|
|
2020-2021 Undergraduate Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
|
|
| |
Education |
| |
-
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
|
| |
-
EDU 381 - Learning, Technology & Media
Students will research, explore and implement a wide variety of media-focused and new digital media technologies to complement and support teaching and learning in the 21st century K-12 classrooms. Students will crowdsource and share platforms and projects together, eith an eye towards how classroom teaching and learning can be better supported by pedagogically sound and well-conceived media and technology.
Prerequisites Education majors with 60 credits or Dean’s approval
Credits: 3
EHS
|
| |
-
EDU 425 - Reflective Practices in Education
In preparation for completing their final licensure portfolio students will gain practice demonstrating proficiency in education program, Vermont licensure, and national level standards. Students will identify evidence that exhibits proficiency in specific practice behaviors for each standard. Students will describe and analyze the context and rationale for choosing artifacts that demonstrate meeting a standard, analyze the evidence in terms of profiency of the standard and the theoretical frameworks informing practice, and finally, reflect on how they will continue to develop in each area.
Prerequisites
Education major senior level status or permission of the program director.
Credits: 1
EHS
|
| |
-
EDU 430 - Student Teaching Seminar
This seminar was developed to provide students with an opportunity to share and reflect on pedagogical and interpersonal issues they encounter during their student teaching experience. The goal will be to imporove the quality of pre-service teaching. Emphasis will be placed on building a professional learning community with peers. We will explore issues such as assessment, multicultural education, the use of technology, teacher evaluation and emerging trends in education. We will also use this course to develop students’ licensing portfolios.
Prerequisites EDU-335 Must complete 90 credits, pass the Praxis I exam and have a cumulative GPA of 3.0 or better to enroll in this course.
Credits: 3
EHS
|
| |
-
EDU 490 - Integrated Curr & Student Teaching
Students will spend four and one-half days each week as a student teacher in a kindergarten through sixth grade classroom. Lesson plans and a two-week thematic unit will be developed and taught under the supervision of the cooperating teacher and college supervisor. Lesson and unit plans will be linked with the Vermont Standards. Weekly seminars will provide opportunities for students to share learning and teaching experiences as well as to share information on teacher licensing, final portfolio development and job placement. (Spring only)
Prerequisites EDU-312 and EDU-313 (Elementary Ed) or EDU-335 (Middle and Secondary Ed). Must complete 90 credits, pass the Praxis I exam and have a cumulative GPA of 3.0 or better to enroll in this course.
Credits: 9
EHS
|
| |
-
EDU 581 - Integrating Financial Literacy Into the,Curriculum
Students explore personal finance and financial,literacy and models for integrating this topic,into the middle and high school curriculum.,Students will explore their own understanding and,practices of personal finance. They will examine,existing curricula on the topic, review text,books, and listen to presentations from experts in,the field. In addition, participants will use the,National Standards in K-12 Personal Finance,Education to support a Classroom Action Project,focused on integrating financial literacy,knowledge and skills into the curriculum.
Prerequisites Bachelor’s Degree
Credits: 3
EHS
|
| |
-
EDU 582 - Building Blocks for Literacy
BUILDING BLOCKS FOR LITERACY provides a conceptual,understanding of the research-based components,necessary to deliver effective language and,literacy learning opportunities across education,settings. Participants will become familiar with,ongoing evidence-based practices that integrate,current research with family and professional, wisdom and values. Participants will learn how,language acquisition, phonological awareness,,shared book reading and the speech to print,connection contribute to a quality iteracy,program. There will be an in-depth study of,language pragmatics, vocabulary,comprehension and,the alphabetic principle in order to identify,early learning literacy gaps and apply strategies,to scaffold childrens learning.
Prerequisites Successful completion of the 12 hour online course OR,previous enrollment in a BUILDING BLOCKS FOR LITERACY® live,training or class.
Credits: 3
EHS
|
Education and Human Services |
| |
-
EHS 100 - Making Connections
Students will meet together in an interdisciplinary, seminar-style setting to build a foundational understanding of integrative thinking and learning and to begin to make connections among the various elements of the Champlain College student-experiences and competencies. Students will take part in a real-world community awareness or service experience as a class and then examine the experience from the perspectives of social work criminal justice, the law, environmental policy education, and psychology.
Credits: 1
EHS
|
| |
-
EHS 200 - Hot Topics Seminar
Students will meet together in an interdisciplinary, seminar-style setting to build a greater understanding of integrative thinking and learning and to add focus on ethics within the EHS professions as they examine hot topics. Students will view provocative movies such as Girls Rising and/or participate with a presenter, and critically examine the experience from the perspectives of social work criminal justice, the law, environmental policy education psychology, and their experiences in Core and LEAD.
