| |
Computer Science and Innovation |
| |
|
| |
-
CSI 400 - Human-Computer Interaction
A dive into human-computer interaction theory will be mixed with hands-on experience with emerging interaction paradigms. Covered paradigms include multi-touch, augmented reality, virtual reality, voice, haptic, and neural interfaces. Template-based assignments culminate in the development of mobile applications.
Prerequisites: Complete CSI-281 and 60 credits
Credits: 3
ITS
|
| |
-
CSI 410 - Programming for the Internet of Things
This largely project-based course provides students an introduction to the development of Internet of Things devices. Students will gain hands-on experience programming embedded hardware, communicating across different platforms, and building mobile control apps. Students learn about best practices in the IoT domain with regards to security, data collection, app frameworks, human-computer interaction models, and managing embedded resources through student led discussions and presentations.
Prerequisites: CSI-318 or CSI-319 and CSI-235.
Credits: 3
ITS
|
| |
-
CSI 420 - Software Re-Engineering
This course explores software re-engineering techniques and processes that facilitate the evolution and maintenance of software systems. The course covers techniques such as source code analysis, reverse engineering, and software restructuring. Data flow and design, business processes, and cost-benefit are considered. Students work collaboratively to re-engineer an existing software system.
Prerequisites: Complete CSI-281 and 60 credits
Credits: 3
ITS
|
| |
-
CSI 435 - Applied Software Practice I
This is the first semester of a two semester capstone project in the Software Engineering for Emerging Technologies Major. In this course students will begin full lifecycle development of a software system, including requirements analysis, project planning, staffing, technology selection and systems design. Conceptual materials delivered in this course will be immediately applied to the comprehensive capstone project.
Prerequisites: Complete CSI-335 and must have completed 90 credits.
Credits: 3
ITS
|
| |
-
CSI 440 - Software Requirements Engineering
This course is intended to provide in-depth investigation of the Requirements and Design phases of the software development life cycle. The course maintains a focus on concepts techniques, and practical experience following phase processes. Requirements and Design documentation is developed. Project managament teamwork and presentation skills are also emphasized.
Prerequisites: Complete CSI-281 and 60 credits
Credits: 3
ITS
|
Core |
| |
-
COR 110 - Concepts of the Self
How are contemporary developments in art literature, psychology and science challenging our traditional notion of what it means to be human? Students will have the chance to explore how these fields approach questions about humanity and individuality as they begin to build an interdisciplinary perspective on their own lives. Students will study texts and artifacts from multiple disciplines as they learn about different ways in which the self is understood, lived, and expressed.
Prerequisites: COR-115 is the required co-requisite course.
Credits: 3
COR
|
| |
-
COR 115 - Rhetoric of Self
Students learn rhetorical strategies to read and write in response to academic texts in various disciplines. Thematically linked to COR 110, the course teaches students to engage with ideas and work through difficult texts by posing meaningful questions and analyzing both what a text says and how it says it. Students learn to think and effectively communicate through critical reading critical writing, speaking and reflection.
Prerequisites: COR-110 is the required co-requisite course.
Credits: 3
COR
|
| |
-
COR 120 - Concepts of Community
In the age of instantaneous and open communication, economic globalism and intercontinental travel, never has the question of the possibilities and limits of human community been more important. What are the practices and institutions that bind us together? What are the structures of communities and how do these limit and define us as individuals? Exploring such questions through history, philosophy and economics, students will develop an interdisciplinary perspective on community in the modern world and their place in it.
Prerequisites: COR-110, COR-115 COR-125 IS THE REQUIRED COREQUISITE COURSE
Credits: 3
COR
|
| |
-
COR 125 - The Rhetoric of Community
Building on the skills learned in COR 115, this second-semester course teaches students to develop thoughtful and researched arguments based on critical reading and discussion of diverse texts. Students continue to learn strategies for writing texts that are clear coherent, comprehensive, creative, concise and correct for a specific audience and purpose.
Prerequisites: COR-110, COR-115 COR-120 IS THE REQUIRED COREQUISITE COURSE
Credits: 3
COR
|
| |
-
COR 210 - Scientific Revolutions
The challenges of the 21st century demand an understanding of the nature and limitations of scientific thinking, the place of science within society, and its relationship to other forms of human thought and expression such as religion art and literature. This course will examine three major transformations of scientific ideas and their social and historical context, and will help students gain a broad understanding of the relationship of scientific ideas to other forms of thought and expression.
Prerequisites: Complete COR-120 and COR-125 or COR-130 and ENG-112
Credits: 3
COR
|
| |
-
COR 220 - Aesthetic Expressions
What is art? How do literature and music express both traditional and revolutionary ideas? This course will explore the nature of artistic musical and literary expression in the Western tradition. Students will analyze and discuss major artistic, musical, and literary accomplishments of Western culture and explore how the arts function as expressions of cultural ideals and as forces of challenge and transformation.
