placed on current techniques for the identification of language disorders in school-age children as well as methods for enhancing their language skills.
SP
Prerequisite(s): EDU 261
4 Hour(s) |
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EDU 246 - Development, Observation and Assessment in Early Childhood
4 Hour(s)
This course is focused on the study of principles and theories of child development from birth to age eight in cognitive, affective, psychomotor, social, and language domains. Cross-cultural perspectives of development are considered. Students will gain strategies for observation and its uses both as a curriculum guide and as an assessment tool. The course offers an overview of other forms of assessment, including criterion-referenced and standardized tests. Students will learn about developmentally appropriate assessment tools.
4 Hour(s) |
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EDU 248 - Home, School, Community Relationships
4 Hour(s)
This course focuses on developing an understanding and acceptance of the diversity of contemporary families and the range of strengths that they can contribute to the education process. Students will develop skills in communicating with, working with, and educating parents, families, advisory groups, community resource agencies, pupil services, and support staff. Additionally, this course examines home and classroom behavior management strategies appropriate for young children.
SP
Prerequisite(s): EDU 203
4 Hour(s) |
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EDU 249 - Development, Observation, and Assessment
4 Hour(s)
This introductory course provides principles and theories of learner development in cognitive, affective, psychomotor, social and language domains. The course provides the core theoretical and practical background knowledge necessary to understand development and assess and observe learners. Students will develop strategies for using observation as a curriculum guide and as an assessment tool. An overview of educational assessments and diagnosis of individuals with developmental differences will be provided. Emphasis will be placed upon universal teaching and learning practices.
Prerequisite(s): EDU 203 , Completion or concurrent enrollment in EDU 261
4 Hour(s) |
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EDU 250 - Collaboration and Inclusion
4 Hour(s)
This course is designed to expand and deepen students’ knowledge, understanding and skills to increase the effectiveness of interactions with education professionals, community agencies, and families for the purpose of supporting students with disabilities. The readings, activities, projects, and class interactions will build capacities for participants to gain personal, professional, family and systemic perspectives to increase the quality of intra-and interpersonal skills. The class is structured to provide each learner the opportunity to initiate, analyze, activate and evaluate their learning within the context of the content. This course will assist students in developing their understanding of the Education Department’s guiding principles specifically, Cultural Sensitivity and Reflection, and Wisconsin Model Standards for teaching (Standards 3, 9 and 10)
FA, SU-occasionally
Prerequisite(s): EDU 248 , EDU 261
4 Hour(s) |
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EDU 261 - Introduction to Inclusive Education
4 Hour(s)
Introduction to special education and teaching students with exceptional needs. This course provides an overview of legal issues, identification and assessment of students with special needs. Emphasis is placed on teaching strategies used to educate students who have diverse learning and behavioral needs. Students completing a major or minor in Educational Studies may use PSY 221 as a prerequisite to EDU 261. All students seeking licensure must complete EDU 203 as the prerequisite course.
FA, SP
Prerequisite(s): EDU 203 or PSY 221
Concurrent enrollment in EDU 202 and EDU 210 recommended.
4 Hour(s) |
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EDU 290 - Instructional Design for the Early Adolescent/Adolescent Learner
2 Hour(s)
This course provides a practical overview of early adolescent/adolescent behavior, curriculum planning, instructional methodology, and assessment applicable to teaching and learning at the secondary level. As a class, we will work to understand and question how we conceptualize what it means to be a teacher and a learner. Candidates explore how teachers engage in practices that establish high expectations for all students and encourage, develop, and support learning by all students.
SP
Prerequisite(s): EDU 203
2 Hour(s) |
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EDU 301 - Democracy, Schools, and Society
4 Hour(s)
The study of social, political, philosophical, and historical issues and antecedents of K- 12 schooling and curriculum. Consideration of traditional, alternative, and innovative approaches to curriculum. Study of social concerns affecting the schools; the organization, administration, and financing of schools; alternative schooling; the world of work and the future of education.
Prerequisite(s): EDU 202 , EDU 203
4 Hour(s) |
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EDU 302 - Educational Advocacy
4 Hour(s)
This goal of this course is to develop informed and effective educational advocates. This course analyzes current educational policies, trends and issues from a) historical, philosophical, and social foundations perspectives and, b) school, district, national, and global contexts. The course examines school and education governance structures, and the impact of legal, political, and economic factors on school organization, operation, policy making and administration. Through a semester long individualized research project and course topics, students will explore ways to develop a sustaining professional identity that includes a constructivist perspective, critical consciousness, educational advocacy and professional integrity.