Prerequisites Complete EHS-100 or have transfer students status
Credits: 1
EHS
|
| |
-
EHS 210 - Social Justice Intensive
Students will meet together in an interdisciplinary, seminar-style setting to build a greater understanding of integrative thinking and learning and to add a focus within a social justice context. Students will participate in an off-campus service learning project and critically examine the experience from the perspectives of social work, criminal justice, the law, environmental policy education, psychology, and additionally consider their experiences in Core, and LEAD.
Prerequisites Complete EHS-100 or have transfer students status
Credits: 1
EHS
|
| |
-
EHS 300 - Community Advocacy and Inquiry Abroad
Students will connect in-depth community involvement with academic learning to enhance understanding of theoretical and practical approaches of their professional field. They will complete a project specific to their field site. The international setting facilitates comparative investigation of international and American community issues while developing integrative approaches and solutions. Service settings will vary to accommodate individual majors. Class will meet once a week for two hours and 45 minutes; students will spend at least three hours per week at the field site.
Prerequisites 57 COMPLETED CREDITS. CO-REQUISITE ANY APPROVED DUBLIN COR-330 COURSE.
Credits: 3
EHS
|
| |
-
EHS 490 - EHS Internship Experience
Students will connect this internship experience with academic learning to enhance their understanding of a chosen aspect of theoretical or practical approaches of their professional field. Within the course, they will develop an internship proposal including their learning outcomes, their final project plan, and their own relevant reading list. They will participate in an internship and a weekly online forum throughout the semester to support their identified learning outcomes. Internship settings will vary to accommodate individual majors or minors.
Prerequisites 90 Credits, EHS Major or EHS Minor; student’s secured internship.
Credits: 3
EHS
|
| |
-
EHS 495 - Int’l Service Internship: the Gambia
This course allows EHS majors to partake in international service internship placements. The course includes a four-week trip to The Gambia, a small but thriving country in western Africa. The international setting facilitates learning around cultural sensitivity and global awareness. The course in intended for upper-level students from all EHS majors and should ideally be taken during the summer between the junior and seniors years. Admission to the course is selective and will follow an application process.
Credits: 3
EHS
|
Electronic Business |
| |
-
EBC 110 - Internet, Information & Business
Introduces the history and evolution of the Internet and information systems by examining the structure, business applications, systems and architecture. Students will learn terminology and gain a working knowledge of Internet-related hardware, software, communications protocols, and capabilities. Hands-on multi-media and web-based projects will reinforce the topics covered. This course utilizes an online course management system, which students will use to post assignments, take quizzes and engage in discussion outside of class. Reliable internet access outside of the classroom is required.
Credits: 3
BUS
|
| |
-
EBC 320 - Implementing Internet Bus Solutions
Introduces the skills involved in collaborative technology-related projects. Allows students to participate in cross-functional teams of developers, designers, and electronic-business professionals for the purpose of creating custom e-business solutions for real organizations. This course serves as a capstone course for three majors: Electronic Business and Commerce Multi-Media and Graphic Design and Web Site Development and Management. (Spring only, starting 2002)
Credits: 3
BUS
|
| |
-
EBC 330 - Internet-Based Business Rel.
Provides an in-depth exploration of the largest and most important aspect of Internet commerce: Business-to-Business. Case studies and current events combine to illustrate the full integration of Internet technologies into business at every level from manufacturing, supply chain and inventory management to customer relationships. This course is only offered online and is a required course for all e-Business Management majors in order to reinforce the skills needed for effective online communication. Reliable Internet access outside of the classroom required.
Prerequisites EBC-110 Must complete 30 credits before taking this course.
Credits: 3
BUS
|
| |
-
EBC 410 - Net-Based Business Relationships
Credits: 3
BUS
|
| |
-
EBC 411A - IBT: Search Engine Optimization
Search engines have become the most widely used websites on the Internet today being used by consumers looking for products, business seeking services, and students performing research. This course will introduce students to the process for optimizing a website for both organic and paid search engine placement. Students will learn how to strategically decide on which keywords to include or buy and will have the opportunity to practice buying keywords in different pay-per-click search engine channels.
Prerequisites MKT-110 + 90 credits or Continuing Professional Studies student.
Credits: 1
BUS
|
| |
-
EBC 411B - IBT: Google AdWords
Google.com is the most widely used search engine and accounts for 54% of all web searches as of 2005. Combine this with the fact that search marketing is the fastest growing advertising medium and you’ve got one of the most powerful marketing mediums available today. This class will guide students on how to effectively setup and manage Google AdWords campaigns including the following: strategy, implementation, ad creation budget management and analysis.
Prerequisites MKT-110 + 90 completed credits or Continuing Professional Studies student.
Credits: 1
BUS
|
| |
-
EBC 411C - IBT: Web Analytics
Measuring a website’s activity is becoming more important everyday. This class will explore topics such as finding out how people found your site how they explored it, and how to optimize the site to offer the visitor the best experience. Students will learn how to use web analytic software to measure return on investment, conversion rates and overall site activity such as visits, page views and top referrers.