Prerequisites: Complete COR-120 and COR-125 or COR-130 and ENG-112
Credits: 3
COR
|
| |
-
COR 230 - Ethics and the Environment
The decisions that humans make about the environment today will decide the fate of future generations. Understanding the relationship between humans and the environment, along with the ethical frameworks used to interact with and make decisions about the environment, is of paramount importance. This course will investigate the origins and evolution of environmental ethics, as well as the contributions of scientific research and aesthetic expression, to trace human perceptions of the environment throughout history and address todays environmental issues.
Prerequisites: Complete COR-120 and COR-125 or COR-130 and ENG-112
Credits: 3
COR
|
| |
-
COR 240 - Bodies
From Neolithic fertility goddesses to contemporary piercings and tattoos, human cultures are inextricably entangled with ideas about the body. Perceptions and experiences of the body influence ethical debates about media representation, healthcare, and biotechnology. This course explores “embodiment” in the Western tradition: How do we know ourselves through our physical bodies? How are different types of bodies represented in our arts and media? And how does the body influence the way we think about the world?
Prerequisites: COR-110, COR-115, COR-120, COR-125
Credits: 3
COR
|
| |
-
COR 250 - The Secular and the Sacred
What roles do religion and spirituality play in society? By applying theoretical frameworks used to study religion as a cultural phenomenon, by examining the development and influence of religious and spiritual traditions in the West and by exploring diverse religious and spiritual identities in contemporary Western society students will investigate the ways religion and spirituality have shaped personal, political social, and cultural institutions and practices in the West.
Prerequisites: Complete COR-120 and COR-125 or COR-130 and ENG-112
Credits: 3
COR
|
| |
-
COR 260 - Democracies
The 20th century saw the international triumph of the twin pillars of modern Western life: capitalism and democracy. The 21st century problems of globalism, environmental degradation and terrorism, however, all pose unique challenges to these institutions. This course will study the origins and development of our primary ideals of social organization. Students will actively engage questions about the value and future of capitalism and democracy while learning about its past.
Prerequisites: Complete COR-120 and COR-125 or COR-130 and ENG-112
Credits: 3
COR
|
| |
-
COR 270 - Heroines and Heroes
Western culture has long reserved a special word for the greatest human achievements: heroic. Heroic tales range from ancient epics to today’s movies, sports broadcasts, political campaigns etc. What do heroic stories tell us about who we are, have been, and aspire to be? Does heroic describe our ultimate potential, or has it lost meaning? This course examines heroines/heroes in wide-ranging works, adopting varied critical approaches to examining their profound influence on how we understand ourselves and our world.
Credits: 3
COR
|
| |
-
COR 280 - Colonialism and Western Identity
The West: what is it? Is it a place, a set of ideas and traditions, a period of history, an economic or political system? This course will examine how the West must be understood through encounters with the rest of the world, through the interactions between West and non-West. Colonialism initially determined the nature of those interactions, and the legacies of colonialism continue to shape Western identity today.
Prerequisites: COR-120 and COR-125, OR COR-130 and ENG-112.
Credits: 3
COR
|
| |
-
COR 285 - Integrative Thinking Seminar
This course introduces students to common concepts and methodologies of the Core Curriculum. Students will develop and apply principles of integrative thinking to address complex problems and questions drawn from personal, professional, and traditional academic contexts. By integrating prior and current academic experiences through the examination of relevant questions, you will practice connecting content from multiple disciplines, understanding multiple perspectives, and evaluating the strengths and weaknesses of multiple approaches in relation to the broader course themes.
Prerequisites: Transfer status with at least 12 hours of college general education credits or equivalent.
Credits: 3
COR
|
| |
|
| |
-
COR 290 - Interdisciplinary Project Studio
This course guides students to design and develop a project through interdisciplinary research. With a focus on inquiry and integration, students will have the opportunity to identify their own questions and interests and develop research- or practice-based projects. Students will actively engage in an iterative exploration of topics, develop appropriate methodological skills, ongoing discussions, presentations of their work, and incorporation of feedback from faculty and peers.
Prerequisites: 12 credits of 100 level Core, or Core 285 and 30 total credits; by permission only.
This course is by permission only; students who wish to enroll will be asked to submit a statement of interest and a description of their proposed research question or project direction. Course faculty will read proposals, meet one-on-one with interested students, and grant permission for enrollment.
Credits: 3
Core
|
| |
-
COR 310 - The Global Condition
Is the world getting better? Is there such a thing as global “progress” and, if so, what does it look like? Students will examine the idea of progress from different theoretical, cultural and marginalized perspectives, considering how progress has been defined, by whom, and by which standards. They will apply their understandings of progress to contemporary global phenomena such as economic globalization, international organizations, violent conflict, interactions between humans and the environment, and the spread of new technologies.
Prerequisites: COR-210, COR-220, COR-230, COR-240 COR-320 is the required corequisite course.
Credits: 3
COR
|
| |
-
COR 320 - Global Studies II: Human Rights and Responsibilities
Are human rights universal? Should they be? This course uses film, fiction, and other contemporary media and traditional sources to explore how different groups of people around the world define and debate human rights. Students will investigate how a variety of religious, philosophical, and social traditions challenge contemporary efforts to find a global definition of human rights.
