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Education |
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ED 587 - Family, School, and Community Relations in Early Childhood Education
3 credits
Examines the socializing environments in a child’s life and their interrelatedness. Focuses on understanding the importance of cooperation and collaboration between family and school, including special educators and other professionals. Examines conferencing techniques and explores ways to build positive relationships and strengthen communication between school and family.
Graded (A-F) only.
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ED 588 - Early Language and Literacy Development
3 credits
Examines the process of language development and the emergence of literacy in young children. Studies the cognitive and social bases of language and literacy development. Considers ways of promoting language and literacy development, including the selection and use of activities and materials.
Graded (A-F) only.
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ED 589 - Interpersonal Relations and Guidance in ECE
3 credits
Focuses on understanding social and emotional development as a basis for effective group management and positive interpersonal relations. Examines different theories of group management and their relationships to curriculum design. Considers ways to foster positive interactions between children and adults.
Graded (A-F) only.
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ED 590 - Principles and Theories of Adult Learning and Development
4 credits
Examines the history and practice of adult learning in today’s world. Relates the research, theory, and practice of cognition and learning; humanistic psychology; and adult learning to the workplace and higher education, with an emphasis on critical thinking and critical perspectives. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 591 - Strategies for Adult Learners
4 credits
Equips learners with the pedagogy and andragogy to develop effective strategies to engage adult learners. Topics include: theory into action; effective adult teaching characteristics; learning interventions to support adult learners: self-directed, active/project-based, problem-based, experiential, and collaborative learning. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 592 - Humanizing the Workplace
3 credits
Relates the research, theory, and practice of humanistic psychology to the workplace, with emphasis on techniques for building a positive-self-concept, resolving conflict, and building effective interpersonal relationships.
Graded (A-F) only.
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ED 593 - Observation and Evaluation of Teaching
3 credits
Provides an opportunity for teachers to observe contemporary trends in education and applied learning theories as demonstrated in the schools. Analyzes learning theories, investigates trends and their use in classroom situations, and discusses the effectiveness of educational theories and practices on instruction.
Graded (A-F) only.
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ED 594 - Issues in Native American Cultures
3 credits
Provides an overview of the history, culture, and life ways of Native Americans, with focus on the peoples of the Pacific Northwest. Provides a basic foundation in Native American history. Examines Indian-white conflict, subsequent cultural disruption, and the impact of events on contemporary Native American peoples. Presents teaching and learning styles in Native American cultures based on research and practice. Examines contemporary topics and issues in Native American cultures and introduces cultural life ways, including song, oral tradition, and dance.
Graded (A-F) only.
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ED 595 - Models of Professional Ethics and Leadership
4 credits
Focuses on exploring professional ethics and decision-making by looking at contemporary practices, policies, principles and issues within a variety of settings in education. Examines ethical dimensions of leadership through both traditional and nontraditional paradigms. Students reflect on personal ethical stances, examine the influence of ethics and values on decision-making, and analyze and critique ethical issues in a variety of contexts to frame professional ethical perspectives. Provides MSEd students with information on the thesis/project process and proposal format and enables them to develop and refine ideas for potential research. Prerequisite(s): restricted to MSEd students.
Graded (A-F) only.
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ED 597 - Creativity in the Workplace and Higher Education
4 credits
Addresses the challenges of incorporating creativity into the workplace and higher education both as an issue of personal creative development and as a leadership issue related to nurturing creativity and innovation in others. Offers an opportunity to acquire and practice multiple strategies for fostering creativity and innovation i11 oneself and in others. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ED 598 - Learning in Organizations
4 credits
Explores how learning occurs within organizations and characteristics of effective professional learning. Examines standards, models and conditions for implementing and sustaining learning within and across organizations. Explores learning designs that reflect adult learning theory, incorporate stakeholder voice and choice, and support continued growth as individuals advance along the career span. Topics covered from theoretical and practical perspectives include understanding people, motivation, group dynamics, communication, leadership, power, politics, conflict, diversity, culture, decision making, change and organizational structure. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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Early Childhood Education |
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ECE 300 - ECD Orientation
1 credit
Provides incoming ECD students with a comprehensive review of the online degree-completion program and major expectations, guidance on program plan development, useful tools for Moodle and Google Suite applications, and support in remedial writing and professionalism practices for the growing ECD professional. Prerequisite(s): Restricted to ECD majors.
Graded (A-F) only.
