Pages

Friday 18 September 2015

Rochester Institute of Technology - Web and Mobile Computing (formerly Information Technology) BS

 
Web and Mobile Computing (formerly Information Technology) BS
Stephen Zilora, Chair
(585) 475-7645, Steve.Zilora@rit.edu
http://it.rit.edu/

Program overview
Web and mobile computing explores ubiquitous application development with a firm focus on the end user experience. Students have an interest in the technology of today (and tomorrow), but they’re also interested in how people use that technology. The Web and mobile computing major is about combining people and technology to bring out the best in both.

What truly sets our graduates apart is their ability to see the world through the eyes of the user. Creating an impactful App begins with solid code and good design, but understanding user expectations is the cornerstone of that process. In the Web and mobile computing major, students learn a user-centric approach to application creation. That, coupled with a robust developer skillset, enables them to produce applications that connect with multiple users across varied environments.

The curriculum is structured with this in mind. Students learn how to integrate the back end code with the front end UI, and will be able to do it across several languages and platforms. This comprehensive knowledge enables students to impact the App design process at all levels, making them incredibly valuable to employers seeking today’s application developers. Students can also specialize on one of four areas, which provides students with the knowledge they need to pursue a professional or personal aspiration.

Plan of study
The core competencies provide a foundation for developing greater depth in specialized concentration areas. Students choose one of the following concentrations: enterprise Web application development, enterprise database development, mobile application development, or enterprise application development. In addition, with department permission, students can create a special-topics sequence.

Cooperative education

The major requires students to complete two blocks of cooperative education. Students may begin their co-op requirement after completing their second year of study.

Rochester Institute of Technology - Software Engineering BS

 
Software Engineering BS
James Vallino, Chair
(585) 475-2991, J.Vallino@se.rit.edu
http://www.se.rit.edu/

Program overview
As software becomes ever more common in everything from airplanes to appliances, there is an increasing demand for engineering professionals who can develop high-quality, cost-effective software systems. The BS in software engineering combines traditional computer science and engineering with specialized course work in software engineering.

Students learn principles, methods, and techniques for the construction of complex and evolving software systems. The major encompasses technical issues affecting software architecture, design, and implementation as well as process issues that address PROJECT MANAGEMENT, planning, quality assurance, and product maintenance. Upon graduation, students are prepared for immediate employment and long-term professional growth in software development organizations.

Accreditation
The BS degree in software engineering is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.

Plan of study
An important component of the curriculum is complementary course work in related disciplines. As with other engineering fields, mathematics and the natural sciences are fundamental. In addition, students must complete courses in related fields of engineering, business, or science. Two engineering electives, plus a three-course sequence in an application domain, enable students to connect software engineering principles to application areas. A required course in economics or finance bridges software engineering with the realities of the business environment.

Students also complete general education courses in the liberal arts and a required ethics course helps students develop a sense of professionalism and social responsibility in the technical world.

Electives

Engineering electives
Students may choose engineering electives from software engineering, computer science, or programs in Kate Gleason College of Engineering. Additional rules and restrictions are listed on the department website.


Application domain courses
An application domain is a set of three courses that expose a student to a domain area in which software engineering is often applied. There are standard predefined application domains and a student is free to suggest a student-defined domain. Example application domain areas include:

  • Artificial Intelligence
  • Bioinformatics
  • Business Applications
  • Computational Mathematics
  • Computer Engineering
  • Computer Security
  • Economics
  • Entrepreneurship
  • Industrial and Systems Engineering
  • Interactive Entertainment
  • Public Policy
  • Scientific and Engineering Computing
  • Statistics
  • Usability
  • Student-defined domain

Senior projects

A two-course senior design sequence helps students synthesize and apply the knowledge and experience they have gained in classes and on co-op assignments to a industry-sponsored project. Organizations with challenging technical problems frequently contact faculty seeking assistance on a problem. Many of these issues find their solutions via the work of the senior project teams.