Prerequisites MKT-110 + 90 completed credits or Continuing Professional Studies student.
Credits: 1
BUS
|
| |
-
EBC 411D - Internet Bus Tactics: Social Networking
Teens and college students continue to utilize new methods of interactive and online communication. The newest way is through social networking websites such as MySpace.com, Facebook.com and Flickr.com. Students will critically examine the top social networking sites, build business profiles and explore marketing tactics ranging from gaining group members to running ads on these different sites. Ethical issues and challenges encountered with the use of these sites will be discussed. Blogs and networks will also be addressed.
Prerequisites MKT-110 + 90 completed credits or Continuing Professional Studies student.
Credits: 1
BUS
|
| |
-
EBC 411E - IBT: Online Visibility
Creating online visibility for a business, service or product is becoming more complex as more and more tools become available. Moving outside the realm of advertising and building websites, this course will provide students with hands-on experience in using the web to disseminate information about their product or service in this examination of PR-oriented online tactics. E-mail marketing, RSS feeds, news release distribution viral marketing, and referrals will all be explored and utilized as students disseminate information utilizing online tools.
Prerequisites MKT-110 + 90 completed credits or Continuing Professional Studies student.
Credits: 1
BUS
|
| |
-
EBC 411F - IBT: Ethical Policy Development
Technological advances tend to outpace the development of sound and ethical policy in the business community. Students will examine appropriate and inappropriate uses of customer and employee data, and will write an extensive privacy policy developed for a specific business. Students will learn to formulate written policy as an effective and efficient means of addressing ethical issues.
Prerequisites MKT-110 + 90 completed credits or Continuing Professional Studies student.
Credits: 1
BUS
|
| |
-
EBC 460 - Internet Issues and Strategies
Examines the strategic and social implications of,Internet technologies. Students will examine how,the Internet has changed business and how that,change has affected society. Current events,,in-depth reading, analysis, discussion and hands,on application of new internet tools will be used.,This is a hybrid course which meets both face to,face once per week and online through the use of,an online course management system. Reliable,internet access outside of the classroom is,required.
Prerequisites Must complete 90 credits before taking this course.
Credits: 3
BUS
|
Electronic Game Develop |
| |
-
EGD 101 - Introduction to Game Development
Introduction to Game Development introduces students to the full game development process from conceptualization to publishing, and to the language common to game development environments. Students learn about the different roles on a game development team, with emphasis placed on teamwork, group problem-solving, and effective communication. Students also create a series of rapid game prototypes.
Prerequisites
Must be EGPR, GART, GDES, or GPMG major.
Credits: 3
CCM
|
| |
-
EGD 130 - Exploring Extended Reality
Explore the ways Virtual, Mixed and Augmented Reality, known as XR, are used in a variety of industries, while learning about the origins and the projected future progression of the technology. We will discuss and analyze current use of XR based on case studies and hands-on experiences that consider the importance of the psychology and ethics of XR design and development.
Credits: 3
CCM
|
| |
-
EGD 200 - Extended Reality Technology
An introduction to creating immersive, extended reality (XR) experiences while learning the tools and techniques of working within a game engine to build for different XR platforms. Students will develop a foundational understanding of the technical and psychological nuances of developing for XR and through hands on practice will create virtual reality and augmented reality projects.
Prerequisites EGD-130 Exploring XR
and either
CSI-140 Introduction to Programming
or
GMD-200 Game Technology I
or
CSI-160 Introduction to Python
Credits: 3
CCM
|
| |
-
EGD 220 - Game Studio I
In Game Studio I, students from all of the degrees of the Game Studio work together in small, multidisciplinary teams to rapidly conceptualize, plan and prototype a variety of 2D game prototypes. Students explore development for both PC and mobile technology, while learning collaborative skills in communication, agile project management techniques, and version control.
Prerequisites All - GART, GDES, GPMG or GPRO only; All EGD 101; GART - GAA 205, C or higher; GDES - GMD 200, C or higher; GPMG - MGT 260, C or higher; GPRO - CSI 240, C or higher
Credits: 3
CCM
|
| |
-
EGD 240 - Creative Portfolio Tools
In the Creative Portfolio Tools course, students explore and develop a variety of portfolio tools to assist in a successful launch of their careers in the creative industry. These include websites, presenting portfolio, creating a personal image, business cards, cover letters and resumes, developing reels and other video based promotions, and using social media and networking. The course is modular and self paced allowing students to work on materials specific to their area of employment, and their needs for gaining internships and/or employment.
Prerequisites GDES.BS, GART.BS, EGPR.BS, MCRM.BS majors only.