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ECE 309 - Advanced Practicum
1-3 credits
Supervised interaction with children in a school or community setting applying what has been learned through coursework and previous lab experiences. In collaboration with the teacher, students plan, implement, and evaluate developmentally appropriate activity lesson plans. Serves as an open forum to self-assess, discuss, and reflect on what has been learned from these experiences. Repeatable for a maximum of 6 credits. Prerequisite(s): Sophomore status or above.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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ECE 350 - Foundations and Trends in Early Childhood Education
4 credits
Covers an overview of the history of early childhood education; theoretical models; different types of early childhood programs; community resources; professional organizations; contemporary trends, and issues facing the early childhood educational field. Students have the opportunity to practice observation skills and explore a variety of tools to record and assess student behavior, teachers, and the environment of young children. Students establish their own sense of professionalism and strengthen their professional voice by connecting to the literature, organizations and resources in the field by articulating their personal philosophy of early childhood education. Course content is applicable to infant and toddler programs, preschool programs, kindergarten and primary education. Field work is required. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 360 - Infants, Toddlers, and Families Development
4 credits
The first three years of life are a time of amazing growth and development. Based on research in neuroscience, this course explores the importance of early relationships and how they promote healthy brain development. Students gain in-depth appreciation and understanding this unique stage of life and a vision for high quality care and early education. Emphasis is placed on child observations, analysis and reflection as important components in the application of teaching practices in developmentally appropriate early childhood programs. Current understandings of infant/toddler mental health are used to support students understanding of infant-parent/caregiver attachment and the effects of trauma and stress in infancy. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 370 - Valuing Diversity in Early Childhood Education
4 credits
Emphasizes the importance of becoming a culturally competent educator able to teach to diverse learning styles, culturally and linguistically diverse learners, children with diverse abilities and from vastly different family backgrounds. Students reflect on their personal biases and deepen their understanding of cultural, ethnic, gender, sexual orientation, language, and learning differences in order to create inclusive learning environments, build stronger relationships with students and families, and to adapt their teaching practices to meet the needs of each learner. Aspects of diversity are explored including economic/social class, sex, gender identity, race/ethnicity/nationality, religion, ability, body appearance, language, learning style, family composition. Students learn to employ multicultural, developmentally appropriate practices as a means of developing classroom environments that support the concepts of culture, diversity, equity, social justice, and democracy in early childhood settings and in collaboration with families. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 380 - Family Community Connections
4 credits
Explores supporting whole child development in the context of family, community, and culture. The benefits of parent-professional partnership, parent-support services, and family oriented culturally responsive teaching are emphasized. Strategies for supporting families by sharing early childhood development information, understanding families’ cultures and societal influences, connecting families with community resources, and examining current social policies that are impacting in-home and community-based child rearing practices are developed. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 390 - The Art of Holistic Education in Early Childhood
4 credits
Examines and explores the art of cultivating the moral, emotional, social, physical, intellectual, creative, aesthetic, and spiritual dimensions of the early learning teacher and developing child. Holistic education nurtures a sense of wonder, curiosity, reverence for life and love of learning through interactive class structures, and contemplative practices to uncover the unique gifts and potential within each individual. Prerequisite(s): Junior status or above, restricted to ECD majors and minors.
Graded (A-F) only.
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ECE 450 - Building Resilient Learners
4 credits
Explores some of the major factors that can negatively impact the development of the whole child including socioeconomic status, family dynamics, environmental factors, and traumatic life changes. Students examine the impact of exposure to multiple risk factors on brain development and learning in a diverse, adverse environment. This course identifies beneficial strategies for impactful changes supporting students to build resilience through effective curriculum adaptation, family outreach, and modifying learning environments. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 460 - Innovations in Curriculum for Young Children
4 credits
Provides teachers with a philosophical foundation, a clear articulation of appropriate practices and principles for young children and connecting student observations with their own theoretical knowledge. Students bring critical thinking into the work with young children while examining all aspects of classroom life including children’s cultural identities, linking known and accepted early learning theories to developmentally appropriate curriculum development, utilizing a “whole-child” perspective to serve all learners. This robust course looks deeply at the development of children between the ages of 3 and 8 years and the role of the teacher as observer, documenter, curriculum designer, and advocate for children and families. Prerequisite(s): ECE 350 ; restricted to ECD majors and minors.
Graded (A-F) only.
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ECE 470 - Developmentally Appropriate Practice in Action
4 credits
Grounded in developmentally appropriate practices in early learning, this course provides students with the opportunity to envision and implement a caring community of learners. Students develop deep understandings of the interrelated characteristics that make up an effective learning community. These characteristics include positive and nurturing relationships within the context of responsive, joyful and safe environments; a developmentally appropriate curriculum framework based on whole-child development, child-centered, hands-on, and play-based learning, support for healthy development of the children in the group and positive guidance practices. Teachers use reflective practice to better understand themselves and to look in-depth at the diverse ways of knowing by children. Prerequisite(s): ECE 350 ; restricted to ECD majors and minors.