FA, SP
Prerequisite(s): EDU 202 , EDU 203
Concurrent enrollment in EDU 311 and EDU 360 encouraged.
4 Hour(s) |
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EDU 306 - Literacy in the Disciplines
4 Hour(s)
This course examines literacy acquisition in general and discipline specific domains for learners in grades 4-12. The development and acquisition of literacy will be explored including the role of oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension. An overview of the literary canon and young adult texts will be provided. We will explore instructional and assessment practices within the disciplines and plan instruction using evidenced based strategies. Lastly, we will explore the unique role technology places within literacy practices including the construct of online reading comprehension.
FA
Prerequisite(s): EDU 203 and admission to the TEP
4 Hour(s) |
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EDU 311 - Field Experience in Education II
1 Hour(s)
A pre-student teaching practicum in an assigned classroom. Grade level or subject is determined by the student’s certification intentions. Throughout the semester, students complete a minimum of 40 student contact clock hours in the assigned classroom. This is achieved by attending a minimum of ten (10) full school days. Campus seminars accompany experiences in the school. Students must attend all seminars to receive course credit. The 311 field experience is distinguished from the 210 experience by an added measure of student responsibility for active involvement in classrooms. Seminars will emphasize preparation for and discussion of the added involvement. A multicultural placement, determined by the Education Placement Coordinator, is required in either EDU 210 or EDU 311/EDU 312 . Students are responsible for their own transportation to placements not within walking distance of campus. This experience must be completed at Carroll and not in a school district where the candidate is employed.
FA, SP
S/U graded.
Prerequisite(s): Successful completion of EDU 102 , EDU 210 or EDU 215 , completion of or concurrent enrollment in a methods course, satisfactory results of a TB test and admission to the TEP are required
1 Hour(s) |
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EDU 312 - Field Experience-Adaptive Education
1 Hour(s)
A pre-student teaching practicum in a non-categorical special education setting. Students work between four and six hours per week for a semester total of 40 clock hours Or this can be achieved by attending a minimum of ten (10) full school days, a consideration for candidates who work Full Time. Campus seminars accompany experiences in the school. The 312 field experience is distinguished from the 210 experience by an added measure of student responsibility for active involvement in classrooms. Seminars will emphasize preparation for and discussion of the added involvement. A multicultural placement, determined by the Education Placement Coordinator, is required in either EDU 210 or EDU 311 /312. Students are responsible for their own transportation to placements not within walking distance of campus. This experience must be completed at Carroll and not in a school district where the candidate is employed.
FA
S/U graded.
Prerequisite(s): EDU 102 , EDU 203 , EDU 210 or EDU 215 , EDU 261 , completion of or concurrent enrollment in a methods course, satisfactory results of a TB test, and admission to the TEP
1 Hour(s) |
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EDU 315 - Intercultural Immersion Field Experience II
2 Hour(s)
The purpose of this course is to provide participating students with a cross cultural and/or international immersion experience. The course carries CCE credit in the Pioneer Core. Students are engaged through reflection, reading and seminar discussion. Seminars will be held prior to, on-site and post-experience. The Carroll University field experience program promotes reflective classroom practice commensurate with the Education Department’s Guiding Dispositions and InTASC Standards.
Occasional offerings in FA, SP, WN, SU
S/U graded
Prerequisite(s): EDU 102 , EDU 210 or EDU 215 , completion or concurrent enrollment in a methods course, admission to the TEP, additional requirements are subject to specific placement
2 Hour(s) |
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EDU 321 - Social Studies in the Elementary /Middle School
2 Hour(s)
This course is an examination of the objectives and techniques of teaching social studies in the elementary/middle school. Instruction includes the study of curriculum materials, methods, assessment and evaluation. Curriculum integration is examined through science and social studies. Students are challenged to develop lessons and use instructional strategies that help prepare children for active citizenship in a democratic and multicultural society. This course also provides opportunities for practical application of the course content.
Prerequisite(s): EDU 203 and admission to the TEP
2 Hour(s) |
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EDU 323 - Literacy I: Early Childhood - Middle Childhood
4 Hour(s)
This course examines literacy in the social, intercultural and educational context. Students explore theories of literacy acquisition including the foundational components of oral language, listening comprehension, and graphophonemic knowledge. Emphasis is placed on culturally responsive assessment and instructional strategies for emergent readers. Children’s literature is analyzed and explored as an instructional tool in the elementary classroom. Course-embedded fieldwork in an elementary literacy setting is included.