Prerequisites: COR-210, COR-220 COR-230 COR-240 COR-310 is the required corequisite course.
Credits: 3
COR
|
| |
-
COR 330 - Local Contexts, Global Connect
In an interconnected world, what makes particular peoples or places unique? How do the forces of tradition and change play out in different local contexts? Each COR 330 section allows students guided by faculty with relevant expertise, to gain in-depth knowledge of a particular people culture, and/or region. Students generate their own questions about continuity and change as the global meets the local, and participate in a dialogue about the various topics studied in all COR 330 courses.
Prerequisites: Complete four 200-level Core courses
Credits: 3
COR
|
| |
-
COR 470 - Global Studies Senior Seminar
Allows seniors in the Global Studies minor to deepen their understanding of global relationships, institutions, and differences, and to explore their own path towards a globalized personal and professional life. Students write a biography of a global citizen, study an international institution that impacts their future profession, and use social theory as a tool for understanding identity, power, and resistance on the world stage. Offered only during fall semesters.
Prerequisites: Permission of the Assistant Dean of Global Engagement. Intended for senior students in the Global Studies Minor.
Credits: 3
COR
|
Creative Media |
| |
-
CCM 490 - Summer Internship
This is a zero credit course for students completing internship hours in the summer and taking and internship course in the fall.
Prerequisites: Approval of the Dean
Credits: 0
|
| |
-
CRE 100 - Making Art
This foundational course for Creative Media program students will explore areas necessary for artistic exploration and achievement. These areas include: inspiration, mimesis, essence abstraction, mixed media, execution and audience. We will draw upon several artistic disciplines in this class, namely visual art, creative writing interactive design, filmmaking and videography games, music and sound, and performance.
Prerequisites: Must be enrolled in CREM.BFA, or by permission of Dean.
Credits: 3
CCM
|
| |
-
CRE 100L - Making Art - Studio
This foundational course for Creative Media program students will explore areas necessary for artistic exploration and achievement. These areas include: inspiration, mimesis, essence abstraction, mixed media, execution and audience. We will draw upon several artistic disciplines in this class, namely visual art, creative writing interactive design, filmmaking and videography games, music and sound, and performance.
Credits: 0
CCM
|
| |
|
| |
|
| |
-
CRE 180 - Making Culture: Seminar in Art & Popular Culture
In this course, students will gain a common grounding in art and media analysis through theoretical, critical and ethical approaches to art and aesthetics, in preparation for upper level production courses. Questions explored include: How have the creations of artists and media makers shaped the culture in which we live? How do the narratives, images, and experiences of fine art and popular media help us understand, describe and interpret the world? What opportunities are there today for artists to make an impact and contribute to social discourse?
Prerequisites:
Creative Media BFA majors. Students from other programs by permission of Program Director.
Credits: 3
CCM
|
| |
-
CRE 200 - Creative Media Salon I
The Creative Media “Salon” experiences, along with the Studio courses, are the cornerstone of the program. The Salon provides an environment for students from different creative focus areas to come together and explore the creative process, to intellectually contextualize their own work and the work of their peers, to collaborate if desired, and to continually expand their horizons. The Salon is part seminar and part workshop-offering students the simultaneous experiences of hands-on experimentation, creating personal work critiquing one another’s work, and discussing the connections between aesthetic theory and artistic practice. This “art as inquiry” process was embedded in the CRE 100 course for first year students, so at this point (in their second year), it should be a way of working with which they are familiar. The Salon is not a mere,”playground,” however; it will be grounded in specific readings, creative hands-on projects and-most importantly for Salon 1 and 2-the student’s parallel Core experience. The Salon 1 course will work with the content of COR 220, the Aesthetics course. Thus, the focus here will be on the Western art tradition, and the function and power of art in society. We will take the issues raised in COR 220, and work with them as a community of artists. There will be supplementary readings and key creative projects to help unpack the specific topical areas.
Prerequisites: COMPLETE CRE-100.
Credits: 1
CCM
|
| |
-
CRE 225 - Art and Social Engagement
In this hands-on production course students work collaboratively to conceptualize and produce creative media projects in response to the needs of an external community partner, or to an issue or situation in the broader community. Students will explore their own roles as creative practitioners within their local communities, and how to combine multiple media to create effective public artworks.
Prerequisites:
Creative Media majors with 27 credits (Sophomore standing). Students from other prorgams with 27 credits by approval.
Credits: 3
CCM
|
| |
-
CRE 240 - Creative Media: Professional Practices
Students will explore and develop a variety of topics to assist in a successful launch of their career in the creative industries. These include professional practices, identifying exhibition or publication opportunities, portfolio building, marketing oneself, and using social media tools and networking. The course allows students to work on materials specific to gaining internships and employment. Students will analyze and apply ethical codes of conduct to a variety of scenarios applicable to their industry.
Prerequisites: Open to Creative Media Majors only and must have completed 30 credits
Credits: 1
CCM
|
| |
-
CRE 250 - Creative Media Projects I
Combine the skills and ideas you’ve acquired in multiple areas of creative media studies to begin producing a body of work that is professionally executed and has conceptual integrity. Through a combination of class critique and special studio sessions, you will strive to realize work that reflects your unique creative vision.