Graded (A-F) only.
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ECE 480 - Powerful Early Childhood Leaders
4 credits
Examines literature and research related to leadership, advocacy, and current topics influencing the early care and education of young children. This course provides opportunities for students to explore issues related to professional conduct and to broaden their existing educational philosophies. Students explore multiple perspectives on controversial topics through critical thinking and analysis. This course encourages deeper levels of self and professional reflection in order to expand leadership and advocacy skills and models effective strategies for demonstrating powerful and positive leadership in collaborative environments. Prerequisite(s): Junior status or above.
Graded (A-F) only.
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ECE 490 - Capstone A: Internship Community-Service Learning
4 credits
Provides students an opportunity to expand and refine skills and knowledge that are important in educating children. Students conduct internships in educational settings where they can observe and interact with children and their families. Capstone Internship is a major culminating experience for the Early Childhood Development program students as a part of graduation requirements. This course offers opportunities for students to apply what has been learned through the previous years of coursework and field experiences. Students are engaged in Community-Based Learning (CBL) by planning, implementing, and reflecting on a developmentally appropriate, culturally sensitive and responsive, CBL service project for children and their families in their internship setting. Weekly online meetings serve as an open forum for students to self-assess their growth, discuss critical perspectives in their internship, and reflect on their professional development in the field experience. Prerequisite(s): ECE 460 and ECE 470 .
Graded (A-F) only.
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ECE 495 - Capstone B: Professional Portfolio
2 credits
Provides students an opportunity to expand and refine skills and knowledge that are important as professionals in educating young children. Capstone Portfolio Development is a major culminating experience for the Early Childhood Development (ECD) program students as part of graduation requirements. This second capstone offers opportunities for students to apply and synthesize what has been learned through the previous years of coursework and practicum experiences. In Capstone B, students are expected to develop and present a professional portfolio during the course of the term. Weekly online meetings serve as an open forum for students to self-assess their continuing growth, share reflections and growth perspectives in their professional learning, and reflect on their professional development in designing electronic portfolios. Prerequisite(s): ECE 460 and ECE 470 .
Graded (A-F) only.
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ECE 510 - Administration, Ethics, and Leadership in Early Childhood Education
4 credits
Learners develop skills planning, organizing, managing, and evaluating programs and facilities for young children. Learners explore strategies in program management, ethics, including hiring practices, motivating and evaluating staff, and parent involvement. Emphasis is placed on professional development and ethics in the field of early childhood through participation in current issues affecting the community. Learners develop leadership and envisioning skills. Learners are required to spend up to fifteen hours in the field. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 520 - Holistic Early Childhood Education for Change
4 credits
Focuses on holistic approaches in early childhood education, incorporating outdoor education and nature connection, play, natural learning rhythms, developmentally appropriate practices (DAP), the environment as the third teacher, creative art, movement and games. Cultivation of the moral, emotional, social, physical, intellectual, creative, aesthetic, and spiritual dimensions of the teacher, developing child, family and community is central to holistic early childhood education. This course provides an opportunity for early childhood leaders, supervisors, directors and Master’s level learners to strengthen their professional roles as innovative leaders and sensitive advocates for young children, families, and developmentally appropriate practices. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 530 - Enriching Multicultural Family and Community Engagement
4 credits
Learners examine and develop a deeper understanding of individual differences and diverse cultures in the rapidly changing demographics of their community. Participants re-examine their own knowledge, beliefs, values, and attitudes and build positive, strength-based, cultural asset-focused, and affirming perspectives and learn to embrace and honor the diversity that their children and families and staff bring to the program. The course provides opportunities for learners to build a learning community that is open, safe and an inclusive place. The course examines brain-based research to nurture cross-cultural, linguistic, contextual, and developmentally appropriate, culturally responsive learning experiences for all learners. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 540 - From Teacher to Thinker: Pedagogical Leadership
4 credits
Learners re-examine assumptions and habits in teaching and learning. We can no longer separate the mind from the heart and spirit in classroom and program practices. This course examines the pedagogical leader’s responsibility to help others embrace disequilibrium, discomfort and uncertainty while embracing inquiry, wonder, curiosity, and passion in their work with children and families. Learners examine and design learning as a co-created relationship between children and educators using investigation, questioning, and understanding, strengthening children’s thinking about their explorations. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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ECE 550 - Trauma and Restorative Justice
4 credits
Examines the NEAR science model (Neuroscience, Epigenetics, ACE’s and Resiliency) to gain a comprehensive understanding of the impact of trauma on children. The course explores two major approaches in response to trauma in the schools, trauma-informed care and restorative justice. Learners assess the benefits and challenges of implementing major interventions on a large scale and work to develop the practical skills needed to influence school culture in response to trauma. Prerequisite(s): Restricted to MSEd majors. Students from other programs may enroll with instructor approval.