(Required course fee)
FA
Prerequisite(s): EDU 202 , EDU 203 and admission to TEP
Concurrent enrollment with EDU 326 recommended.
4 Hour(s) |
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EDU 324 - Literacy II: Middle Childhood - Early Adolescence
4 Hour(s)
This course examines literacy in the social, intercultural and educational context. Throughout the course, a variety of children’s and early adolescent literature is used to model a comprehensive literacy approach. Using the Common Core Standards as the framework, this comprehensive literacy program has students explore, incorporate, and implement effective instructional and assessment strategies to develop literacy in middle childhood and early adolescent learners. A semester-long practicum in an elementary school is required.
SP
Prerequisite(s): EDU 323 and admission to TEP
EDU 325 is recommended.
4 Hour(s) |
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EDU 325 - Science and Social Studies in the Elementary/Middle School
4 Hour(s)
This integrated course is designed to develop competencies for teaching elementary and middle level science and social studies. Students are challenged to explore instructional strategies and resources that help prepare children for active citizenship in a democratic society. Science topics, including environmental education and social studies themes will be explored with a focus on state and national standards. Course content includes the study of curriculum materials, methods, assessments. This course also provides opportunities for practical application of the course content.
Prerequisite(s): Admission to TEP
EDU 324 is recommended.
4 Hour(s) |
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EDU 326 - Mathematics in the Elementary/Middle School
4 Hour(s)
Students develop understanding of mathematics content and pedagogies to facilitate teaching and learning in K-8 classrooms. Emphasis is on problem solving and constructivism and their implications to mathematics instruction. Course includes analysis of the CCSSM Content and Practice standards and NCTM’s Principles and Standards. Course includes fieldwork to support students’ understanding of how children learn mathematics. Students implement appropriate and effective assessments.
FA
Prerequisite(s): EDU 203 , MAT 201 , and admission to the TEP
Concurrent enrollment in EDU 323 recommended.
4 Hour(s) |
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EDU 327 - Science Methods in the Elementary/Middle School
2 Hour(s)
This course is designed to develop competencies in selecting methods and resources for teaching elementary and middle level science. All strands of science will be explored including environmental education. An emphasis is placed on effective instructional strategies, assessment, and the relationship of science to social studies.
Prerequisite(s): EDU 203 and admission to the TEP
2 Hour(s) |
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EDU 330 - Introduction to Diagnostic Assessment of Students with Exceptional Needs
4 Hour(s)
This introductory course provides core theoretical and practical background necessary to evaluate students having exceptional educational needs. An overview of educational assessment and diagnosis of individuals with disabling conditions will be provided. Emphasis will be placed upon testing for IEP development and teaching.
FA
Prerequisite(s): EDU 261
4 Hour(s) |
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EDU 332 - Instructional Strategies for an Inclusive Classroom
4 Hour(s)
This course is designed to facilitate the education student’s knowledge, skills and disposition to increase the effectiveness of teaching for the inclusion of children with special needs in the classroom. This will include content, strategies, and structuring the environment to make inclusion a viable experience for the special needs student. Classroom management will also be explored as it relates to the special needs of the students.
FA, SP
Prerequisite(s): EDU 261
4 Hour(s) |
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EDU 335 - Methods of Teaching and Learning with Emergent Bilingual Students
4 Hour(s)
This course is designed to prepare pre-service teachers to make connections between theory and methods for teaching and learning with emergent bilingual (EB) students. It will focus on integrating the teaching of language and academic content; designing instruction, curricular materials, and classrooms to facilitate language acquisition for English Learner-identified students. Class periods will revolve around an interactive exploration of research-based instructional practices for EB students.
Prerequisite(s): Admittance into the Teacher Education Program (TEP).
Pre-or Co-requisite: Concurrent enrollment or completion of EDU 220 .
4 Hour(s) |
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EDU 340 - Multiple Literacies and Multilingualism in Education
4 Hour(s)
This course will prepare pre-service teachers to connect their classroom literacy practices to critical theories of multiculturalism and dynamic language use. The course begins with an overview of teaching and learning through multicultural children’s literature, and then shifts to focus on new technologies to support emergent bilingual students’ multilingual learning. Multimodal storytelling-different combinations of writing, speech, images (still and moving), gestures, and spatial arrangements to convey narrative messages-serves as a common thread throughout the course.