Prerequisites: COMPLETE CRE-200.
Credits: 3
CCM
|
| |
-
CRE 250L - Creative Media Port 1 - Studio
Combine the skills and ideas you’ve acquired in multiple areas of creative media studies to begin producing a body of work that is professionally executed and has conceptual integrity. Through a combination of class critique and special studio sessions, you will strive to realize work that reflects your unique creative vision.
Credits: 0
CCM
|
| |
-
CRE 300 - Creative Media Salon II
What is it in art that brings us together across cultures and continents, and finally, what is it in art and the world that art represents that defines us essentially as human beings? In this two-credit salon, CREM students will be given the framework and structure to find their own lives in the discussion. This course will be offered online only, with the hope that the majority of students will be participating from their study abroad sites.
Prerequisites: COMPLETE CRE-200, CRE-250.
Credits: 2
CCM
|
| |
-
CRE 310 - Art and Global Perspectives
In this course students undertake an exploration of themselves as creative practitioners within a changing global context. Through a combination of readings, lectures, activities, and production of creative work, students will engage with the following questions: How does the flow of ideas, information and people across borders impact aesthetic forms? How do artists represent or negotiate cultural identity in a globalizing world? How do artists respond to issues (social, political, cultural, environmental) of global significance?
Prerequisites:
Creative media majors with 57 credits (Junior standing).
Credits: 3
CCM
|
| |
-
CRE 350 - Creative Media Portfolio 2
In this upper level portfolio class you will learn to refine your creative vision and hone your artistic craft. A panel of faculty and special guests will provide critique and challenge you to push your creative work further. Special studio sessions will further enrich and expand your artistic practice.
Prerequisites: Complete CRE-250, CRE-300
Credits: 3
CCM
|
| |
-
CRE 350L - Creative Media Portfolio 2 - Studio
In this upper level portfolio class you will learn to refine your creative vision and hone your artistic craft. A panel of faculty and special guests will provide critique and challenge you to push your creative work further. Special studio sessions will further enrich and expand your artistic practice.
Prerequisites: Complete CRE-250, CRE-300. Must be taken concurrently with CRE-350.
Credits: 3
CCM
|
| |
-
CRE 400 - Creative Media Salon 3
Does an artist carry a responsibility to champion new technology, preserve culture, or speak to human rights? Is newer necessarily better? In addition to wrestling with such questions, in this third Creative Media “Salon” we examine issues of self-branding, marketing, professional presentation, and other key career-oriented issues that impact innovative artists. Students will discover where they fit in, and as importantly, where they don’t. This will lead to a plan for how to,”position” oneself upon graduation.
Prerequisites: Complete CRE-300, CRE-350
Credits: 3
CCM
|
| |
-
CRE 490 - Creative Media Internship
This course provides Creative Media BFA students with hands-on experience at a designated internship site. Students apply skills and aptitudes developed in the classroom in actual professional settings at organizations such as museums, galleries, design studios or media production companies. During the semester students must work a minimum of 135 hours at the internship site.
Prerequisites: CREM.BFA students with 57 or more completed credits and program director approval.
Credits: 3
CCM
|
Criminal Justice |
| |
-
CRJ 120 - Criminal Law
Provides a comprehensive analysis of the fundamentals of substantive criminal law. Students will learn the essential elements of crimes and the rationale underlying criminal law. The nature of jurisdiction, the criminal act, the criminal state of mind and matters affecting responsibility for criminal conduct are included. (Fall only)
Credits: 3
EHS
|
| |
-
CRJ 121 - Criminal Procedure
This course focuses on the rules and procedures governing how the American criminal justice system must process individuals suspected, accused, and convicted of law violations. (Spring only)
Credits: 3
EHS
|
| |
-
CRJ 150 - American Correctional System, the
A critical survey of the correctional system covering historical development of the American correctional system, probation and parole correctional facilities, community corrections programs, and current problems, needs and trends. (Spring only)
Credits: 3
EHS
|
| |
-
CRJ 225 - The Law of Searching, Seizing and Using Digital Evidence
Computer evidence (“digital evidence”) is being used every day in our country to convict criminals of crimes ranging from possession of child pornography to embezzlement to murder. Every competent, modern law enforcement officer understands the significance of digital evidence in every case submitted for prosecution. Students will be required to learn, and apply legal principles that govern how this vital evidence is recovered (and used) to insure that it will be legally admissible in court.
Prerequisites: Complete CRJ-120, FOR-240 and 60 completed credits, or permission of the Program Director.
Credits: 3
EHS
|
| |
-
CRJ 230 - Criminal Investigation
Studies the history, theory and fundamentals of criminal investigation from the crime scene to the courtroom, with emphasis on techniques appropriate to specific crimes. (Spring only)
Prerequisites: Take CRJ-120 or CRJ-121.
