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Computational Studies |
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CST 310 - Parallel Computational Techniques (3) Prerequisite: CST 210 or IST 252 or IST 322 . (Cross-referenced with IST 310 .)
A characteristic of computing the solutions to many problems is the need for large amounts of computational resources. One option for obtaining the necessary resources in a cost-efficient manner is to divide the computation apart in such a way that the parts can be performed in parallel. This course introduces students to using parallel programming and parallel architectures to provide the computational resources necessary to solve problems. Students who complete the course will be able to describe the fundamental concepts of parallel programming and related architectures; demonstrate the knowledge and ability to use high-performance computing (HPC) and high-throughput computing (HTC) to solve computational problems; and demonstrate ability to use parallel programming libraries and tools in solving a computational problem.
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CST 495 - Computational Studies Seminar (0-3) Prerequisites: Students must have declared either the Computational Science or Computational Thinking minor, be of junior or senior standing, and get permission from a Computational Studies faculty member.
A research or experiential project with a significant computational component developed under the guidance of faculty from the student’s major and from the Computational Studies Program. Completion of the project, including both a written and oral presentation, will demonstrate that the student can apply computational science/thinking principles and skills to a significant problem. Computational Science Minor students should ideally build a significant computational component into the senior research project required by their major. Computational Thinking Minor students should choose a computational project related to their major, either as part of a required senior capstone project or as part of a course or directed study.
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Computer Systems Applications |
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CSA 090 - Introduction to Computer Systems (1)
A course designed to bring students who are weak in computer skills to a competency level to allow for success in college-level computer courses. Students learn to use and navigate through current operating systems, utilize laser and dot-matrix printers, load software, operate CD-ROMS, and develop a working understanding of computer terminology. Does not apply to minimum degree requirements. Graded as pass/fail.
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CSA 101 - Introduction to Word Processing (1)
An introduction to the microcomputer. Students learn to use a word processing applications program as a writing tool to create, revise, save, and print documents.
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CSA 102 - Introduction to Spreadsheets (1) Prerequisite: CSA 101 or permission.
A course wherein students learn to develop and use an electronic spreadsheet applications program, manipulating numerical data in tabular format for a variety of business applications.
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CSA 103 - Introduction to Database Software (1) Prerequisite: CSA 101 or permission.
A course which develops an understanding of how information may be stored and manipulated on a microcomputer with the use of a database applications program. Through hands-on experience, students learn how to organize, enter, manipulate, extract, and create reports based on various kinds of data.
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CSA 104 - Introduction to Presentation Software (1) Prerequisite: Basic computer knowledge including Microsoft Word™.
This course develops the skills needed to develop presentations using computer presentation software. Upon completion of the course, students will have the skills needed to develop a presentation, format a presentation, package the presentation, add and modify slide text, and animate using custom templates and custom animation.
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CSA 108 - Desktop Publishing (3) Prerequisite: Demonstrated word processing competence or CSA 101 .
Lab-intensive experience in desktop publishing using personal computers. Demonstrates how technology can facilitate the creation of quality documents through the implementation of concepts of layout and design. Provides hands-on use of drawing (paint) programs, design programs, presentation graphics, and desktop publishers.
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CSA 109 - Information Retrieval Skills (1) Prerequisite: CSA 101 or demonstrated competency.
An introduction to the available resources for researching topics in a variety of discipline areas. Covers traditional search strategies, CD-ROM search, online information retrieval, and proper use/notation of bibliographic information.
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CSA 201 - Advanced Word Processing (2) Prerequisite: CSA 101 or permission.
This course continues the development of skills for more advanced use of word processing software. Students develop advanced skills for mail merge, tables and graphs, indexing, Macros, Desk-top Publishing, and Web page development.
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CSA 283 - Microcomputer Applications (1-2) Prerequisite: Permission.
Mastery of specified applications programs on microcomputers for small businesses and other organizations. Mastery of software-machine interaction and creation of systems for applications in business or other settings is demonstrated through a competency examination. Graded as pass/fail.
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Cooperative Education Cooperative Education is a process which expands student learning beyond the classroom. Commonly referred to as internship, this on-site learning is planned and supervised work which relates to a student’s major field of study or career path.