Credits: 1
CCM
|
| |
-
EGD 320 - Game Studio II
In Game Studio II, students from all of the degrees of the Game Studio work together in large, multidisciplinary teams to rapidly conceptualize, pitch, plan and develop a 3D game. Students utilize the latest in game technology, while perfecting their collaborative, communication skills, and agile project management techniques.
Prerequisites All - GART, GDES, GPMG or GPRO only and EGD 220, C or higher; GDES - GMD 300, C or higher; GART - GAA 235, C or higher; GPRO 250, C or higher
Credits: 3
CCM
|
| |
-
EGD 350 - Sound Design for Interactivity and Games
The course starts with a critical look at interactive sound history examining its cultural impacts, and analyzing the underlying theory of creating immersive sound environments. Following this, the course will look at techniques and design principles specific to interactivity as students begin to learn the fundamentals of the core technology. These include sound editing software for creation and editing as well as game software. The course culminates with the creating of a complete interactive audio package.
Prerequisites DFM-120
Credits: 3
CCM
|
| |
-
EGD 380B - Advanced Seminar: Game Design
Advanced Seminars vary in topic and are designed to provide the advanced student with time for personal development of their portfolio in the area of their specialty. Examples of projects include: Designing and documenting an original game concept. Designing, documenting, and constructing a series of level mods. Conceptualizing and documenting an original game narrative. Designing and constructing a series of original game models. Designing, constructing, rigging, and animating one or more original 3D characters. Conceptualizing and creating a character bible. Students propose and create a production schedule for their semester projects, and present them in a public showing at completion of the course. See current semester course offerings for available topics.
Prerequisites GDES.BS students only or by permission of CCM Division Dean. Complete EGD-212 with a grade of C or higher and have permission of the Program Director.
Credits: 3
CCM
|
| |
-
EGD 380C - Adv Seminar: Conceptual Art
The advanced seminar is a studio course dedicated to the development of your portfolio. You will begin the term with a written project statement of your objectives and your production timetable. In your guided study over the remaining semester you can expect to accomplish polished work worthy of exhibition and your portfolio. A successful project may include traditional or digital conceptual art.
Prerequisites EGD-245 with a grade of C or higher, approval of Program Director or Instructor, GART.BS students only or by permission of the CCD Division Dean.
Credits: 3
CCM
|
| |
-
EGD 380D - Adv Seminar: Game Writing
Advanced Seminars vary in topic and are designed to provide the advanced student with time for personal development of their portfolio in the area of their specialty. Examples of projects include: Designing and documenting an original game concept. Designing, documenting, and constructing a series of level mods. Conceptualizing and documenting an original game narrative. Designing and constructing a series of original game models. Designing, constructing, rigging, and animating one or more original 3D characters. Conceptualizing and creating a character bible. Students propose and create a production schedule for their semester projects, and present them in a public showing at completion of the course. See current semester course offerings for available topics.
Prerequisites GDES.BS or CREM.BFA students only or by permission of CCM Division Dean. Complete EGD-310 with a grade C or higher.
Credits: 3
CCM
|
| |
-
EGD 380P - Advanced Seminar in Game Programming
Advanced Seminars vary in topic and are designed to provide the advanced student with time for personal development of their portfolio in the area of their specialty. Examples of projects include: Designing and documenting an original game concept. Designing, documenting, and constructing a series of level mods. Conceptualizing and documenting an original game narrative. Designing and constructing a series of original game models. Designing, constructing, rigging, and animating one or more original 3D characters. Conceptualizing and creating a character bible. Students propose and create a production schedule for their semester projects, and present them in a public showing at completion of the course. See current semester course offerings for available topics.
Prerequisites EGPR.BS students in Montreal, or by permission of the CCD Division Dean, and approval of Program Director or Instructor.
Credits: 3
CCM
|
| |
-
EGD 390 - Game Development Internship
The opportunity to experience mentorship within a professional game development environment is extremely beneficial towards making future employment connections. This course affords the student the opportunity to do just that; to take their first steps in applying the knowledge technique, and creativity developed in classes to real industry projects. Students will spend a minimum of 150 hours on site, either working on projects directly or supporting a development team. Students maintain a weekly web blog of internship experiences and a discourse with a faculty advisor, and conclude with a self-evaluation of the internship.
Prerequisites Game Design or Art and Animation majors only. 60 completed credits and permission of program director.
Credits: 3
CCM
|
| |
|
Electronic Game Programming |
| |
-
EGP 140 - Fundamentals of Programming & Scripting
Provides a basic foundation in game programming,with C++. We approach C++ from a game programming,perspective covering fundamentals of the language,and game programming basics. The course is,intended for students enrolled in the eGame Design,program, or as a general elective for students in,non-programming majors. Assignments and,activities will involve the creation of simple,games throughout the course.