Credits: 3
EHS
|
| |
-
CRJ 240 - Family Violence: Crisis and Justice
This course provides an understanding of the psychological, social and legal factors related to child abuse/neglect and violent domestic relationships in America. Students will comprehend the root causes of family violence and the mutigenerational effects on its victims and society. They will identify the challenges of such acts for our criminal justice, social service and health care systems and articulate sometimes contradictory societal and legal responses to family violence?including prevention efforts protection and treatment services, legal strategies, and current legislation.
Credits: 3
EHS
|
| |
-
CRJ 255 - White-Collar Crime
This course will provide students with a thorough presentation of the various types of white-collar crime identified by our law enforcement community. Students will gain insight into the motives behind white-collar crime and methods used by white-collar criminals to pursue their criminal endeavors. Students will also be presented with enforcement strategies and techniques.
Prerequisites: Complete CRJ-120 or have completed 30 credits
Credits: 3
EHS
|
| |
-
CRJ 260 - Research Methods in Criminal Justice
A research project related to a specific police or,correctional interest or operation in consultation,with the faculty advisor. Course meets at the,discretion of the instructor; project required for,grade.
Credits: 3
EHS
|
| |
-
CRJ 270 - Police Operations & Supervision
Studies activities of law-enforcement agencies with emphasis on the patrol function and the prevention of crime, including traffic investigative, juvenile, vice and other specialized operational units. (Fall only)
Credits: 3
EHS
|
| |
-
CRJ 280 - Part-Time Law Enforcement Officer,Certification
Provides students with information and training to,prepare for certification as a part-time police,officer in Vermont, exclusive of firearm training.,The primary focus is on police procedure, with,attention spent on criminal law, laws of arrest,,search and seizure, juvenile law, and laws,regarding motor vehicles and liability. At the end,of the course, students will have the opportunity,to take the state exam for Vermont Criminal,Justice Training Council standards for Phase 1,Certification.
Credits: 3
EHS
|
| |
-
CRJ 290 - CRJ Field Experience
Prerequisite: Criminal Justice major, second year status. Requires twelve hours per week of field work. Students will participate in and observe at local police departments, correctional facilities and other related criminal justice agencies. Students are expected to arrange their own transportation.
Credits: 3
EHS
|
| |
-
CRJ 310 - Investigative Interviewing
This is an introductory course dealing with the principles and practices of interviewing. The course will include a review of interviewing theory and practical exercises intended to help students interested in criminal justice or public service to develop effective interviewing skills.
Prerequisites: CRJ-230 or permission of Program Director
Credits: 3
EHS
|
| |
-
CRJ 420 - Research Methods Criminal Justice II
A research project related to a specific police or,correctional interest or operation in consultation,with faculty advisor. Course meets at discretion,of the advisor; project paper required for grade.
Credits: 3
EHS
|
| |
-
CRJ 450 - Seminar in Criminal Justice
An in-depth examination of selected topics related,to effective policing such as, but not limited to,,the issues of recruitment, retention, excessive,force, corruption, civilian review boards,,community-based policing, allocation of resources,,cultural diversity, participative management, job,stress, and program budgeting. Emphasis is,directed toward leadership and executive,development. Project paper or comprehensive,examination required for grade.
Credits: 3
EHS
|
| |
-
CRJ 480 - Criminal Investigations, Advanced
This course provides Criminal Justice majors with a comprehensive learning experience involving the art of criminal investigations. Students will review selected material from previous criminal justice courses and apply this knowledge to simulated crime scenes. Students will initially receive guidance from instructors, but will eventually perform investigations individually and as part of an investigative team.
Prerequisites: CRJ-310 Must complete 90 credits before taking this course.
Credits: 3
EHS
|
| |
-
CRJ 490 - Criminal Justice Field Experience
Requires twenty-four hours per week of field-work. Students will routinely be required to meet with a supervising faculty member on campus and at their internship site. Students, with the aid of a Criminal Justice faculty member, are allowed to select from any state, local, or federal criminal justice agency participating in this program. Students are expected to provide their own transportation.
Prerequisites: Must complete 90 credits before taking this course.
Credits: 6
EHS
|
| |
-
CRJ 495 - Vermont Police Academy, Enforcement Training
An intensive 15-week program in residence at the Vermont Police Academy. This course is offered to qualified Professional Studies/Criminal Justice majors who must meet the admission standards of the Academy.
Prerequisites: Must have permission from the program director and meet the admission requirements of the Police Academy.
Credits: 15
EHS
|
Data Analytics |
| |
-
DAT 120 - Business Foundations
Knowledge of the interrelatedness of various business variables is among the most demanded qualifications for professionals today working in data analytics. The general aim of this course is to develop an understanding of the basic functions of a business using a project-based approach so that teams can learn by putting theory into practice.
Credits: 3
|
| |
-
DAT 210 - Introduction to Data Analytics
In computing and business, data analysis is a fundamental, challenging, and interdisciplinary task. Solving problems requires an understanding of how data is generated, analyzed, interpreted, and presented. This course is a practical and project-based exploration of introductory data analysis techniques using relevant languages and tools to extract meaning from data to produce and inform solutions.
Prerequisites: Complete MTH-180 and any CSI introductory programming course.