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CED 200 - Career Life Planning Seminar (0-1)
Development of decision-making and goal-setting skills as they relate to the career planning process. The process includes developing self-awareness, conducting career research, acquiring decision-making skills, and setting career and educational goals. Graded as pass/fail.
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CED 205 - Introduction to Field Experience (0)
A preparation for the field experience that is concerned with career research, job seeking skills, and Doane’s Internship Program requirements. This course or permission by the Director of Career Development is a prerequisite for any internship course. A student may take this course only once. Graded as pass/fail.
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Criminal Justice |
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CRJ 205 - The American Legal System (3)
A comprehensive study of the nature of the judiciary and the court system and the major function the law serves in modern society. Students learn 1) the general structure of the U.S. legal system at the federal, state, and local levels; 2) the roles of the various officials involved in the court system; 3) the differences in function and procedure among trial courts, appellate courts, and administrative hearings; 4) the difference between substantive and procedural law; and 5) the difference between criminal and civil law. Special attention is given to the detailed structure of the state and local courts in Nebraska.
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CRJ 210 - Introduction to Criminal Justice (3)
This course conducts an examination of the history, development, and underlying philosophies of the American criminal justice system. Upon completion of the course, students will understand the theories of crime and criminal justice, including the causes of crime, and the role of the police, courts, penal institutions, probation, and parole in the protection of society.
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CRJ 215 - Police and Society (3)
This course is a study of the basic operational functions of law enforcement agencies and the relationship between police and society in the United States. Upon completion of the course, students will have an understanding of how changes and trends in society affect police operations and how a community relates to policing and its effects on the problems of crime and crime control. Students will also learn patterns of interaction between the police and the diverse populations in American society and how special interest groups and politics affect the police.
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CRJ 271/371/471 - Selected Topics in Criminal Justice (1-3)
An investigation of topics not offered in other courses, selected on the basis of student interest and available instruction.
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CRJ 310 - Corrections (3)
The focus of this course is the historical development and evolution of corrections in Europe and America. Students learn the theories of corrections, the development of the prison system, administration and programming of corrections, and contemporary application of probation and parole.
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CRJ 312 - Juvenile Justice (3)
This course examines the historical response to juvenile delinquency and the origins of the juvenile justice system. Students learn the theories relating to the causes of juvenile delinquency, the laws governing the police handling of delinquency and detention, the structure of the juvenile court system, the application of corrections to juvenile offenders, and the strategies for prevention of juvenile offenses.
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CRJ 320 - Rules of Evidence (3)
This course is a study of the rules of evidence, including the statutory and common-law foundations governing the admissibility of evidence in state and federal courts. Upon completion of this course, students will know and understand the types and forms of evidence; know and understand the rules governing the examination and cross-examination of witnesses; and know and understand the distinctions among real evidence, circumstantial evidence, hearsay evidence, opinion evidence, and scientific/demonstrative evidence. Students will also be introduced to the law governing confidential communications (attorney-client, physician-patient, psychotherapist-patient, priest-penitent, and marital privilege).
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CRJ 330 - Criminal Law (3)
A study of the law of crimes against persons and property. Students learn 1) the Constitutional safeguards and procedures necessary from arrest through trial, 2) precedents for defenses to prosecution and punishment, 3) criminal procedure, and 4) techniques for evidence gathering. Emphasis is on the Nebraska Penal Code and related forms and documents.
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CRJ 340 - Criminal Investigation (3)
This course introduces the application of procedures, methods, and techniques to investigation in the context of crime and the legal system. Topics include crime scene procedures and practices, the collection of evidence, and the basis of analysis of that evidence. Upon completion of the course, students will know the proper procedures for collection, organization, preservation, and maintenance of chain of custody of evidence in a variety of contexts.
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CRJ 410 - Contemporary Issues in Criminal Justice (3) Prerequisites: BUS 215 (or SSI 217 ) and IDS 206 .