Prerequisite(s): Admittance into the Teacher Education Program (TEP).
Pre-or Co-requisite: Concurrent enrollment or completion of EDU 220 .
4 Hour(s) |
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EDU 341 - Integrated Curriculum in Early Childhood I - Literacy and Social Emotional Development
4 Hour(s)
This course focuses on facilitating the development of literacy and social emotional skills in young children based on their developmental and cultural characteristics. Students gain experiences in curriculum development, assessment and implementation in the areas of social studies, environmental education, literacy (reading, language arts, children’s literature), and social emotional development.
FA
Prerequisite(s): EDU 249 , and admission to the TEP
4 Hour(s) |
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EDU 342 - Integrated Curriculum in Early Childhood II: Physical and Mathematical Knowledge
4 Hour(s)
This course focuses on facilitating the development of physical and mathematical knowledge in young children based on their developmental and cultural characteristics. Students gain experiences in curriculum development, assessment, and implementation in the areas of science, physical education, mathematics, and the creative arts. This course also examines children’s interests and readiness as opportunities to employ emergent curriculum and incidental teaching.
FA
Prerequisite(s): EDU 341 and admission to the TEP
4 Hour(s) |
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EDU 349 - Curriculum Development in Special Education/Special Education Methods
4 Hour(s)
This course builds the foundation for development of developmentally appropriate curriculum based upon child development, learning theory, and research for all children birth through age eight, including those with developmental delays and disabilities. Students study effective teaching strategies, learn how to adapt curriculum for individual differences, study the organization of curriculum and instruction for special education students with a focus on literacy, socio-emotional, and social studies areas. This course also explores child find strategies, informed referral networks, evaluation team responsibilities, individualized family service plans, individualized education program processes, and pertinent state and federal laws, regulations, and policies.
FA
Prerequisite(s): EDU 261 , EDU 341 and Admission to TEP
4 Hour(s) |
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EDU 353 - Instruction and Assessment for Disciplinary Content
4 Hour(s)
This course is designed to examine discipline specific strategies for learning, assessment, and instruction for students in grades 4-12. The principles of Universal Design for Learning will be investigated and used as framework to understand planning and instruction. Students will learn to plan individual lessons as well as develop a complete unit within their discipline. The role of technology in teaching and learning will further be explored. A 50 hour field placement is connected to this course.
SP
Prerequisite(s): EDU 203 , EDU 306 or permission from the Department Chair, and admission to TEP
4 Hour(s) |
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EDU 353L - Instruction and Assessment for Disciplinary Content Laboratory
0 Hour(s)
Laboratory component for EDU 353 .
0 Hour(s) |
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EDU 355 - Special Methods in Teaching Elementary and Secondary Subjects
3 Hour(s)
Daytime clinical experiences in an early childhood/elementary and middle/secondary school required. Examination of models of learning and instruction in specific subject-matter areas, including 25 hours of work in an assigned school to directly apply methodology. Special emphasis on selection, use, and preparation of resources for the various areas. Attention given to assessment, technology, curriculum development and evaluation. Required for all Modern Language and Art Education majors.
SP
Prerequisite(s): EDU 203 , EDU 306 or permission from Chair for concurrent enrollment, and admission to the TEP
3 Hour(s) |
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EDU 358 - Biliteracy: Theory and Methods
4 Hour(s)
This course will prepare pre-service teachers to connect critical theories of biliteracy and dynamic language use to their classroom literacy practices. The course will be conducted bilingually, incorporating both Spanish and English, and translanguaging in the texts, discussions, activities, and assignments. The course begins with an exploration of literacies in bilingual homes and schools, and their implications for developing biliteracy in a school-based literacy block. Then we will investigate new technologies and multimodal literacies to support multilingual students’ learning.
FA
Prerequisite(s): Admittance into the Teacher Education Program (TEP).
Pre-or Co-requisite: Concurrent enrollment or completion of EDU 220 Applied Linguistics for Educators.
4 Hour(s) |
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EDU 360 - Teaching and Learning with English Language Learners
2 Hour(s)
Through this course we will examine the intersection of culture and language and learn about the process of second language acquisition. We will develop an understanding of English Language Learners, discuss specific issues confronting bilingual students, and examine various program models for developing language proficiency. We will learn methods for integrating the teaching of language and academic content. We will implement a variety of strategies to adapt curricula, instruction and classroom settings to meet the needs of the English language learner. Upon completion of the course, students will have acquired the skills, knowledge base, and understanding of their responsibility for teaching Ells.