In the first course students organize themselves into teams, based on the number and complexity of the projects available. The bulk of the semester is devoted to requirements elicitation and architectural design, but also may include detailed design, prototyping, and even production, depending on the nature of the project. In addition, teams are responsible for assigning specific roles to team members and developing a project plan that includes scheduled, concrete milestones. In the second course, students work on the tactical issues of development and deployment. Teams complete the construction and integration of their project, conduct testing, and demonstrate the final outcome to faculty and the sponsoring organization.
Organizations that have sponsored senior projects include Wegmans, Paychex, Moog, Northrup Grumman Security Systems, Intel Corp., Webster FINANCIAL Group, Oracle, Nokia, IBM Thomas Watson Research, PaeTec Communications, Alstom Signaling Inc., RIT Information and Technology Services, Harris Corporation (RF Communications Division), the Air Force Research Laboratory, Excellus Blue Cross Blue Shield, Telecom Consulting Group NE Corp. (TCN), and Videk.

Rochester Institute of Technology - Economics BS

 

Economics BS

Jeffrey Wagner, Department Chairperson

(585) 475-5289, jeffrey.wagner@rit.edu

http://www.rit.edu/cla/economics


Program overview

The economics major emphasizes the quantitative analytical approach to dealing with economic problems in both the public and private sectors, providing students with MARKETABLE skills and the intellectual foundation for career growth. Graduates are prepared for entry-level managerial and analytical positions in both industry and government and to pursue graduate studies in economics, business, and law.

Plan of study

The economics curriculum develops communication, computational, and management skills in addition to economic reasoning and quantitative abilities. The major's required courses develop students' abilities to apply economic analysis to real-world problems. Liberal arts courses enhance oral and written communication skills. Business courses include accounting and finance. Quantitative analytical skills are developed by a course sequence that includes computer science, mathematics, and statistics. Free electives allow students to pursue advanced study in their individual areas of interest and/or develop a double major. Along with finance, MARKETING, mathematics, statistics, or computer science, there are many other possibilities. Faculty advisers help students develop professional options that assist them in attaining their career goals.

Tracks

Students choose one of the following tracks: economic theory, environmental economics, or managerial economics.

Cooperative education

Cooperative education is optional. Students who participate in co-op may find positions with FINANCIAL and brokerage institutions, government offices, and large corporations. Co-op can be completed during any semester, including summer, after the sophomore year. The Office of Cooperative Education and Career Services assists students in identifying and applying to co-op positions.

Capstone experience

Students are required to complete a creative capstone experience. Students may publish a paper in a refereed journal, present a paper at a professional conference or at an RIT-sponsored conference, present research at an approved exhibit at Imagine RIT: Innovation and Creativity Festival, or fulfill a comparable creative capstone requirement in the student's primary major (if economics is the secondary major).

Rochester Institute of Technology - Philosophy BS

 
Philosophy BS
John T. Sanders, Program Director
(585) 475-2465, jts@rit.edu

http://www.rit.edu/philosophy
Program overview
Most of the skills required for student and career success—how to learn, how to apply that learning in professional and personal environments, and how to COMMUNICATE that knowledge—are central to philosophical training. Philosophy students are taught to evaluate complex problems, identify and examine underlying principles, investigate issues from diverse perspectives, and communicate clearly in both written and oral forms.

The philosophy major provides a thorough grounding in the three main areas of philosophy (history, value theory, and reasoning/epistemology), as well as a four-course specialization within philosophy. Students combine philosophy with a core competence (or even a double major) in another discipline, encouraging them to creatively pursue cross-disciplinary relationships. The major concludes with a capstone senior thesis.


Plan of study
Students develop skills through a core of philosophy courses which cover the history of philosophy, value theory, and reasoning/epistemology. Students choose four courses in an area of philosophical specialization. Examples of approved areas include: philosophy of mind and cognitive science, philosophy of science and technology, applied ethics, philosophy of the social sciences and political philosophy, philosophy of art and aesthetics, history of philosophy, and philosophy of law. Students also complete a professional core of courses designed to provide foundational knowledge in a professional/technical discipline outside of philosophy, which complements their studies. Philosophy electives, general electives, and liberal arts courses complete the curriculum.

Specializations

Philosophy of mind and cognitive science

This specialization covers the philosophical issues involved in studying intelligence, cognition, identity, consciousness, rationality, creativity and emotion, especially as such concepts and categories are invoked by computer and cognitive scientists, and as they are applied in relation to natural and artificial systems.