This course is an examination of current and emerging issues in the field of criminal justice. Topics include, but are not limited to Restorative Justice, Domestic Violence, Organized Crime, White-Collar Crime, Issues of Race and Ethnicity, and Terrorism. Students will continue the development of critical thinking skills in application to issues that require the balancing of victim, offender, citizen, and community needs and rights.
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CRJ 420 - Professional Ethics in Criminal Justice (3) Prerequisites: CRJ 205 and CRJ 210 .
This course is an exploration of the ethical issues confronting the criminal justice practitioner. Through the use of case studies, students develop an awareness and understanding of the ethical dilemmas faced in the police service, the judiciary, and the correctional system and the checks and balances established to preserve the integrity of the criminal justice system.
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CRJ 421 - Criminal Justice Internship (0-12)
On-the-job experience in the criminal justice field. Graded as pass/fail.
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CRJ 496 - Senior Seminar in Criminal Justice (3) Prerequisites/Corequisites: IDS 206 , senior standing, and permission.
With the guidance of a faculty member, students will develop a research or experiential project that will demonstrate the knowledge and skills expected upon completion of the major. Satisfactory completion of this project, including a written and oral presentation, will demonstrate a solid understanding of the major, as well as the confidence and skills to work with existing and emerging aspects of the professional field, to do independent research and effective problem solving, and to communicate effectively.
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Economics |
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ECO 203 - Macroeconomics and Literacy (3)
The successful operation of modern economies depends on the participation of economically literate citizens. An economically literate citizen should be able to identify problems, gather relevant information, weigh costs and benefits, analyze incentives, and make choices. Students successfully completing this course will be able to comprehend and use basic economic concepts, interpret major macroeconomic statistics, explain how both monetary and fiscal policy can be used to stabilize the economy, and discuss macroeconomic issues.
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ECO 204 - Microeconomics and Business (3) Prerequisite: ECO 203 with a C- or higher, or permission.
An introduction to basic concepts governing the operation of the microeconomy, with specific emphasis placed on understanding microeconomic theory, policy, and issues as they relate to business decision-making. Students successfully completing this course will be able to: 1) comprehend the workings of the supply and demand model from both a graphical and mathematical perspective; 2) explain the role that elasticity plays in the supply and demand model and know how to calculate and interpret various elasticities; 3) understand utility maximization and the theory of consumer behavior; 4) explain how cost structures differ in the short run and the long run; 5) analyze various market structures in terms of their economic performance; and 6) understand the workings of the various factor markets.
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ECO 271/371/471 - Selected Topics (1-3)
An investigation of topics not offered in other courses, selected on the basis of student interest and available instruction.
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ECO 290/390/490 - Directed Study (1-3)
An opportunity for supervised, independent study of a particular topic based on the interest of the student, and the availability and approval of the faculty.
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ECO 303 - Intermediate Macroeconomics (3) Prerequisite: ECO 203 with a C- or higher, or permission.
An examination of the major theories developed to explain the functioning of the macroeconomy and the determination of national income in a market-oriented system. Students successfully completing this course will be able to 1) discuss both the long run classical model and macroeconomic growth theory; 2) describe various macroeconomic measurement techniques and issues; 3) explain the short run Keynesian model; 4) discuss the difficulties inherent in macroeconomic policy-making, both monetary and fiscal; and 5) understand the role of presidential leadership in economic policy making.
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ECO 304 - Intermediate Microeconomics (3) Prerequisites: ECO 203 and ECO 204 , both with a C- or higher, or permission.
An examination of the theory of individual consumer behavior and the theory of the firm. Students successfully completing this course will be able to 1) use indifference curve analysis to understand utility maximization; 2) explain cost theory and use production isoquants in microeconomic analysis; 3) discuss the theory of the firm in competition, monopoly, and oligopoly; and 4) explain the functioning of resource markets.
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ECO 307 - Money and Banking (3) Prerequisite: ECO 203 with a C- or higher, or permission.
An examination of the history of the U.S. banking system, with special emphasis on the history, purpose, and functions of the Federal Reserve System. The tools and techniques of monetary policy will also be addressed. Students completing this course will be able to 1) understand basic monetary concepts and frameworks including the role of money and financial institutions and financial markets; 2) critically examine and analyze the business of banking and the role of government regulation of the banking industry; and 3) describe and evaluate Federal Reserve monetary policy in both a domestic and international setting.