FA, SP
Prerequisite(s): EDU 202
2 Hour(s) |
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EDU 364 - Collaboration for Academic, Social and Career Development
4 Hour(s)
This course is designed to develop the knowledge, skills, and dispositions in future educators to effectively interact and collaborate with families, colleagues, and community agencies. Candidates will consider the perspectives of families of children with special needs and disabilities. Candidates will identify how to develop collaborative relationships with students and families. Students will gain a deeper understanding of agency systems, develop an awareness of the wide range of services provided by community agencies, and consider how families and schools can access these services. Students will understand contemporary legislation, issues, and trends pertaining to the career and vocational development of students with special needs.
FA, SP
Prerequisite(s): EDU 261
4 Hour(s) |
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EDU 372 - Instructional Design and Methodology for Students with Mild to Moderate Learning Disabilities
4 Hour(s)
This course is designed to provide a background in, as well as practical opportunities with, general methods and materials appropriate for working with students with disabilities at the elementary and middle level. Emphasis will be placed on the methods, materials, resources, requirements and responsibilities of teachers working with students who have mild to moderate academic disabilities including, but not limited to specific learning disabilities. Students will explore the development, implementation and monitoring of Individualized Education Plans (IEPs) related to instructional planning for students with disabilities within the general curriculum. The course also focuses on the role of the special educator in the school community.
FA
Prerequisite(s): EDU 261 and admission to TEP
Concurrent enrollment in EDU 312 and EDU 373 required.
4 Hour(s) |
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EDU 373 - Instructional Design and Methodology for Students with Emotional/Behavioral Disabilities
4 Hour(s)
This methods course provides core theoretical and practical background necessary to evaluate, support and teach students with emotional and/or behavioral disabilities at the elementary and middle level. Emphasis will be placed on the methods, materials, resources, requirements and responsibilities of teachers working with students who have been identifies with EBD. Candidates will explore the development, implementation and monitoring of Individualized Education Plans (IEPs) related to instructional planning for students with disabilities within the general curriculum and the role of the special educator in facilitating special education services with families and the school community.
FA
Prerequisite(s): EDU 261 and admission to TEP
Concurrent enrollment in EDU 312 and EDU 372 required.
4 Hour(s) |
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EDU 391 - Special Topics in Education
1 - 4 Hour(s)
Application of theories and concepts in practicum experience focused on a specific area of interest.
FA, SP
Restrictions: Instructor consent required.
1 - 4 Hour(s) |
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EDU 395 - Design, Development and Delivery of Educational Programs
4 Hour(s)
This course is divided into three focus areas: 1) K-16 support programs, 2) Training and workforce development, 3) Non-profits. The course will provide an overview of a variety of educational programs outside of K-12 schools and the students will apply this knowledge to their professional goals. Students will analyze the design, development and delivery of programming in the three focus areas.
FA
Prerequisite(s): Junior standing
4 Hour(s) |
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EDU 398 - Independent Study in Education
1 - 4 Hour(s)
Extensive study of an approved subject area, or problem in education, in which the student has a special interest or need. Approval of divisional dean and consent of instructor.
FA, SP, SU
1 - 4 Hour(s) |
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EDU 400 - Capstone in Elementary Educational Studies
4 Hour(s)
A research seminar and practicum culmination of the academic and experiential work of the Educational Studies major. Students complete a project that explores the Education Program’s core values in connection with gateways to educational employment outside of PK-12 schools. Individual practicum placements are made to capitalize on student interests. Placements are approximately 8 weeks long. Open only to Educational Studies majors.
SP
Prerequisite(s): Senior Standing
4 Hour(s) |
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EDU 405 - Educational Studies Internship
2 Hour(s)
The purpose of this course is to provide participating students with an internship in the field tied to the Educational Studies major. Students will explore and analyze career paths in various traditional and nontraditional educational settings. With instructor support and approval, students seek out internship opportunities based on individual career goals. The internship requires a minimum of 60 hours throughout the semester (approximately 5-6 hours a week).