Philosophy of science and technology

This specialization examines the concepts, methodologies, and philosophical implications of science and technology, and explores the underlying theories, practices, and consequences of science and technology and their role in shaping societies and their values.

Applied ethics

This specialization examines the ethical underpinnings of different professions as well as the ethical presuppositions and implications of technology, engineering, science, management, and other disciplines. Attention is also given to ethics education within the professions and to the role professional ethicists can play in different professional and organizational settings.

Thursday 17 September 2015

Rochester Institute of Technology - Civil Engineering Technology BS

 
Civil Engineering Technology BS
Todd Dunn, Department Chair
(585) 475-2900, gtdite@rit.edu

Scott B. Wolcott, Undergraduate Coordinator
(585) 475-6647, sbwite@rit.edu.


Program overview

The civil engineering technology major prepares students for employment in the fields of civil engineering, construction management, and other closely related professions. Students learn civil engineering technology fundamentals from faculty members who have years of practical, professional, on-the-job experience. The major stresses applied engineering, where students work in various laboratory settings to learn about theory, how design parameters are determined, and how to best utilize state-of-the-art equipment and engineering software. In addition, students learn the skills necessary to pursue additional education, certification, or professional licensure. Course work and extracurricular activities are designed to broaden students' involvement in organizations within and outside their profession. These objectives are achieved through a broad-based curriculum that offers students a choice of five elective paths that meet specific career interests.


Program goal
The goal of the civil engineering technology major is to provide an academically demanding education to meet the needs of students and employers by properly preparing them for a successful career after graduation.

Accreditation

The civil engineering technology major is accredited by the Engineering Technology Accreditation Commission (ETAC) of ABET, http://www.abet.org.

Plan of study


The major includes two technical electives and two free electives that can be used to gain additional depth or breadth in civil engineering or construction management. In addition, students may choose to utilize electives to pursue a minor outside of the civil engineering technology major or a professional option within the major. Options are not required, but students may choose to complete an option in construction management, structural design, or water resources to gain a deep understanding of these particular topics and how they impact civil engineering.

Professional options

Students may choose to pursue one of three professional options in construction management, structural design, or water resources. Professional options consist of three courses chisen by the student.

Construction management   

The construction management option is ideal for students who have an interest in courses related to the business, management, and technical aspects related to construction.

Structural design

The structural design option provides a focus in structural design and the use of different types of structures and materials. It also introduces related design codes.

Water resources

The water resources option is for students who have an interest in courses related to water treatment, wastewater treatment, hydrology, and the environment.

Rochester Institute of Technology - Computing and Information Sciences Ph.D.

 
Computing and Information Sciences Ph.D.
Pengcheng Shi, Director
(585) 475-6147, pengcheng.shi@rit.edu


Program overview
The doctoral program in computing and information sciences is designed to produce independent scholars, well-prepared educators, and cutting-edge researchers poised to excel in their work in computing and interdisciplinary academic, industrial, or government environments. The degree highlights two of the most unique characteristics of the Golisano College: its breadth of program offerings and its scholarly focus on discovering solutions to real-world problems by balancing theory and practice.

The program focuses on the theoretical and practical aspects of cyberinfrastructure as applied to specific problems across multiple domains. It is a blend of intra-disciplinary computing knowledge areas and inter-disciplinary domain areas.

Cyberinfrastructure

Cyberinfrastructure (CI) is the comprehensive integration of hardware, data, networks, and digitally-enabled sensors to provide secure, efficient, reliable, accessible, usable, and interoperable suites of software and middleware services and tools. The doctorate program plays a leadership role in CI research by providing human-centered tools for the science and engineering communities. These tools and services focus on such areas as high performance computing, data analysis and visualization, cyber-services and virtual environments, and learning and knowledge management.

Intra-disciplinary knowledge


There are three intra-disciplinary computing knowledge areas: infrastructure, interaction, and informatics.