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ECO 308 - Public Finance (3) Prerequisite: ECO 203 . (Cross-referenced with PSI 308 .)
Introduces the basic concepts used to describe and measure government decision-making as it pertains to economics. This course examines the effects of fiscal policy on resources, incomes, prices, and employment. Students successfully completing this course will be able to 1) understand the characteristics, functions, and interactions of public and private institutions; 2) explain fundamental economic theory and terminology as it relates to public finance; 3) apply economic theory to current policy problems; and 4) analyze and apply economic data to the study of a public policy problem.
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ECO 309 - Environmental Economics (3) Prerequisite: ECO 203 with a C- or higher, or permission.
An examination of the relationship between economic analysis and the quality of the natural environment in which we live. Students successfully completing this course will be able to 1) understand economic theory and terminology as they relate to issues of environmental quality; 2) apply economic theory, where appropriate, to various environmental problems; 3) comprehend the interactions between both the private and public sectors in the struggle to find workable solutions to environmental problems; 4) appreciate the global dimension of environmental issues; and 5) analyze and evaluate environmental policy proposals to determine feasible solutions.
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ECO 315 - Economic Thought (3) Prerequisite: ECO 203 with a C- or higher, or permission.
This course examines the development of economic ideas from ancient Greece to the modern era. Of particular interest is how various perspectives, both orthodox and heterodox, have contributed to the evolution of modern economic thought. It is also important to relate the emergence of economic ideas to the economic conditions prevailing at the time the ideas were developed. Upon completion of this course, students will be able to explain the significance of particular economic ideas to the development of economic theory and the broader implications of theory for the formulation of economic and social policy.
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ECO 325 - Asian Markets in Transition (3) Prerequisite: ECO 203 with a C- or higher, or permission.
China’s economy has grown more rapidly than any other nation’s over the last three decades. In this course, students will explore the dynamism of China’s recent economic transformations, and the implications of this rise on national, regional, and global networks of exchange. Furthermore, throughout the semester we will address fundamental questions about China’s capitalist marketplace, how institutions and institutional change currently influences economic development, and the challenges China’s economy faces in the context of Chinese society. China is not, however, the only nation we will explore. Instead, in the first half of the semester, we will compare and contrast China and India’s rise as global economic powers, and in the second half, we examine economies of Asian nations other than China and India.
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ECO 328 - Exploring Economics Through Popular Film (3) Prerequisite: ECO 203 with a C- or higher, or permission.
This course is designed to give students who are not economics majors an understanding of advanced economic topics for application to real-world events, conditions, and problems. Subjects include: environmental economics, comparative economic systems, labor economics, developmental economics, game theory, and industrial organization. Popular films will be used as a catalyst for class discussions. Upon successful completion of this course, students will have a better understanding of the discipline of economics, have an ability to identify critical decisions and their impact on outcomes, and be able to apply economic principles in various settings and under various conditions.
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ECO 329 - Health Care Economics (3) Prerequisite: ECO 203 with a C- or higher, or permission.
The U.S. health care system continues to experience problems in the financing, organization, and delivery of health care services. Costs are increasing at unsustainable rates while fewer employers are offering health insurance to their employees. While the U.S. leads the world in money spent on health care, it ranks low on most measures of health status. This course will examine how economic analysis can be applied to health care. Students successfully completing this course will be able to 1) understand economic theory and terminology as they relate to health care; 2) apply economic theory to health care problems and issues; 3) comprehend the interactions between both the private and public sectors in the struggle to find workable solutions to health care problems and issues; and 4) analyze and evaluate various health care policy proposals to determine feasible solutions.
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ECO 330 - Economic Development (3) Prerequisite: ECO 203 with a C- or higher, or permission.