Graded (A-F) only.
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Educational Leadership |
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LEAD 501 - Research on School Leadership
1 to 4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 505 - CAL Reading and Conference on Culture and Diversity
1 to 4 credits
Focuses on issues of culture and diversity in the schools and the larger community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of cultural and legal issues and leadership. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. Repeatable for a maximum of 9 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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LEAD 505 - CAL Reading and Conference on Evaluation and Assessment
1 to 4 credits
Focuses on issues of evaluation and assessment in the schools and the community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of evaluation and assessment issues and legal requirements at the building and district levels. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. Repeatable for a maximum of 9 credits.
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LEAD 505 - CAL Reading and Conference on Leadership and Organizations
1 to 4 credits
Focuses on issues of organizational leadership in the schools and community. Students work with their mentor, CAL coordinator, and instructor of record to develop an independent study to strengthen theoretical understanding of organizational issues, legal aspects, and leadership at the building and district levels. Readings and assignments are determined collaboratively depending on upon the agreement between the student, practicum mentor, instructor of record, and the CAL coordinator. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. Repeatable for a maximum of 9 credits.
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LEAD 506 - Special Individual Studies on School Organizations
1-4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 508 - Workshop on School Improvement
1-4 credits
Credits to be arranged for research on School Leadership. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 513 - Evaluation and Management of Classroom Instruction
1 credit
Through classroom observations, students learn to collect, analyze, and use objective data to evaluate the major elements of classroom instruction. Students practice a variety of evaluation tools. Develops management techniques and skills to provide feedback and direction to others. Students also develop their rationale for evaluative practices and create an evaluation instrument of their own.
Graded (A-F) only.
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LEAD 520 - Administrative Portfolio
1 credit
Supports the development of a professional portfolio for candidates who are completing their administrative license at either the initial or continuing levels. Purpose is to show evidence of meeting the Oregon Teacher Standards and Practices Commission (TSPC) requirements for the administrative licensure, Standard 7: Practicum Experience. Successful completers must meet the following criteria: evidence of a substantial and sustained practicum that is standards-based, accomplished in real settings across all authorization levels, planned and guided cooperatively, and taken for graduate credit. Candidates work with their practicum mentor, SOU supervising professor, and the LEAD program coordinator to plan, develop, and submit the portfolio.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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LEAD 522 - Curriculum Design and Educational Change
1 credit
Engages students in applying knowledge and skills to real-world situations. Leads students beyond basic recall to high levels of achievement. Challenges students to perform a comprehensive examination of the processes, content, and assessments related to the spectrum of curriculum areas present in a K-12 instructional program.
Graded (A-F) only.
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LEAD 523 - Issues of Educational Reform
1 credit
Introduces students to areas of educational reform, restructuring, and change. Includes international, national, state, and local reform efforts and research into educational change. Provides personal strategies for promoting and coping with educational change efforts.
Graded (A-F) only.
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LEAD 524 - Professional Models of Governance
1 credit
Covers the strategies used by educators as they manage and cope with the numerous innovations and refinements to teaching and learning required in today’s schools. Focuses on the principles governing the improvement process.
Graded (A-F) only.
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LEAD 525 - Public and Professional Relations
3 credits
Helps teachers project a positive public image. Involves understanding the multiple audiences and the variety of forums available for articulating one’s vision of what education should be. Participants learn to communicate effectively, identify common goals, and present thoughts clearly. Introduces teachers to effective strategies for building positive relationships.
Graded (A-F) only.
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LEAD 528 - Leadership into Practice
1 to 9 credits
Creates conditions for teacher leadership and requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the Initial Administrator License (IAL) Program work at their school sites to aid in teaching and learning improvement. Repeatable for a maximum of 20 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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LEAD 530 - Leadership into Practice
1-9 credits
Creates conditions for teacher leadership and requires practice in principles supporting individual and collaborative growth and change. Using current understandings of the forces of educational change and the implementation of personal and professional action plans, students in the Continuing Administrator License (CAL) Program work at their school sites to aid in teaching and learning improvement. Repeatable for a maximum of 20 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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LEAD 548 - Culture and Family/Community Involvement
1 credit
Focuses on parent and community involvement in schools. Presents strategies for building strong partnerships among parents, teachers, students, and community members. A study of the differences between school culture and the diverse cultures represented by children and families provides a foundation for learning methods and programs that promote cooperation and collaboration among the school, family, and community. Considers communication strategies among school personnel and families with limited English proficiency.