Infrastructure comprises aspects related to hardware, software (both system software and applications), COMMUNICATIONStechnology, and their integration with computing systems through applications. The focus is on the best organization of these elements to provide 

optimal architectural solutions. On the hardware side it includes system-level design (e.g., for system-on-a-chip solutions) and their building block components. On the software side it covers all aspects of systems and applications software development, including specification and design languages and standards; validation and prototyping, and multi-dimensional Quality-of-Service management; software product lines, model-driven architectures, component-based development, and domain-specific languages; and product estimation, tracking, and oversight. The communications subtopic includes sensor networks and protocols; active, wireless, mobile, configurable, and high-speed networks; and network security and privacy, quality of service, reliability, service discovery, and integration and inter-networking across heterogeneous networks. At the system level there are issues related to conformance and certification; system dependability, fault tolerance, verifiable adaptability, and reconfigurable systems; real-time, self adaptive, self-organizing, autonomic systems. Some of the specialties available in this area are networks and security, digital systems and VLSI, software design and productivity, and systems software.

Interaction refers to topics related to the combined action of two or more entities (human or computational) that affect one another and work together when facilitated by technology. It encompasses several subtopics relating to how people and technology interact and interface. Several common threads weave through all of these areas, many of which rely heavily and build upon foundations in the social and behavioral sciences with an emphasis on understanding human and social/organizational phenomena. To some extent, these fields follow an engineering approach to the design of interactions in which solutions are based on rules and principles derived from research and practice, but require analyses that go beyond the analytical approach. From this perspective, solutions can be measured and evaluated against goals and intended outcomes. However, while efficiency and effectiveness are often the watchwords of these fields in practice, this is also where science meets art in computing. Creative design and sensitivity to human needs and aesthetics are critical. Some of the specialties available in this area are human-computer interaction, computer-based instructional systems, and access technologies.

Saturday 12 September 2015

UNIVERSITY OF CALIFORNIA BERKERLEY - STRUCTURAL ENGINEERING

 
Minor
STRUCTURAL ENGINEERING
The Minor in Structural Engineering is designed primarily for students in the College of Environmental Design to experience the engineering approach to the solution of design problems, but it is available to students from any department who meet the prerequisites to apply.


  •  Understanding of material behavior for structural response and ability to describe such  behavior with simple models
  •  Understanding of structures and methods of analysis
  •  Design of structures made of steel, concrete or timber

These basic foundations are complemented by additional courses in materials and construction and analysis.​

The Minor offers to students of the College of Environmental Design access to the joint graduate Masters in Science-Masters in Architecture (MS-MArch) degree from the two departments, one of very few such degrees in the entire United States. With it comes the ability to practice either as architect or as structural engineer with a very thorough knowledge of each field. Whereas engineering focuses on analytical methods for the solution to problems, the visual, socio-economical approach of architecture courses is an indispensable complement. The same is true the other way.

Employment opportunities exist in major architectural-engineering companies that appreciate the holistic approach to design: Ove Arup, Skidmore, Owings and Merill, Buro Happold, Calatrava, Schlaich-Bergerman, etc. However, graduates of the joint degree are also employed with smaller companies emphasizing either architectural design or engineering.

UNIVERSITY OF CALIFORNIA BERKERLEY - PHYSICS

 
Bachelor of Arts (BA)

The Physics major is designed to give the student a broad and thorough understanding of the fundamentals of physics. Therefore, the emphasis is on this general understanding rather than on specialized skills, although some specialized courses are among the options open to the student. Those considering a physics major are urged to consult a departmental adviser early, in order to discuss the content of the major and also the opportunities after graduation. Recent graduates have entered graduate work in a number of scientific fields, and others have gone on to jobs in academic, industrial, and government laboratories.

Declaring the Major
Students may declare a physics major when all of the prerequisites for the major have been completed or their equivalent with a 2.0 grade point average (GPA) in the prerequisites and a 2.0 GPA in all University courses. For further information regarding the Prerequisites, please see the Major Requirements tab on this page.
The Department will consider applications to declare a physics major throughout the academic year. Students (continuing and transfer) declaring must furnish a copy of their grade record or past transcripts which include the prerequisite courses or their equivalents. Students must have their records reviewed and have a departmental file prepared by the Undergraduate Adviser in 368 LeConte Hall prior to seeing a faculty major adviser for departmental approval of the petition to declare a physics major. Students should be prepared to discuss a tentative schedule of their upper division courses.
Honors Program
Students with an overall grade point average (GPA) of 3.3 or higher in all courses in the major, upper-division courses in the major, and all University courses may be admitted to the honors program. A major adviser should be consulted before the student's last year of residence. This program requires completion of the major, at least one semester of PHYSICS H190, and a senior thesis, PHYSICS H195A and PHYSICS H195B.