SP
Prerequisite(s): EDU 395
2 Hour(s) |
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EDU 409 - Secondary and K-12 Student Teaching
6 Hour(s)
The student teaching experience is an intensive, comprehensive requirement that provides students with a culminating opportunity to apply theory, methods and skills learned throughout their teacher preparation in a school setting, working under the direction and guidance of a master classroom teacher. A university supervisor is responsible for observing and evaluating the student teacher throughout the classroom teaching assignments. Placement is limited to schools that are within 30 miles of Carroll. Placement within walking distance of Carroll cannot be guaranteed; therefore, students must have transportation. Student teaching is considered a full load; no other courses should be added. Because of state requirements several weeks will be added to the Carroll semester to coincide with school district semesters. Fall student teachers will begin in August and teach into January. Spring student teachers will begin in January and teach into June.
Successful completion of appropriate content knowledge assessment, admission to the student teaching program, TB test, and criminal history and background check.
FA, SP.
6 Hour(s) |
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EDU 410 - Secondary and K-12 Student Teaching
6 Hour(s)
The student teaching experience is an intensive, comprehensive requirement that provides students with a culminating opportunity to apply theory, methods and skills learned throughout their teacher preparation in a school setting, working under the direction and guidance of a master classroom teacher. A university supervisor is responsible for observing and evaluating the student teacher throughout the classroom teaching assignments. Placement is limited to schools that are within 30 miles of Carroll. Placement within walking distance of Carroll cannot be guaranteed; therefore, students must have transportation. Student teaching is considered a full load; no other courses should be added. Because of state requirements several weeks will be added to the Carroll semester to coincide with school district semesters. Fall student teachers will begin in August and teach into January. Spring student teachers will begin in January and teach into June.
Successful completion of appropriate content knowledge assessment, admission to the student teaching program, TB test, and criminal history and background check.
FA, SP
6 Hour(s) |
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EDU 419 - Early Childhood/Elementary Student Teaching
6 Hour(s)
The student teaching experience is an intensive, comprehensive requirement that provides students with a culminating opportunity to apply theory, methods and skills learned throughout their teacher preparation in a school setting, working under the direction and guidance of a master classroom teacher. A university supervisor is responsible for observing and evaluating the student teacher throughout the classroom teaching assignments. Placement is limited to schools that are within 30 miles of Carroll. Placement within walking distance of Carroll cannot be guaranteed; therefore, students must have transportation. Student teaching is considered a full load; no other courses should be added. Because of state requirements several weeks will be added to the Carroll semester to coincide with school district semesters. Fall student teachers will begin in August and teach into January. Spring student teachers will begin in January and teach into June.
Successful completion of appropriate content knowledge assessment, admission to the student teaching program, TB test, and criminal history and background check.
FA, SP
6 Hour(s) |
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EDU 420 - Early Childhood/Elementary Student Teaching
6 Hour(s)
The student teaching experience is an intensive, comprehensive requirement that provides students with a culminating opportunity to apply theory, methods and skills learned throughout their teacher preparation in a school setting, working under the direction and guidance of a master classroom teacher. A university supervisor is responsible for observing and evaluating the student teacher throughout the classroom teaching assignments. Placement is limited to schools that are within 30 miles of Carroll. Placement within walking distance of Carroll cannot be guaranteed; therefore, students must have transportation. Student teaching is considered a full load; no other courses should be added. Because of state requirements several weeks will be added to the Carroll semester to coincide with school district semesters. Fall student teachers will begin in August and teach into January. Spring student teachers will begin in January and teach into June.
Successful completion of appropriate content knowledge assessment, admission to the student teaching program, TB test, and criminal history and background check.
FA, SP
6 Hour(s) |
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-
EDU 422 - Special Student Teaching Practicum
1 - 6 Hour(s)
A student teaching practicum for the student or licensed teacher who is adding an additional license to their initial licensure or extending teaching certification beyond their present license. Candidates must complete a university supervised student teaching placement at the level(s) and/or subject(s) for which additional certification is desired. Candidates must demonstrate proficiency in the related state or national educator standards through a portfolio or other programmatic assessment.
FA, SP
Prerequisite(s): EDU 409 or EDU 419 or Instructor Consent
Note(s): Additional Notes: Successful completion of appropriate PRAXIS II Content Knowledge Exam(s), and/or ACTFL Language Test, and/or Foundations of Reading Test required prior to endorsement for licensure.