Graded (A-F) only.
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LEAD 560 - Diversity
1 credit
Emphasizes the philosophical and epistemological perspectives of multicultural education in American public schools. Addresses issues related to exceptionality, including mainstreaming and inclusion. Explores materials related to the characteristics and needs of at-risk youth and considers how schools can respond to these needs. Introduces curriculum planning, as well as instruction and assessment techniques that help develop an effective multicultural education program at each level of education in public schools.
Graded (A-F) only.
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LEAD 564 - Supervision and Evaluation of Instruction
3 to 4 credits
Examines the role of building and district administrators as instructional leaders. Focuses on the theoretical and applied perspectives on effective instructional and curriculum leadership, which includes applying knowledge and skills about effective instruction and curriculum to improve teaching practices to increase student learning. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 579 - School Improvement Measurement
1 credit
Provides participants with a repertoire of school improvement measurement strategies that may be used for profiling students’ outcomes as part of developing a school improvement plan. Specifically addresses issues of measurement related school improvement, the purposes and products of school improvement, and possible applications of school improvement measurements to the School Improvement Plan.
Graded (A-F) only.
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LEAD 585 - Contract Management and Human Resources
3 to 4 credits
Explores the responsibilities central office personnel and school building administrators have with understanding, monitoring, and maintaining labor agreements that govern employment practices at the school and district levels. Considers the responsibilities associated with maintaining agreements through the collective bargaining process, as well as legal implications related to grievances, aggregations, violations, and irregularities in the management of the collective bargaining agreement and human resource management, including dispute resolution and other grievance procedures by faculty, students, parents, and community members. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 587 - School Law and Finance
3 credits
Studies federal, state, and local legal institutions, laws and finance guidelines that affect schools and district leaders.
Graded (A-F) only.
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LEAD 588 - Cultural and Organizational Leadership
3 to 4 credits
Considers advanced concepts on the application of cultural competence in relation to organizational theory, behavior, and administration. Addresses theoretical concepts from across the field of management behavior in business, industry, government, and education with a focus on cultural diversity and awareness and legal implications. Theories include dealing with how organizations are managed at both behavioral and administrative levels in diverse settings. Considers differences across the various levels of organizations, especially how they affect legal, cultural, and political aspects of schools and educational organizations. Directed toward an inquiry of effective and culturally competent organizational leadership at the district level and the various administrative components of budget, finance, evaluation, law, and assessment. May also be taken in collaboration with the Southern Oregon Educational Service District (SOESD) leadership development program or other leadership workshops sponsored by the Confederation of Oregon School Administrators or the Oregon School Boards Association. For example, students may attend seminars in association with the SOESD program to fulfill course and class time requirements. May not be repeated for additional credit.
Graded (A-F) only.
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LEAD 591 - School Law and Organization
1 credit
Studies federal, state, and local legal institutions and laws that affect schools. Emphasizes governance and liability of schools.
Graded (A-F) only.
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LEAD 592 - Humanizing Instruction
1 credit
Relates the research, theory, and practice of humanistic psychology to the classroom, with emphasis on techniques for building a positive self-concept, resolving classroom conflict, and building effective interpersonal relationships.
Graded (A-F) only.
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LEAD 595 - Models of Professional Growth
3 credits
Students learn elements of reflective dialogue used to refine an educator’s curriculum, instruction, and assessment skills. Develops an understanding of efficient professional growth while providing the potential for leadership in a world of constantly evolving techniques and school reform movements.
Graded (A-F) only.