UNIVERSITY OF CALIFORNIA BERKERLEY - APPLIED MATHEMATICS

 
Bachelor of Arts (BA)


The Department of Mathematics offers an undergraduate major in applied mathematics leading to the BA degree. The program provides an excellent preparation for advanced degrees in math, physical sciences, economics, and industrial engineering, as well as graduate study in business, education, law, and medicine. The program also prepares students for postbaccalaureate positions in business, technology, industry, teaching, government, and finance.


The applied math program, provides students the opportunity to customize their learning by selecting a cluster pathway. A cluster is an approved concentration of courses in a specific field of applied mathematics. There are more than 15 approved clusters with the most popular being:

  • Actuarial Sciences 
  • Computer Sciences
  • Economics
  • Statistics

More information on approved clusters can be found here

Admission to the Major
Students should contact a mathematics undergraduate adviser. Contact information is available on the contact tab or here.

Honors Program
In addition to completing the requirements for the major in applied mathematics, students in the honors program must:

  1. Earn a GPA of at least 3.5 in upper division and graduate courses in the major and at least 3.3 in all courses taken at the University.
  2. Complete either MATH 196, in which they will write a senior honors thesis, or pass two graduate mathematics courses with a grade of at least A-.
  3. Receive the recommendation of the Head Adviser.

Students interested in the honors program should consult with an adviser early in their program, preferably by their junior year.

UNIVERSITY OF CALIFORNIA BERKERLEY - CHEMICAL ENGINEERING/MATERIALS SCIENCE AND ENGINEERING JOINT MAJOR

 
About the Program

Bachelor of Science (BS)

The joint major programs are designed for students who wish to undertake study in two areas of engineering in order to qualify for employment in either field or for positions in which competence in two fields is required. The joint majors contain comparable proportions of coursework in both major fields. While they require slightly increased course loads, they can be completed in four years. Both majors are shown on the student's transcript of record. Students in this joint major program are concurrently enrolled in both the College of Engineering and the College of Chemistry, but their college of residence will be the College of Chemistry.

The areas of nuclear technology that depend heavily upon chemical engineering training include isotope separation, fuel reprocessing, waste management, feed material preparation, fuel chemistry, effluent control, fusion reactor fuel processing, and new reactor types.

Admission to the Joint Major
Admission to the joint major programs is open to transfer students but closed to freshmen. Continuing students may petition for a change to a joint major program after their first year. For further details regarding how to declare the joint major, please contact the College of Chemistry.

UNIVERSITY OF ALABAMA - DANCE (DN)

 
DANCE (DN)


Technique courses (T) may be repeated once for credit, with permission of the instructor.

DN 101 (T) Beginning Ballet. 2 hours.
A studio course in classical ballet at the beginning level.

DN 110 (T) Introduction to Dance Styles. 2 hours.
Introduction to ballet, modern, and jazz dance through theory and practice at the beginning level.

DN 111 (T) Modern Dance Technique I. 3 hours.
Prerequisite: Dance major.
This course will introduce the basics of modern dance techniques.

DN 121 (T) Ballet Technique I-A. 3 hours.
Prerequisite: Dance major
A studio course in classical ballet for first year dance majors. Offered in the fall semester.
DN 122 (T) Ballet Technique I-B. 3 hours.
Prerequisite: Dance major.
The development of theory and practice of classical ballet for first year dance majors. Offered spring semester

DN 142 World Dance. 2 hours.
An introduction to dance movement as influenced by various cultures.
DN 151 (T) Jazz Technique I. 3 hours.
Prerequisite: Dance major.
Introduction to jazz dance technique and style through dance studio work.