Credits: 3
ITS
|
| |
-
EGP 280 - Intermediate Seminar
Credits: 3
ITS
|
| |
-
EGP 310 - Game Architecture
Game Architecture explores components and subsystems of electronic games and their associated architectures. Topics include game state representation, time management, the main game loop and game subsystems. Game design and planning from first concept to start of development are explored in detail. In addition to game architecture, we will also look into the issues of game design, team building, and management. The focus will be on those implementations that work well, and will include situations to avoid and how to fix errors.
Prerequisites Complete CSI-240 with a minimum grade of C.
Credits: 3
ITS
|
| |
-
EGP 400 - Advanced Realtime Rendering
Advanced Real-Time Rendering Techniques continues from the technical foundations of knowledge attained in Graphics Programming II. Students will explore real-time rendering topics including volumetric rendering, procedurally generated graphics, virtual reality, ray-tracing, and advanced GPU programming. Projects are introduced to implement advanced visual effects.
Prerequisites COMPLETE EGP-300 WITH A MINIMUM GRADE OF C.
Credits: 3
ITS
|
| |
-
EGP 405 - Networking for Online Games
Students learn the architectural, design and implementation strategies used to develop online games. They develop and stress test reliable and efficient protocols to address network latency (game lag), security and scalability requirements. Students will utilize distributed object caching along with these protocols to implement registration, authentication, server discovery and game lobby systems.
Prerequisites Complete EGP-200, EGP-310.
Credits: 3
ITS
|
| |
-
EGP 410 - AI For Games
This course provides a technical introduction to the core concepts of artifical intelligence (AI). Students will be introduced to the history of AI agents (agent architecture and multi-agent behavior), search (search space, uninformed and informed search, constraint satisfaction, game playing), knowledge representation (logical encoding of domain knowledge, logical reeasoning systems), planning (search over plan space partial-order planning, practical planning) uncertainty and probability, learning (inductive learning, linear separators, decision trees boosting, reinforcement learning), and perception and cognition (natural language, machine vision robotics).
Prerequisites Complete EGP-200, EGP-310.
Credits: 3
ITS
|
| |
-
EGP 411 - Artificial Opponents
In this course, students with a firm foundation in the basic techniques of Game AI (Artificial Intelligence) will be able to apply those techniques to the challenging discipline of programming Artificial Opponents. Artificial Opponents provide direct completion for players using all the rules and capabilities of a Human Player. (Fall only)
Prerequisites EGP-410, Minimum grade C.
Credits: 3
ITS
|
| |
-
EGP 420 - Console Programming
Console Programming focuses on console video game system development using contemporary architectures and development tools. Students will assimilate and implement techniques for efficient game console programming. Implemented programs will also incorporate techniques for effective use of 2D graphics, 3D graphics controllers, memory management and the audio system.
Prerequisites Complete EGP-200, EGP-310.
Credits: 3
ITS
|
| |
-
EGP 460 - Game Engine Design and Implementation
At the core of any successful game or interactive experience is a powerful game engine. Unreal and Unity are prime examples of leading engines currently in industrial use, but how do they actually work? In this course students will explore the inner workings of industrial-grade tools and learn the skills needed to build their own. The course will focus on low-level programming, memory management, editors, optimization and more.
Prerequisites Complete EGP-200 and EGP-310 with a miniumum grade of C.
Credits: 3
ITS
|
| |
-
EGP 480 - Advanced Seminar
Credits: 3
ITS
|
English |
| |
-
ENG 111 - Critical Reading & Expository Writing I
Develops the ability to use writing for learning thinking, and communicating. Includes an emphasis on critical reading of various texts for meaning form, and voice. In order to discover their writing voices so they may communicate at a college level, students write several short formal and informal papers in response to their reading. They react to and summarize texts, develop and organize ideas, incorporate the ideas of others revise and edit.
Credits: 3
EHS
|
| |
-
ENG 112 - Critical Reading & Expos Writing II
In addition to building on the skills learned in the first semester, this second-semester course develops the ability to write essays with an emphasis on research, critical reading and thinking. Students continue to learn strategies for writing texts that are clear, coherent comprehensive, creative, concise and correct for a specific audience and purpose.
Prerequisites ENG-111
Credits: 3
EHS
|
| |
-
ENG 201 - Literature of the Bible
This course examines the great literature of ,the Bible outside the usual religious context of,the work. Central to western thought, literature,,music, and philosophy, close examination of,biblical texts will prepare the student for,understandings applicable to many disciplines.,Students will explore various genres including,narrative, poetry, wisdom literature, and letters.,With an emphasis on close reading and written as,well as oral analysis, the course will culminate,in a final writing project chosen by the student,and approved by the instructor.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 215 - Reading and Writing Fiction
A study of fiction of various lengths, with an emphasis on elements of fiction and techniques of writing fiction. Students will practice close analysis of narratives and emulate successful techniques in their own original creative writing.