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Emerging Media & Digital Arts |
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EMDA 199 - Special Studies
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 201 - Image and Animation Design
2 credits
Students discuss the nature of digital images, debate the ethical challenges involved in creating and manipulating them, and explore the principles behind effective design and innovative imagery. Includes exercises to develop students’ collaborative skills. Approved for University Studies (Explorations Strand E - Humanities). Corequisite(s): EMDA 201R .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 201R - Image and Animation Design - Recitation
2 credits
Students complete a series of projects to test and refine their understanding of the issues and design principles covered in EMDA 201 and to begin developing a distinctive body of work for their portfolios. Corequisite(s): EMDA 201 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 202 - Sound and Narrative Design
2 credits
Focuses on the development and applications of time-based media, including sound design and audio-visual media. Introduces applications of digital audio production, including recording, editing, and sound processing. Introduces topics including history of electronic music, sound art, and video art; scientific and cultural theories of sound and video; scripting and storyboarding of time-based media narratives; and interdisciplinary uses of digital audio and video. Corequisite(s): EMDA 202R .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 202R - Sound and Narrative Design - Recitation
2 credits
Students complete a series of projects exploring techniques in sound and narrative design. Corequisite(s): EMDA 202 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 203 - Coding and Interactive Design
2 credits
Students develop basic programming skills and learn to apply them in the creation of digital media, including websites, games, and interactive art. Corequisite(s): EMDA 203R .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 203R - Coding and Interactive Design - Recitation
2 credits
Develop code based media skills through hands-on learning. Projects may include game development, web development, app design, and generative art. Corequisite(s): EMDA 203 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 206 - Multimedia Writing
4 credits
Introduces students to a wide variety of practices in media writing, including blog posts, social media updates, news reports, and magazine features. Addresses basic writing competence, enabling students to advanced courses in journalistic and professional writing. Introduces basic techniques for creating content on a variety of social media platforms. (Cross-listed with COMM 206 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 209 - Practicum
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 299 - Special Studies
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 320 - Writing Nonlinear
4 credits
Students practice and engage in a study of the theoretical discourse around the evolution of nonlinear, interactive texts and develop independent and/or collaborative critical studies on selected sub-topics, creating digital-media presentations on their findings for the campus and/or online communities. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 321 - Theory & Practice in Emerging Media & Digital Arts
4 credits
Students research the aesthetic, social, and historical contexts that inform their own work so that they can better contextualize, explain, and defend their work. Students use writing and other forms of self-presentation to explain the contexts, both shared and unique, their work responds to. Typically, students present a portfolio of selected works, along with written research on the contexts that inform these works. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 322 - Writing the Artist Narrative
1-4 credits
Students will work intensively on telling their stories in order to showcase their work to different audiences for different purposes, including curators, gallery managers, graduate schools, and granting agencies. Any combination of EMDA/ART 322 is repeatable for a maximum of 8 credits. (Cross-listed with ART 322 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 323 - Strategic Social Media
4 credits
Students gain practical skills and conceptual knowledge in social media campaigns to achieve strategic goals for clients, including but not limited to commercial enterprises, non-profit or governmental organizations, journalistic enterprises, or creative promotion on behalf of arts-based endeavors. Students will learn practices of social media listening, how to formulate a content strategy and editorial calendar, how to craft specific multimedia content items, how to measure the effectiveness of a social media campaign, and how to nurture the social graph of an enterprise. Prerequisite(s): Junior standing or permission of instructor. (Cross-listed with COMM 323 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 331 - The Art of Data
1-4 credits
Explores the visual representation of data through a series of hands-on projects. Develops skills to represent and interpret complex datasets in a variety of ways including static and dynamic visualizations, sonification, and alternative modalities. Lecture topics include relevant visual theory, design theory, database aesthetics, and the interplay between art and science. Approved for University Studies Integration-Strand H (Science, Technology, and Society). Repeatable for a maximum of 16 credits. Prerequisite(s): EMDA 203 or EMDA 204 or CS 200 or CS 210 or CS 256 or instructor permission.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 340 - Responsive Web Design
1-4 credits
Provides a hands-on foundation in the visual design, strategic considerations, and development practices involved in creating content for online consumption. A heavy emphasis is placed on good visual design across multiple platforms and its translation into code. Assumes familiarity with HTML and computer graphics. Repeatable for a maximum of 16 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 341 - Remix Culture
4 credits
Examines acts of creative repurposing - the mashing, meme-ing, sampling, hacking and sharing of pre-existing content toward modified ends. Students will explore and participate in different remix practices, including visual essays, found footage videos and audio mashups, while interrogating the legal, artistic and cultural implications of these practices in the process. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 342 - Motion Graphics
1-4 credits
Explores novice-to-intermediate digital motion graphics techniques with an emphasis on animating typography and graphics, Examines contemporary production practices and cycles of critique and revision. Repeatable for a maximum of 16 credits. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 343 - Graphic Design Methods
1-4 credits
Explores design theory and concept development through combining form, image, message and typography. Projects include designing logos, branding materials, advertising and packaging. Repeatable for a maximum of 16 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 344 - Multimedia Image Production
4 credits
Introduces students to still and video image production for use in mass media; focuses on fundamentals of photography and video imaging, including exposure, focus, digital files, metadata, archiving and visual storytelling. Students develop professional competency in commercial and photojournalistic media production, and understanding of ethical and legal contexts for creating and distributing images in the mass media. Prerequisite(s): COMM 215 or EMDA 201 or DCIN 216 . (Cross-listed with COMM 344 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 348 - Concept Art and Preproduction Methods
1-4 credits
Explores digital drawing, painting, and collage techniques with a focus on developing ideas for film, video, animation, books, games or any other media requiring development of a visual design concept. Topics include art direction, visual research, character design, set design, and storyboarding. Repeatable for a maximum of 16 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 350 - Projects in Digital Media
1 to 4 credits
In a collaborative learning environment, students develop and produce original digital projects while conducting critical investigations into our role as participants in and products of digitally mediated culture. Repeatable for a maximum of 12 credits. Prerequisite(s): 8 credits from EMDA 201 , EMDA 202 or COMM 215 , EMDA 203 , EMDA 204, EMDA 205.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 353 - Digital 3D Modeling Methods
1-4 credits
Explores contemporary approaches to 3D modeling and animation. Topics may include environment and character creation, lighting, texture mapping, compositing, character rigging, and animation. Repeatable for a maximum of 16 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 360 - The Portfolio
4 credits
Students engage in the process of telling their stories, presenting their work, and researching and developing professional goals and opportunities, by preparing a portfolio of creative projects and a plan with clear steps for future development. This course provides a mid-program assessment point for all EMDA majors. Prerequisite(s): EMDA 201 , EMDA 202 , and EMDA 203 . Restricted to EMDA majors, Sophomore standing or above.