Credits: 3
|
| |
-
DAT 220 - Communication Foundations
This course covers the principles and methods for effective communication. Students will learn visual methods and techniques that increase understanding the collaborative nature of modern business and invoke entrepreneurial spirit. Emphasis will be placed on the identification of personal traits, audience, collaboration and public speaking. Identify software platforms for designing and delivering strong messages. Learning outcomes will include the creation of a process book for reflection on learning outcomes.
Prerequisites: Complete DAT-120
Credits: 3
|
| |
-
DAT 310 - Advanced Data Analytics
In computing and business, data analysis is a fundamental, challenging, and interdisciplinary task. Solving problems requires an understanding of how data is generated, analyzed, interpreted, and presented. This course is a practical and project-based exploration of advanced data analysis techniques using relevant languages and tools to extract meaning from data to produce and inform solutions.
Prerequisites: Complete DAT-210 and any CSI advanced programming course.
Credits: 3
|
| |
-
DAT 330 - Data Mining
This course introduces students to data mining and its various applications. Students will gain proficiency in supervised data mining techniques for building prediction models such as decision trees, random decision forests, bootstrapping, training and testing using multi-fold cross-validation and using entropy measures for weighting features. Students will also use unsupervised data mining techniques such as clustering and association analysis. Both methods are used for discovering patterns and associations in data.
Prerequisites: DAT-210
Credits: 3
ITS
|
| |
-
DAT 410 - Machine Learning
This course will introduce students to practical machine learning and its applications. It will cover both supervised and unsupervised clustering algorithms and their applications in business problems like market segmentation. Students will also become familiar with artificial neural networks and thier use in prediction modeling. Software packages and tools related to machine learning algorithms will also be covered.
Prerequisites: Complete CSI-270 or CSI-281.
Credits: 3
|
| |
-
DAT 430 - Data Visualization
Data visualization is all around us - in scientific papers and news articles, fitness apps, and car dashboards. This course covers theory, techniques and tools for data visualization, with a focus on clear and effective communication. Students will learn about human perception, color theory and graphic design concepts that inform chart selection and creation. Finally, students will learn to design and implement interactive and animated visualizations that encourage users to explore the data for themselves.
Prerequisites: Complete DAT-210.
Credits: 3
|
Economics |
| |
-
DAT 420 - Forecasting & Predictive Analysis
Students will learn the practical application of building regression models, analyzing those models and modifying them based on appropriate statistical standards. Topics will include linear, multi-linear and time series regression models. Students will apply the topics covered in the course to case studies using real data from economics and finance. These case studies will also support student engagement in predictive analytics.
Prerequisites: Complete MTH-280
Credits: 3
ITS
|
| |
-
ECN 110 - Economics, Survey of
A non-mathematical introduction to the basic principles of macroeconomics and microeconomics. These basics will be of value to students in understanding and formulating ideas relating to economic policy. The course will also work to clarify their economic relationship to our society and to the global community.
Credits: 3
BUS
|
| |
-
ECN 205 - Microeconomics
Discusses the nature and method of economics with emphasis on microeconomic theory. Focus is on demand, supply, market equilibrium, elasticity costs of production and resource pricing. Examines the market structures of pure competition oligopoly and monopoly.
Credits: 3
BUS
|
| |
-
ECN 210 - Macroeconomics
A general survey course that covers theories and applications of macroeconomics. Business firms international economics, labor and government are included. Also examines monetary policy, taxes public finances, economic output and growth, and international trade in the world economy.
Credits: 3
BUS
|
| |
-
ECN 255 - Managerial Economics
This course covers the basic microeconomic theories within a business context as they apply to markets, analysis of cost, producer and consumer behaviors, industrial organization strategic thinking, and pricing strategies. These economic concepts will be continually applied to current events, policy issues, and business situations.
Prerequisites: Take BUS-115 or MTH-120.
Credits: 3
BUS
|
| |
-
ECN 350 - Financial & Economic Modeling
This course will develop the quantitative skills that are required for any business student. The student will learn key microeconomic principles such as supply and demand, non-quantifiable costs externalities and general economic thinking. The student will also work with quantitative tools including risk analysis, forecasting techniques demand analysis, sales and customer data analysis and quality measurement. The course uses Excel as a training ground for encounters with the best and most interesting principles of business economics financial planning and accounting. The course is designed to teach the skills of building “models” that allow for scenario analysis or to help inform good decision-making.
Prerequisites: Complete MTH-180, MGT-240.
Credits: 3
BUS
|
Education |
| |
-
EDU 101 - Pre-Licensure Test Preparation
Students preparing for Vermont Teacher Licensure participate in five three-hour course sessions designed as workshops to prepare for standardized pre-licensure tests. The course focuses on content review for specific endorsement areas and particular tests including Praxis Core Academic Skills for Educators (CASE)and the Praxis content area tests.
Prerequisites: Early Childhood/Elementary, Middle School, or Secondary Education Major or anyone preparing for one of these pre-licensure exams.