DN 200 (T) Special Topics. 3 hours.
Prerequisite: Permission of instructor.
Investigation of dance theories and principles.
DN 210 (T) Dance Styles II. 3 hours.
Prerequisite: DN 110.
This course will include study of various dance styles at the intermediate level. The styles will represent dance forms from theatrical productions.

DN 211 (T) Modern Dance Technique II -A. 3 hours.
Prerequisite: Dance major.
A studio course in modern dance technique at the intermediate level.

DN 212 (T) Modern Dance Technique II -B. 3 hours.
Prerequisite: Dance major.
A studio course in modern dance technique at the advanced intermediate level.

DN 221 (T) Ballet Technique II -A. 3 hours.
Prerequisite: DN 101 or DN 121 or permission of instructor.
Development of classical ballet technique, and performance quality at the intermediate level.

DN 222 (T) Ballet Technique II -B. 3 hours.
Prerequisite: DN 221 or permission of instructor.
Development of the classical theory and practice of ballet, at the intermediate level.

DN 240 Choreography I. 3 hours.
Prerequisite: Dance major.
Basic exploration of the rhythmic and spatial elements in the development of movement phrases and choreographic dance studies.

DN 251 (T) Jazz Technique II -A. 3 hours.
Prerequisite: Dance major.
A studio course in jazz dance technique at the intermediate level.

DN 252 (T) Jazz Technique II -B. 3 hours.
Prerequisite: Dance major.
A studio course in jazz dance technique at a more advanced intermediate level.
DN 265 Anatomy/Kinesiology for Dance. 3 hours.
Prerequisite: Dance major.
Lecture/studio course covering the basics of the musculoskeletal system and dance kinesiology.

DN 300 (T) Special Topics. 1 to 3 hours.
Prerequisite: Dance major or permission of instructor.
Study of dance theories and principles for performance, choreography or pedagogy.

DN 310 (T) Dance Styles III. 3 hours.
A studio course in various dance styles used for concert dance or theatrical productions.

UNIVERSITY OF ALABAMA - ECONOMICS (EC)

 
ECONOMICS (EC)

In addition to completing the specific prerequisites included in the descriptions of the following courses, all students seeking to enroll in 300- or 400-level courses in the Culverhouse College of Commerce and Business Administration must have attained junior standing (61 semester hours). A student enrolled in the College of Arts and Sciences who has declared a major or minor in economics may enroll in EC 308 and/or EC 309 prior to earning 61 hours.

All C&BA students must, prior to seeking to enroll in any 300- or 400-level C&BA course, complete or be enrolled in the following prerequisites: EC 110 and EC 111; MATH 112 and MATH 121, or MATH 115 and MATH 125; CS 102; AC 210; ST 260; and LGS 200 (or their equivalents); and at least 4 hours in natural science, 3 hours of fine arts, literature, or humanities, and 3 hours of history or social and behavioral sciences. Failure to fulfill all prerequisites prior to enrolling in a 300- or 400-level C&BA course will result in administrative disenrollment from that course.

EC 110 and EC 111 or their equivalents are prerequisites for all economics courses numbered 300 or higher.

A grade of “C-” or higher is required in EC 308 and EC 309 for all classes for which they serve as prerequisites.
Intermediate micro- and macroeconomic theory (EC 308 and EC 309 or their equivalents) are prerequisites for all graduate coursework in economics except MBA-designated courses.

EC 110 Principles of Microeconomics. 3 hours.
Introduction to microeconomic analysis concentrating on consumer and producer behavior, competitive and imperfect MARKETS, public policy and regulation, and income distribution.
EC 111 Principles of Macroeconomics. 3 hours.
Introduction to macroeconomic analysis concentrating on national income, price levels, employment, monetary and fiscal policies, and international trade and development.

EC 210 Microeconomic Policy Analysis. 3 hours.
This course uses economic analysis to examine a range of public policy issues.

EC 211 Macroeconomic Policy Analysis. 3 hours.
Building on the macroeconomics background of EC 111, students will consider current national and international economic problems and issues.
EC 308 Intermediate Microeconomics. 3 hours.
Examination of the theory of price and the theory of resource allocation. Topics include demand theory, production and cost functions, pricing and output under competitive and noncompetitive conditions, resource MARKETS, and rudiments of general equilibrium analysis.