Graded (A-F) only.
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EMDA 362 - Transmedia Storytelling Genres
4 credits
Harry Potter, superheroes, Star Wars, and similar “story worlds” have common characters and worlds to tell stories in a variety of media-film, video games, comic books, television, novels, animation, and so forth. This course examines how to build such “story worlds” so that they: 1- cohere in ways that engage audiences, 2- Serve as platforms for telling stories across a variety of media (transmedia storytelling), and 3- avoid clichés, especially tropes that may unintentionally marginalize or exclude some groups and cultures. Working in mediums of their choice, students will create some part of a story world. Collaborative work is welcome. Can be taken for repeat credit. Prerequisite(s): EMDA 201 or EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205. (Cross-listed with COMM 362 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 399 - Special Studies
1 to 4 credits
Credits to be arranged. Repeatable for a maximum of 12 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 401 - Research in Digital Media
1 to 4 credits
Students develop and share research methodologies on digital arts and emerging media, conduct independent and collaborative critical investigations into self-selected topics, and engage in discourse on historical trends and future developments in technology and culture. Repeatable for a maximum of 8 credits. Prerequisite(s): EMDA 201 , EMDA 202 , COMM 215 , or EMDA 203 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 403 - Thesis
1 to15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 407 - Seminar in Digital Media
1 to 4 credits
Students develop art-centered projects integrating a wide range of contemporary technology. Skills taught will be based on individualized projects and goals. Topics may include: video, sound, interactivity, robotics, kinetic systems, programming, digital performance, digital fabrication, and data-driven art. Repeatable for a maximum of 16 credits. Prerequisite(s): EMDA 321 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 409 - Practicum in Digital Media
1 to 15 credits
Students work with a faculty member to identify a community-based opportunity to develop and produce an original digital project. Students, faculty, and community partners together evaluate outcomes to assess best practices for collaborating on the creation of digital media for our communities. Repeatable for a maximum of 15 credits. Prerequisite(s): EMDA 350 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 410 - Cultures of Video Gaming: The Serious Business of Play
4 credits
Students explore video and computer games’ potential for aesthetic expression, cultural meaning, and collective action. In addition to research essays, students have the option of demonstrating their grasp of the course material through “critical making” projects they can add to their portfolios such as concept art, computer game design, or 3D modeling. Prerequisite(s): EMDA 202 or COMM 215 or EMDA 203 or EMDA 204 or EMDA 205.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 411 - Online Cultures
4 credits
Examines how online platforms and networks foster new kinds of communities, identities, and social movements. Students will consider key accounts of social media, debate its effects, and examine best practices for using it. Students will also use online platforms to create their own communities, conduct research, and interact with each other using virtual spaces. Prerequisite(s): EMDA 320 or EMDA 321 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 420 - Science Fiction Film
4 credits
Explores Fredric Jameson’s assertion that Science Fiction is “the social realism of our time” because it dramatizes the dilemmas and opportunities of living in a highly mediated world, one saturated with imagery, much of it commercial, where the boundaries between the real and the virtual are uncertain. In addition to studying the history of science fiction film and discussing theories of virtual reality, the course will examine the specific technologies used to produce special effects in Science Fiction (and increasingly most) film. Prerequisite(s): EMDA 320 or EMDA 321 .