Credits: 0
EHS
|
| |
-
EDU 110 - Foundations of Learning and Teaching
Students will examine contemporary learning theories, models, and research-based practices in education which have evolved from historical and psychological perspectives on human development and learning. Working from these theoretical frameworks and approaches students will develop plans for student learning in inclusive, prosocial learning environments using a variety of instructional strategies. Students will explore community-based professional educational contexts.
Credits: 3
EHS
|
| |
-
EDU 112 - Integrating Technology
Students will learn to facilitate the integration of technology skills and concepts through designing supporting curriculum, identifying and evaluating software, and developing and practicing methods for technology use. Students will design lessons and learning opportunities using the ISTE standards for middle/secondary level students. This course prepares education students to develop their professional portfolio.
Credits: 3
EHS
|
| |
-
EDU 125 - Children’s Literature & the Expressive Arts
This course introduces the basics of integrating Childrens Literature and the Expressive Arts (art, music and movement and drama) across the curriculum. Students actively participate in activities in all of these areas both in the college classroom and in the local community. The course integrates this study of the Expressive Arts with a study of Childrens Literature including genres, authors, response to literature and reading aloud.
Credits: 3
EHS
|
| |
-
EDU 135 - Teaching Diverse Learners
Course provides students with an understanding of children and youth with disabilities and other special needs. Students learn about the community services, educational programs, and services designed to help children with special needs reach their maximum potential. Emphasis is on the characteristics of various disabilities, their effect on children and their families, strategies for effective intervention, and special needs and strategies that promote the acceptance of diversity in the classroom. Best practices for inclusion including curriculum adaptations and accommodations, and effective strategies for collaboration among professionals will be discussed. (Spring only; course title changed beginning Spring 2015)
Prerequisites: EDU-110
Credits: 3
EHS
|
| |
-
EDU 150 - Reading and Language Development
Examines the development of language skills - listening, speaking, reading, writing - and appropriate activities to enhance such skills. A holistic approach to beginning reading will be emphasized. (Fall only)
Prerequisites: EDU-125
Credits: 3
EHS
|
| |
-
EDU 160 - Math and Science for Young Children
Explores theory, activities, and materials to help the child understand concepts and develop skills in basic math and science. Explores materials that further physical and logic mathematical knowledge.
Credits: 3
EHS
|
| |
-
EDU 205 - Infant/Toddler Seminar & Practicum
Students explore developmentally appropriate practice for the early care and education of young children from birth through two years of age. The course examines infant/toddler growth and development as well as appropriate curriculum for this age group. The topics of observation, assessment, and diversity are also addressed. In addition, the course explores the essential relationship between parents and teachers. One credit of the course encompasses a half day placement each week in an infant/toddler setting. Students will have to complete a background-check as required by placement site.
Prerequisites: EDU-105 or course in Psychology or Human Development
Credits: 3
EHS
|
| |
-
EDU 230 - Content Literacy
Students will learn to construct a framework for supporting and teaching reading in the content area. We will focus on developing research-based methods, strategies, and procedures for designing instruction that supports literacy in each of the core disciplines: Math, Science, English, and History. We will develop skills in assessing reading levels and teaching vocabulary development and reading strategies. Students spend two hours a week in a field experience.
Prerequisites: EDU-110
Credits: 3
EHS
|
| |
-
EDU 245 - Service Learning
Students will learn how to use service learning as an instructional strategy that blends community service with academic learning. Emphasis is placed on reflection, active student participation, and connecting the curriculum to the real world. Through field experiences students will participate in one or more service-learning projects that will involve service to area schools or child-centered agencies .
Prerequisites: EDU-110
Credits: 3
EHS
|
| |
|
| |
|
| |
|
| |
|
| |
-
EDU 275 - Exploring Young Children’s Learning
Students explore young children’s learning through,the reading of professional journals, through,discussion and reflection regarding their own,practical experience at the VAEYC Conference, and,through reflective writing focused on their own,classroom experiences. Through the exploration of,young children?s learning students are challenged,to apply their new skills and knowledge in the,development of their classroom curriculum,,routines, and learning environment.,* Students must attend the VAEYC Conference,TO REGISTER FOR THIS COURSE, please go to:,http://classlist.champlain.edu/ycl
Prerequisites: Attendance at 2 day VAEYC Conference, October 21, 2010 ?,October 23, 2010, is required.