Credits: 3
EHS
|
| |
-
ENG 220 - Literature, Introduction to
An introduction to the major literary genres: ,poetry, drama and fiction. Selections are chosen,from American, European and non-Western,literature. The emphasis of this course is on,improving the student’s ability to read,perceptively and write effectively . A continued,emphasis is placed on the improvement of writing,skills.
Prerequisites ENG-110, ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 240 - American Literature I
A study of American literature to 1850, especially as it reflects the cultural history of the period. Works by such authors as Bradstreet, Poe Hawthorne, and Thoreau are studied. There is also a continued emphasis on developing effective writing skills.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 241 - American Literature II
A study of major American writers of fiction poetry and drama since 1850, including Twain Frost, Fitzgerald, Faulkner, Ginsberg, Elizabeth Bishop, Saul Bellow, and Alice Walker. Continued emphasis on developing writing skills.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 242 - Brit Lit I: Mid Ages to 18th Century
A study of early writers of British literature including Chaucer, Shakespeare, Milton and Swift. The historical, social and political backgrounds of the period also are discussed. A continued emphasis is placed on the improvement of writing skills.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 243 - British Literature II
A study of major British writers from 1800 to the present including Wordsworth, Keats, Tennyson Dickens, Yeats, Joyce, Achebe, Walcott, Heaney and Boland. Continued emphasis on strong writing skills.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 245 - World Literature
In this upper-lever literature course, students,will read, will learn research techniques and,practice analytical skills to assess research,findings; through mastery of a technical,vocabulary students will recognize critical,approaches to literature. Students will read,primary literary texts, excerpts and some entire,works. To consider the constraint of translation,,students will sometimes compare translations of,the same work. By learning a high-level,application of systematic analysis, students will,learn an approach that allows for the,investigation of any literary topic.
Prerequisites ENG-112,ENG-220 with minimum grade of C.
Credits: 3
EHS
|
| |
-
ENG 250 - Reading & Writing Poetry
Students will read a wide range of poetry and write their own. Since this course will satisfy program literature requirements, students will also write about poetry-their own as well as published work-in order to understand what poetry is and does. Genres of writing, in addition to poetry, will include paraphrase, explication traditional literary criticism, and reader response.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 260 - Survey of Drama: Reading Like a Director
A course in five acts, ENG 260 introduces students to drama from classical Greek theatre to the present. Beginning with Aristotle’s Poetics, students practice close textual analysis, participate in class readings, and view film versions of specific scenes. Students analyze the ways dramatic literature as a storytelling and cultural tradition is shaped by conventions such as genre, structure, and character. “Reading Like a Director” prepares students to critically interpret texts for dramatic performance.
Prerequisites ENG-112 or COR-125 or FLM-110
Credits: 3
EHS
|
| |
-
ENG 262 - Survey of Modern Drama
A study of selected plays from the advent of,realism (Ibsen, Chekhov) to the present, with a,focus on the dramatic presentation of ideas.,Aspects of directing, acting and stage designing,are included. A continued emphasis is placed on,the improvement of writing skills.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 265 - Literature of Sport
Students will read, discuss, and write about a,selection of short fiction, poetry, creative,non-fiction, memoir, and novels that contain,sports themes or use sport as their central focus.,A continued emphasis is placed on the improvement,of thinking, speaking, and writing skills.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 270 - Introduction to the Novel
A study of the novel as a literary form, with emphasis on plot, character development, style point of view, structure and theme. The class reads, discusses in detail and writes about major novels and novellas.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 325 - Beyond Harry Potter: The Complex Worlds of Young Adult Literature
Young adult (YA) literature is a cultural phenomenon with staying power. Increasingly diverse characters and nuanced plots predict the future, question the past, and illuminate the present, challenging readers to reexamine themselves in relation to others and their communities. Students will explore YA as it has evolved over time into perhaps the literary force of the 21st century. Students will read and analyze a diverse selection of YA literature using literary theory to deepen their understanding of the texts.
Prerequisites 60 credits or instructor approval
Credits: 3
EHS
|
| |
-
ENG 330 - The Irish Experience
The Irish Experience is an upper level literature,elective where students will study contemporary,Irish poetry and culture on campus and through a,cultural immersion travel experience to Ireland.,Students will write, read, and explicate,intensely, getting an opportunity to discuss their,writing and reading at home and abroad. They will,use their writing, the literature, interactions,with Irish people, class discussion, and their,hiking and biking excursions to spawn a number of,their own poems.,,
Prerequisites ENG-112 and ENG-250 or ENG-220.,Permission of instructor required.
Credits: 3
EHS
|
| |
-
ENG 335 - Cultural Immersion Through Irish Lit: The Dublin Literary Experience
This literature course requires students to apply critical and creative thinking to the study of literature and its place in Irish culture. Students discuss and write about the status of literature and writers within Irish culture attend lectures, and observe the prominent place Irish media give to literary achievement. Students will visit major landmarks of literary culture within Dublin that may include: Trinity College Library, the Irish Writers? Museum, the James Joyce Centre, the National Gallery, homes of Irish writers (Joyce, Shaw, Yeats and more).
