All Results
Eductnl Studies: K-12 and Secondary PgrmsCredits
Through research and hands-on applications in education, learners will leverage technology to address global issues and adopt global perspectives. Learners will create relevant and authentic experiences that will help their students bridge local and global problems to take action for social justice.
In this course, teacher candidates investigate how traditional methods of reading instruction can contribute to systemic oppression in classrooms and how anti-oppressive methods can help break the cycle of inequities in education. This work includes implementing high-interest reading strategies in the content areas, recognizing the characteristics of reading disabilities, creating accommodations to meet student needs, and supporting multilingual learners through the language-development framework to provide ongoing, asset-based support for students. Teacher candidates address: What professional responsibilities do teachers have regarding reading and multilingualism? How can teachers use knowledge of these topics to advocate for students through school- and community-based resources?
- Programs:
Exploration and application of adult learning theory and research, including focus on development of critical and reflective thinking. Study of instructional strategies fostering active student engagement in classrooms.
In this seminar, teacher candidates will reflect upon, assess, and discuss practices, experiences, challenges, and success in their student teaching experience.
- Programs:
Students will analyze major theories and research related to adult development and learning as they apply to adult students in post-secondary and career settings. Students will evaluate adult learning needs and apply strategies for creating positive learning environments (face to face and online). Students will experience, analyze, and develop lessons that use effective adult learning strategies.
- Programs:
Opportunity for individual study on areas germane to the broader disciplines in education under direction of graduate faculty.
This course will require learners to evaluate, analyze, and use pedagogical frameworks and practices to design online learning environments with a lens of equity and diversity. Learners will establish online environments and create course materials using research-based pedagogy in educational technology.
- Programs:
Blended learning is a mix of online, f2f, and out of the classroom activities supported by technology that allows students more control over the time, place, pace, and path of their learning. In this course, learners will identify, analyze, evaluate, and apply models for blended learning that use technology tools and platforms in ways that address digital equity and support diverse students. Learners will create blended learning activities, including games and simulations, with a focus on eliminating stereotypes and biases in instruction.
- Programs:
Learners will apply theoretical models and processes for the design and development of learning experiences to address an instructional-based problem of practice in a local education setting. Starting by conducting a needs analysis, learners will use a design process to create an innovative solution to address the problem. Learners will analyze and evaluate the application of technology tools to support their solutions. The design process will focus on identifying and addressing issues around diversity, equity, and inclusion to better support student learning.
- Programs:
With a focus on digital literacy and digital equity, learners will critically analyze and evaluate educational technology frameworks, models, and research to support teaching and learning. Learners will learn how to use technology integration frameworks to guide decision-making about and evaluate use of technology. Learners consider teaching contexts to apply effective uses of technology to support students¿ learning needs with alignment to standards, learning goals, teaching strategies, and assessments.
Short term graduate workshops dealing with specific subjects germane to the broader disciplines in education.
Learners will design professional learning that leverages technology to create equity-centered, authentic, and engaging experiences to work towards eliminating education disparities. Learners will examine theories and practice for adult learning, engagement, and ongoing support through coaching and mentoring to best serve diverse education communities.
- Programs:
For students completing a Masters degree with the alternate plan option.
For students completing a Master's degree with the creative projects option.
Under-supervision of both graduate faculty within the K-12 and Secondary Department and appropriate cooperating supervisors of external agencies, the student will complete an internship experience which allows opportunity to apply and strengthen knowledge and skills acquired within the graduate program. (Six credits of internship are required for Media Generalist Licensure).
For students completing a Masters or Specialist degree with the using the thesis option.
Electrical EngineeringCredits
This course offers an introduction to the various disciplines of engineering and their relationship to the principles of physics and mathematics. Students are prepared for academic success and the transition into an engineering program.
- Graduation Requirements:
- Goal Area 12 - First Year Experience
To prepare students for engineering and technology education and profession through interactions with upper-class students, graduate students and practitioners from academia and industry; to prepare students for a career in electrical and computer engineering and technology.
This introductory course covers digital systems topics including binary numbers, logic gates, Boolean algebra, circuit simplification using Karnaugh maps, flip-flops, counters, shift registers and arithmetic circuits. Problem solving methods, study skills and professional development will be addressed throughout the course.
- Prerequisites:
- MATH 112
- Graduation Requirements:
- Goal Area 2 - Critical Thinking
- Programs:
his course presents algorithmic approaches to problem solving and computer program design using the C language. Students will explore Boolean expressions, implement programs using control structures, modular code and file input/output, and interface with external hardware using robots and sensors.
This course covers data structures for embedded systems in object-oriented programming language such as Arduino C++. Common data structures used in resource-constrained embedded systems are introduced to optimize the latency, memory and power use. Data structures are validated by, integrating with embedded platforms and peripherals, and processing sensor data. Besides the lecture, this course includes labs that involve embedded hardware, software and peripherals using data structures.
This course is meant to develop Electrical Engineering Circuit Analysis skills in DC and AC circuits. It includes circuit laws and theorems, mesh and node analysis. Natural and step response of RL, RC, and RLC circuits.
- Prerequisites:
- PHYS 222 or concurrent, MATH 321 or concurrent
- Programs:
Continuation of Circuit Analysis I to include special topics in circuit analysis.
- Prerequisites:
- EE 230 and EE 240, MATH 321, PHYS 222
- Programs:
A course that teaches how to write computer assembly language programs, make subroutine calls, perform I/O operations, handle interrupts and resets, interface with a wide variety of peripheral chips to meet the requirements of applications.
- Prerequisites:
- EE 107 or EET 142
- Programs:
Use of development boards and assembly language programming to handle interrupts, interface with parallel I/O ports, memory, and timers. Experiments will involve signal and frequency measurements, data conversions, and interface design. EE 234 must be completed before taking this course or taken concurrently. If you would like to take it concurrently, please contact the instructor for permission.
- Prerequisites:
- EE 234