Credits: 3
EHS
|
| |
-
EDU 310 - Elementary Language Arts
This course focuses on the teaching of Language Arts to students in kindergarten through sixth grade and is based on the Vermont Standards. Topics include early literacy development selection and management of a reading program development of reading and writing strategies, and the use of fiction and nonfiction for directed lessons and research. A variety of assessment techniques are also explored. Students spend two hours per week observing and working in a kindergarten through sixth grade classroom. (Fall only)
Prerequisites: EDU-250, EDU-251, EDU-255, AND EDU-256
Credits: 3
EHS
|
| |
-
EDU 311 - Elementary Science Methods
The Vermont and NSTA Standards are used as the basis for course content. Topics will include science process skills, physical science, life science, earth and space science, science and technology, and the scientific experiment. Students complete a long-term thematic unit on a topic of interest, relating lessons to the Vermont and/or NSTA Standards. Commercial science materials and texts will be examined and evaluated. Students will spend two hours per week observing and working in a kindergarten through sixth grade. (Spring only)
Prerequisites: EDU-250 EDU-251, EDU-255, AND EDU-256
Credits: 3
EHS
|
| |
-
EDU 312 - Elementary Math Methods
The Vermont and NCTM Standards are used as the basis for course content. Topics will include number sense and operations, geometry and measurement; function and algebra, fractions and decimals, probability and statistics, use of technology, and problem solving. Hands-on activities and lessons are used to explore each of these conceptual areas. Commercial math materials and texts will be examined and evaluated. Students will spend two hours per week observing and working in a kindergarten through sixth grade classroom where they will do their full-time student teaching in the final semester. (Fall only)
Prerequisites: TAKE EDU-250, EDU-251, EDU-255, AND EDU-256
Credits: 3
EHS
|
| |
-
EDU 313 - Social Studies for Social Justice
The Vermont and the NCSS Standards are used as the basis for course content. Topics within social studies will include Vermont and US history and geography, local and state citizenship issues cultural comparisons, local, state and national economic systems, nature of conflicts and the changing roles of members of society over time and place. (Spring only)
Prerequisites: TAKE EDU-250, EDU-251, EDU-255, AND EDU-256
Credits: 3
EHS
|
| |
-
EDU 315 - Middle School Organization
Examines ways to structure the learning environment and to organize and implement instruction to best meet students’ needs and maximize their learning. Addresses teaming scheduling, teacher-based guidance/advisories service learning, and family connections. Participants will explore and have direct experience with a variety of planning strategies. They will analyze existing organizational structures and propose improvements upon or justifications for existing practices. Students will spend one-half day per week working in middle school classrooms.
Prerequisites: EDU-110
Credits: 3
EHS
|
| |
-
EDU 320 - Managing the Learning Environment
Students explore the underlying principles and research-based best practices of elementary-level classroom management and organization to prepare them as a professional in the field. The course will include a focus on the elements of successful classroom: space design, selection of materials, short and long term planning, using assessment data to plan curriculum, organizing for pro-social behavior and collaboration with
staff, colleagues and families.
Prerequisites: EDU-250, EDU-251, EDU-255, AND EDU-256
Credits: 3
EHS
|
| |
-
EDU 325 - Science Methods, Middle Grades
Students will explore science methodology that is,research and experience based, and supported by,National Science Education Standards and Vermont’s,Framework of Standards and Learning Opportunities.,We will examine and model an inquiry-based and,constructivist approach to science instruction,through hands-on activities with standards-based,curricula in science. This is the capstone course,that prepares students for student teaching and a,professional position in a middle/high school,classroom. Students spend two hours a week in a,field experience.
Prerequisites: EDU-115
Credits: 3
EHS
|
| |
-
EDU 326 - Mathematics Methods, Middle Grades
Students will explore mathematical methodology,that is research and experience based, and,supported by NCTM curriculum and Vermont’s,Framework of Standards and Learning Opportunities.,We will examine and model an investigative,approach to mathematics instruction through,hands-on activities with standards-based curricula,in mathematics. This is the capstone course that,prepares students for student teaching and a,professional position in a middle/high,school classroom. Students spend two hours a week,in a field experience.
Credits: 3
EHS
|
| |
-
EDU 330 - English/Language Arts Methods
Students will explore the pedagogy that brings together the various bodies of knowledge that inform the teaching of English/Language Arts. This is the capstone course that prepares student for student teaching and a professional position in a middle/high school classroom. Students spend two hours a week in a field experience.
Prerequisites: EDU-335
Credits: 3
EHS
|
| |
-
EDU 331 - Social Studies/History Methods
This course focuses on the pedagogy that brings together the various bodies of knowledge that inform the teaching of History/Social Studies. This is the capstone course that prepares students for student teaching and a professional position in a middle/high school classroom. Students spend two hours a week in a field experience.
Prerequisites: EDU-335
Credits: 3
EHS
|
| |
|
| |
-
EDU 335 - Curriculum Design & Differentiated,Instruction
Students will investigate and implement differentiated instruction as a philosophical approach to meeting the instructional needs of all students in a middle/high school classroom. We will also examine and apply differentiated learning strategies to real life situations. Differeniating lesson plans and instruction will be modeled throughout this course. This course will include a two-three hour field placement in a differentiated classroom.
Prerequisites: EDU 110; Co-requisite is EDU 332
Credits: 2
EHS
|
| |
-
EDU 380 - Gender Identity & Bullying in Late,Childhood
This course is an Independent Study,,How do children learn what it means to be,masculine or feminine, and is there a correlation,between these expressions of gender and bullying?,This course will examine the impact of gender,identity in the socialization of youth in late,childhood and early adolescence. The student and,professor will combine theoretical and field,based research to explore topics such as dominant,gender norms in society, gender identity,development in children, motivations for bullying,and exclusion among students based on gender,norms and perceived identities, and supporting,students through their identity development and,bullying prevention.
Prerequisites: Permission Required
Credits: 3
EHS
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
Print this Page