Prerequisites ENG-112 or COR-125
Credits: 3
EHS
|
| |
-
ENG 340 - Cultural Immersion Through Modern Canadian Literature
Prerequisites ENG-112 OR COR-115 OR PERMISSION OF CCM DEAN
Credits: 3
EHS
|
| |
-
ENG 350 - Literature Seminar
This upper-level literature course allows and requires students to apply critical and creative thinking to the study of literature. Working with a faculty member, students propose a research project, report regularly to the faculty member present findings to the seminar and write a final comprehensive paper. Under faculty guidance students conduct a survey of scholarly findings. Students practice the steps of a competent plan for the study of a literary topic, master research tools and discover standard techniques of the discipline.
Prerequisites One Literature Elective (subject ENG) NOT ENG-111, ENG-112 or ENG-315
Credits: 3
EHS
|
| |
-
ENG 350A - Literary Seminar: Canadian Storytelling Through Lit and Song - Maritime Provinces
Credits: 3
EHS
|
| |
-
ENG 350B - Adv. Lit Seminar: James Joyce’s Dublin
Credits: 3
EHS
|
| |
-
ENG 360 - Adaptations:Narrative to Film
What is gained and/or lost when a literary text is adapted for the big screen? This course explores the relationship between original written narrative and film, the transition from the written word to the visual experience, and the cultural impact of this translation. Students will read, view, discuss and write about works of fiction and the films they inspired.
Prerequisites TAKE 3 CREDITS FROM SUBJECT ENG, LEVEL 200. DFM MAJORS ALLOWED WITH DFM-228 AND 60 CREDITS.
Credits: 3
EHS
|
| |
-
ENG 361 - Reviving Shakespeare: From Text to Production
Through an exploration of Shakespeare’s dramatic works, students will examine his playscripts as blueprints for performance, understanding the ways a static text becomes dynamic theatre. Close reading and inquiry will inform performance-centered explorations of selected tragedies, comedies, a history and a romance for their thematic content, character development, use of language, and socio-historical contexts.
Prerequisites ENG-112 OR COR-125
Credits: 3
EHS
|
| |
-
ENG 420 - Literature: An Evolving Canon
What influences you to read what you read? Does or should a literary canon exist? What forces migrate choices? Students will explore in new contexts literature they have previously read and explore more literarture from around the world that transcends a variety of biases, and they will debate, create adn defend their choices for what is “must read” literature.
Prerequisites One ENG-3XX Course and at least 3 Credits of another Literature Elective
Credits: 3
EHS
|
Environmental Policy |
| |
-
ENP 100 - Introduction to Environmental Issues
Teaches the multidisciplinary approach necessary for successful investigation and resolution of environmental issues. Social and natural sciences are presented as means by which such issues may be quantified and evaluated. Successful and unsuccessful efforts of resolving environmental issues using combinations of means are investigated and discussed. Emphasis is placed on defining, retaining or restoring sustainable global ecosystems.
Credits: 3
EHS
|
| |
-
ENP 150 - Environmental History: Traditions and Possibilities
Students will explore the complex and evolving historical relationship between humans and their surroundings, beginning with the earliest hunter/gathers and continuing through the Agricultural, Industrial, and Communications Revolutions. They will use the tools of environmental history to deepen their understanding of environmental history’s,”lessons” for human civilization and consider future possibilitiesfor 21st century human communities.
Prerequisites
Credits: 3
EHS
|
| |
-
ENP 200 - Sustainability and Environmental Policy
Students will examine how the political vision developed by our forefathers, based on maximum exploitation of seemingly unlimited natural resources, has shaped policy and management and has led to current pressing environmental issues. Students will explore the history of US environmental policy and its role in forming domestic and international policies and laws. The evolution of the concept of sustainability and how that is shaping natural resource policy and management both nationally and globally will be considered in-depth.
Credits: 3
EHS
|
| |
-
ENP 210 - The Environmental Impacts of Consumerism
Students will examine consumerism both personally and globally as it impacts the environment, in an era where people are often considered “consumers” first and “citizens” second. Through recent writings, websites and examining personal habits we will evaluate social, environmental and psychological impacts of consumerism and materialist values and compare them to cultures with alternative worldviews. We will test tools for analysis, consider ethical guidelines for personal and institutional choices, and review initiatives for how to move to a less consumptive society.
Credits: 3
EHS
|
| |
-
ENP 250 - Environmental Policy and Globalization
Students will explore the complex concept of globalization, its history and global impacts, to develop a working definition. From that, students will examine the institutional structures economic drivers, cultural, ethical and political implications of globalization through the lens of environmental issues. Environmental policies politics and the role of international institutions and multinational corporations will be investigated as they contribute to environmental degradation or sustainability. Antiglobalization and counter movements will also be considered.