1 - 6 Hour(s) |
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EDU 423 - Special Education Student Teaching
6 Hour(s)
The student teaching experience is an intensive, comprehensive requirement that provides students with a culminating opportunity to apply theory, methods and skills learned throughout their teacher preparation in a school setting, working under the direction and guidance of a master classroom teacher. A university supervisor is responsible for observing and evaluating the student teacher throughout the classroom teaching assignments. Placement is limited to schools that are within 30 miles of Carroll. Placement within walking distance of Carroll cannot be guaranteed; therefore, students must have transportation. Student teaching is considered a full load; no other courses should be added. Because of state requirements several weeks will be added to the Carroll semester to coincide with school district semesters. Fall student teachers will begin in August and teach into January. Spring student teachers will begin in January and teach into June.
Successful completion of appropriate content knowledge assessment, admission to the student teaching program, TB test, and criminal history and background check.
FA, SP
6 Hour(s) |
Engineering (GEN) |
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GEN 100 - Engineering Seminar I
1 Hour(s)
New engineering students will be given opportunities to develop and improve problem solving, computer literacy and study skills to maximize their chances for success in their university careers and prepare them for subsequent engineering courses. Topics include: making the transition from high school to university; time management; exploration of the engineering disciplines, learning styles, introduction to computer skills including spreadsheets, word processing and presentation software; engineering ethics; introduction to engineering methods.
FA
1 Hour(s) |
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GEN 101 - Engineering Seminar II
1 Hour(s)
New engineering students are given opportunities to explore the engineering programs through interdisciplinary projects. Emphasis will be placed on written and oral communication skills, data collection and analysis, computer application skills and group work.
(Required course fee)
SP
Prerequisite(s): GEN 100
1 Hour(s) |
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GEN 105 - Engineering Graphics
4 Hour(s)
Problems relative to points, lines and planes in space; Cartesian coordinates; projection-plane theory; orthographic pictorials; dimensioning; auxiliary views; sections; extensive use of computer-aided design (AutoCAD and solid modeling) including 2D and 3D drawing, editing and enhancing; emphasis on development of the ability to communicate graphically; special emphasis on engineering and computer graphics applications.
FA
4 Hour(s) |
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GEN 210 - Statics and Dynamics
4 Hour(s)
Principles of statics and dynamics with applications in engineering. Topics include force/movement vectors, resultants, distributed loads, internal forces in beams, properties of areas, moments of inertia and the laws of friction, kinematics and kinetics of particles, rigid bodies in translation, rotation and general plane motion, Newton’s laws, work-energy methods, linear and angular momentum.
FA
Prerequisite(s): PHY 203 , and MAT 207 or concurrent registration in MAT 207
4 Hour(s) |
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GEN 310 - Strengths of Materials
4 Hour(s)
Simple stress and strain; design and investigation of joints, beams, torsion members and columns; evaluation of shear, moment, slope and deflection of beams and combined stresses.
SP
Prerequisite(s): GEN 210
4 Hour(s) |
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GEN 320 - Advanced Circuits and Electronics
2 Hour(s)
Expanding on topics covered in PHY 204 and PHY 301 , analog circuits are treated in greater detail, including steady-state AC circuits, transfer functions, transient current dynamics, circuit analysis, phasors, follower circuits, and operational and transistor amplifiers. Additional analog topics include diodes, transistors (bipolar junction and field effect), elementary amplifier circuits, transistor limitations, comparators, and oscillators. Lectures and laboratories are expanded to include digital electronics, electronic devices and applications. Digital topics include digital circuits, digital logic, flip flops, counter, memory, A/D and D/A conversion. Additional topics may include arithmetic units and microprocessors.
SP
Prerequisite(s): PHY 204
2 Hour(s) |
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GEN 320L - Advanced Circuits and Electronics Laboratory
0 Hour(s)
Laboratory component for GEN 320 .
0 Hour(s) |
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-
GEN 380 - Engineering Internship
4 Hour(s)
4 Hour(s) |
English (ENG) |
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ENG 115 - Video Game Creation and Design
4 Hour(s)
Students will learn how to write and design 2-D video games using game creation tools. Students will learn principles of idea generation, design documents, rule and level design, game systems and balance, and coding concepts. Students must have their own laptop computer (Windows, Mac, or Linux). No prior coding/programming experience is necessary.
FA
4 Hour(s) |
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ENG 120 - Introduction to Professional Writing
4 Hour(s)
This course examines the field of professional writing and explores writing conventions (format, style, research documentation) in various organizational contexts. Students in the course will both produce and analyze documents tailored to real-world situations.
SP
4 Hour(s) |
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