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 421 - Animation & Anime
4 credits
Considers what makes animation distinctive as an art form, the technologies used to produce it, and its relation to broader cultural issues such as Disney’s historic influence on childhood experience. The class also examines the way that Anime crosses boundaries: bridging different national markets and cultures, spilling into other genres such as comics (manga) and video games, and blurring lines between consumers and producers (Otaku or fan culture). Prerequisite(s): EMDA 320 or EMDA 321 . (Cross-listed with COMM 421 .)
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 440 - Rendering and Digital Design Skills
4 credits
Rendering, and Digital Design (RADD) is a graphic communication boot camp, intended to challenge students with the tools and techniques of the artist and designer. The class will explore traditional sketching and perspective drawing, basic measured and technical drawing, digital art with Photoshop and SketchUp, and model and maquette construction, all with the goal of providing essential tools for the student to quickly and confidently present their ideas to others. The skills provided by this class will directly apply to students intending to pursue careers in Theatrical Design, Illustration, Digital Art & Design, Game Design, Animation, Film, Urban Planning and Architecture. Repeatable for up to 8 credits. Prerequisite(s): TA 169 or ART 133 or EMDA 348 or EMDA 352 or EMDA 353 ; restricted to Theatre, Art, or EMDA majors only; Junior standing or above or instructor approval. (Cross-listed with TA 440 ).
Graded (A-F) only.
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EMDA 441 - Design Communication and Collaboration
4 credits
It is rare that an artist or designer works alone. Most creative endeavors, in design and entertainment are carried out by teams of artists, often working in their own area of specialty. A film or a play, a public art installation, a themed environment, animation, gaming, all sorts of industry work in project-based small groups responsible for some portion of a creative endeavor. This class will attempt to simulate that environment by assembling several small groups of students with different skill sets and backgrounds into design teams. Then the groups will be given a hypothetical environment to interpret and design and finally present concept art to their clients, the faculty. Repeatable for up to 8 credits. Prerequisite(s): EMDA 440 or TA 440 ; restricted to Theatre, Art, or EMDA majors only; Junior standing or above or instructor approval. (Cross-listed with TA 441 ).
Graded (A-F) only.
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EMDA 450 - Capstone
4 credits
Students compile a portfolio of their best work, and form near- and long-term plans for their working lives after graduation. They also create Personal Learning Networks so they can stay abreast of their field, begin to cultivate online ties to help them after graduation, and create or refine an online presence to showcase their work. Repeatable for a maximum of 8 credits. Prerequisite(s): EMDA 360 . Restricted to EMDA majors with senior standing.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 461 - Programming for Artists
1 to 4 credits
Explores fundamental concepts of computer programming and electronics within the context of contemporary arts practice. Through lectures and hands-on projects, students learn to build algorithmic and interactive works utilizing images, video, sound, and robotics. Students develop projects using Max (a visual programming language for interactive art, music, and multimedia) and Arduino (a text-based programming language for robotics). Prerequisite(s): EMDA 203 . Junior standing or above. (Cross-listed with ART 461 ).
* This course was formerly offered under a different number; students who took the following course(s) will not receive additional credit unless the course is stated to be repeatable in the description above: EMDA 361.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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EMDA 462 - Emerging Media Workshop
4 credits
Students develop collaborative and/or individual art-centered projects that research and integrate a wide range of contemporary technology. Topics will vary each term and may include: video, sound, interactivity, robotics, kinetic systems, programming, digital performance, digital fabrication, and data-driven art. Repeatable for up to 12 credits. Prerequisite(s): EMDA 350 or ART 309 . (Cross-listed with ART 462 .)
Graded (A-F) only.
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EMDA 499 - Special Studies
1 to 15 credits
Credits to be arranged. Repeatable for a maximum of 15 credits.
Grade mode designated on a CRN basis each term. Students should consult current term schedule.
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Environmental Education |
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EE 501 - Research
1 to 12 credits
Credits to be arranged. May not be repeated for additional credit.
Graded (A-F) only.
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EE 503 - Thesis
1 to 12 credits
Credits to be arranged. May not be repeated for additional credit.
Graded (A-F) only.
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EE 507 - Selected Topics in Environmental Education
1 credit
Explores current topics in environmental education. Presented at Deer Creek Center for Field Research and Education. Offered in conjunction with EE 594 and EE 595 . Repeatable for a maximum of 3 credits. Prerequisite(s): Restricted to EE majors.
Graded (A-F) only.
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EE 524 - Concepts in Environmental Education
3 credits
Explores the field of environmental education from its beginnings to the present. Considers the diversity of goals and practices in environmental education, including place-based education. Students visit, research, and evaluate environmental education programs and curricula, including both local and national programs. Includes field trips to local programs. Prerequisite(s): Restricted to EE majors.
Graded (A-F) only.
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