Credits: 3
EHS
|
| |
-
ENP 270 - Food Systems and Policy
This course examines the reciprocal impacts of food production, distribution and consumption on environmental issues from a local, regional and global perspective. Utilizing basic systems theory as an investigative tool, students will identify leverage points of action and explore the various challenges in creating a more sustainable, socially responsible and ecologically centered food system. Special emphasis will be placed upon issues located at the intersection of environmental and food policy platforms.
Credits: 3
EHS
|
| |
-
ENP 280 - Introduction to GIS & Spatial Analysis
Geospatial communication is a fundamental element of contemporary life. Students will explore the theory, method and application of spatial analysis and Geographic Information Systems (GIS) for various applications, including environmental and social policy, public participation, cultural geography, education and public participation technology, and agent-space interaction. Through laboratory exercises and guided discussions students will effectively ask and answer spatially-based social, environmental and technological questions to develop applied GIS and spatial analysis skills, critical geographic thinking and communication.
Credits: 3
EHS
|
| |
-
ENP 300 - Place-Based Environmental Policy
Students will engage in a place-based approach to understanding our relationship with the environment. Applied examples of innovative sustainability initiatives and policies will be investigated through field trips, readings and guest speakers. Students will gain a deeper understanding of local issues and solutions and how they fit into national and global contexts and how they can be implemented to work for change.
Credits: 3
EHS
|
| |
-
ENP 310 - Environmental Justice
Students will learn about environmental justice (EJ) history, theory, framework, and practice through an interdisciplinary approach that will forcus primarily within the United States and select global examples. Students will examine how environmental impacts are inequitably experienced by those of varying race, class gender, and region and make connections between race, power, and access. Additionally, students will analyze historical and contemporary national/state governmental and policy responses and institutional and community strategies of EJ in practice.
Credits: 3
EHS
|
| |
-
ENP 320 - Sustainable Forest Management
Land conservation is a hot topic in today’s policy sphere. But what happens when that conserved land is mismanaged? Recent events such as the wildland forest fires in California have brought this question to the forefront. This course will examine the issues, management options, ecosystem services, and economics of sustainable forest management in order to better understand how to keep forests healthy and productive.
Credits: 3
EHS
|
| |
-
ENP 320 - Sustainable Forest Management
Land conservation is a hot topic in today’s policy sphere. But what happens when that conserved land is mismanaged? Recent events such as the wildland forest fires in California have brought this question to the forefront. This course will examine the issues, management options, ecosystem services, and economics of sustainable forest management in order to better understand how to keep forests healthy and productive.
Credits: 3
EHS
|
| |
-
ENP 350 - Ecotourism: Who Owns Paradise?
“Ecotourism and Sustainable Development: Who Owns Paradise?” provides a survey of the development and conceptualization of “ecotourism,” as well as an exploration of the possibilities and pitfalls of 21st century “ecotourism.” Building on specific global case studies, including the Galapagos Islands, Costa Rica, Tanzania, Zanzibar, Kenya, South Africa and close to home here in the United States and Vermont, our course will take a balanced “both/and” approach to ecotourism to deepen our understanding of ecotourism as a global phenomenon. We will also consider the future of ecotourism, in light of our 21st century Age of Limits and new emerging technological and political possibilities for human civilization grappling with emerging environmental realities like climate change and peak oil.
Credits: 3
EHS
|
| |
-
ENP 360 - Environmental Law
Environmental law is one of the most dynamic and exciting areas of law, and it plays a pivotal role in protecting the personal health and welfare of all people, guiding economic development and business life, and shielding our most precious natural treasures and resources from misuse or harm. Students examine a representative selection of federal statutes and regulations including, but not limited to the National Environmental Policy Act, the Endangered Species Act, and Clean Water and Air Acts.
Prerequisites 60 completed credits
Credits: 3
EHS
|
| |
-
ENP 400 - Environmental Policy Assessment and Development
This course will critique environmental policies of the United States of America, the United Nations and one other nation. The goals of these policies will be identified. The success of these policies, in terms of the goals they have set for themselves will be evaluated. Students will develop and present alternatives for improving or replacing existing policies.
Prerequisites ENP-200
Credits: 3
EHS
|
| |
-
ENP 410 - Ecological Economics
Ecological economics is an emerging discipline that seeks to reconcile traditional economics with biophysical limits. We will explore the differing worldviews of neoclassical and ecological economics, and reevaluate the relationship between the human economy and the economy of nature. We will examine mainstream economic issues through an ecological economic perspective and apply economic concepts to environmental issues to gain a more comprehensive understanding of how to propose solutions to solve economic and social problems that promote human and environmental resilience.
Prerequisites 60 Credits
Credits: 3
EHS
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
|
|