EC 309 Intermediate Macroeconomics. 3 hours.
A study of the theoretical framework underlying income, employment, and growth analysis.

EC 389 Computerized Management Information Systems (also FI 389). 3 hours.
Introduction to the components of computerized management information systems and applications of computer-based systems to business decisions. Students may not receive credit for EC 389 and FI 389.

UNIVERSITY OF ALABAMA - MUSIC EDUCATION (MUE)

 
MUSIC EDUCATION (MUE)

Enrollment in specific courses in the College of Education may be restricted to students who clearly demonstrate the greatest potential for success as teachers. Factors such as general studies courses completed, GPA, scores on state and program tests, interviews, etc., may be considered.

MUE 107 Basic Skills in Music. 2 hours.
Basic music-reading skills developed through singing and playing of instruments. The course is designed for the prospective elementary school teacher and is a prerequisite for MUE 385. Students with previous musical training may elect to demonstrate equivalent skills through testing.

MUE 200 Introduction to Music Education. 2 hours.
Techniques associated with teaching music in public schools. Development of classroom management skills and reflection on the role of the music educator in contemporary classrooms.

MUE 251 Introduction to Winds, Strings, and Percussion. 3 hours.
Group instruction in and exposure to techniques for working with wind, string, and percussion instruments. This survey course includes lecture, demonstration, and hands-on participation. Offered spring semester.

MUE 252 Teaching String and Percussion Instruments. 2 hours.
Group instruction in and exposure to techniques of teaching and performing on string, and percussion instruments. This survey course includes lecture, demonstration, and hands-on participation. Offered spring semester.

MUE 350 Evaluation of Teaching and Learning in Music. 3 hours.
Prerequisites: MATH 100 or higher, BEP 305, admission to the teacher education program, and a grade of “B” or better in MUE 389.

Survey of standardized instruments and evaluation techniques in music.

MUE 351 Teaching Flute and Single Reeds. 3 hours.
Prerequisite: Admission to the teacher education program.

Instructional techniques and materials for teaching flute and single reeds. Offered fall semester.

 Read more

UNIVERSITY OF ALABAMA - SOCIOLOGY (SOC)

 
SOCIOLOGY (SOC)


SOC 101 Introduction to Sociology. 3 hours.
Introduction to the scientific study of human social behavior.

SOC 202 Analysis of Social Problems. 3 hours.
Study of contemporary social problems, including definition, description, and analysis. Emphasis is on social change perspectives and cultural complexity.


SOC 205 Social Psychology. 3 hours.
Not open to students who have earned credit in PY 372. Study of the interrelationships between the individual and the group. Includes perception, cognition, attribution, attitudes, helping behavior, aggression, personal relationships, prejudice, and gender in social life. Also includes aspects of applied social psychology.

SOC 210 Juvenile Delinquency. 3 hours
Extent and patterns of delinquency; its development in individuals and gangs; group therapy with delinquents; and juvenile courts, training schools, probation, and aftercare supervision.

Unless otherwise specified, SOC 101 is a prerequisite for all 300- and 400-level sociology courses.

SOC 300 Research Methods. 3 hours.
Theoretical and specific instruction in both the conduct and application of research methods in criminal justice settings. Includes problems of research and policy dimensions of both direct and applied approaches.

SOC 301 Social Statistics (same as CJ 381). 3 hours.
Prerequisite: MATH 110 or MATH 112. Elementary statistical techniques applied to sociological data; tables and graphs, central tendency and dispersion, probability and sampling, tests of significance, and measures of association.


SOC 302 Sociological Theory. 3 hours.
The course will provide a review of the major systems of thought about society. Special emphasis is given to historical context and philosophical background as they relate to the development of sociological theories. Students will be introduced to view points and idea about how society functions, the role of conflict in society and the forces of social change.
SOC 315 Race and Ethnic Relations. 3 hours.

Analysis of American social structure, race and ethnic relations, and demographic and institutional trends; studies of racial and ethnic issues.

Labels

Subscribe to Newsletter
© Copyright 2015 US Education Desk : United States Education Information Center. Designed by Bloggertheme9. Distributed by Blogger Templates.