This course examines the economic development problems and policies of countries around the world, with particular focus on Africa, Asia, and Latin America. Emphasis is placed on issues such as planning for growth, income distribution, sustainability and resource use, population growth, agricultural production, savings and capital formation, and international economic relationships. Students successfully completing this course will be able to 1) understand economic theory and terminology as they relate to the problems of economic development; 2) apply economic theory to the problems of economic development; 3) comprehend the interactions between both the private and public sectors in the struggle to find workable solutions to economic development problems; 4) understand global economic perspectives and interactions, especially among countries of the world struggling with resource allocation issues; and 5) analyze and evaluate various economic development policy proposals to determine feasible solutions.
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ECO 340 - Econometrics (3) Prerequisite: BUS 215 or SSI 217 or MTH 356 , with a C- or higher, or permission.
In most economics courses, common economic results are presented as theory. Econometrics allows students to test those theories by using regression analysis on economic data. In this course, students will learn basic econometric techniques and methods, apply those techniques and methods to economic data, and interpret the numerical results. Students successfully completing this course will be able to 1) understand simple and multiple linear regressions; 2) test economic theory through the use of econometric methods; 3) analyze economic data and forecast change; and 4) effectively communicate econometric results utilizing appropriate presentation methodology.
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ECO 358 - International Trade and Finance (3) Prerequisite: ECO 203 with a C- or higher, or permission.
An examination of current theories of international trade and finance. Emphasis is placed upon understanding financial decision-making in a global setting. Students successfully completing this course will be able to 1) demonstrate understanding and application of partial and general equilibrium models of international trade; 2) explain the concept of comparative advantage and its determinants; 3) evaluate the effects of international trade policies on economic welfare and relevant markets; 4) identify risks associated with doing business globally; 5) recommend financial tools that can be used to reduce risk; and 6) apply the theoretical material to critically evaluate real world issues in international trade and finance.
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ECO 421 - Economics Internship (0-12) Prerequisites: CED 205 and Economics faculty permission.
Designed to offer students a professional experience in the field of economics in an institutional setting such as a government or financial institution. Graded as pass/fail.
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ECO 425 - Research in Business and Economics (3) Prerequisite: BUS 215 with a C- or higher, or permission. (Cross-referenced with BUS 425 .)
In this course, students will learn how to use and create research. First, students will learn how to find, read, and critique journal articles. Then they will learn how to conduct their own research. Students will work on a research project throughout the semester. At the end of the course, students will be able to 1) identify a research question, 2) learn what others have studied about similar questions, 3) define a testable hypothesis, 4) develop a research method, 5) collect data, 6) use statistical methods to analyze data, 7) explain results, 8) draw conclusions, 9) write a research paper, and 10) present at Mind Expo.
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ECO 495 - Seminar in Economics (3) Prerequisite: Junior or senior economics major or minor.
This course examines how economic tools and techniques can be effectively utilized to conduct economic research. In addition, recent contributions to economic thought and current controversies in economics are discussed. Upon completion of this course students will 1) understand contributions to economic theory and policy in the post-World War II era along with controversies currently being debated in the discipline, 2) learn how to conduct research in economics, and 3) complete a research project in economics.
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Education |
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EDU 101 - Introductory Education Seminar (1)
A course designed to prepare future educators with a framework to understand the implications of multicultural education as they enter the classroom. Students focus on self-clarification in order to understand their own culture first before they are exposed to multiple perspectives. Through field experiences, writing, discussions and readings, students analyze their beliefs, attitudes and behaviors while preparing to become competent multicultural educators.
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EDU 211 - Practicum IA (3) Prerequisites: Sophomore standing and minimum cumulative grade point average of 2.30.
An examination of the primary education theories and social forces that have shaped American education with emphasis upon writers whose philosophical thought has had a particularly strong impact upon contemporary educational practices. Educational practices surveyed include the learning process, instructional design, teaching strategies, classroom management, diversity within the classroom, history and philosophy of education, and national/state K-12 content standards. The course includes clinical field experience in elementary, middle, and secondary schools. Course content provides exploratory activities for students to develop an interest in and commitment to teaching.
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EDU 221 - Practicum IB (3) Prerequisite: EDU 211 .
A course examining theories, principles, and characteristics of human development from conception to young adulthood. Upon successful completion of the course, students will have an understanding of the study of the teaching and learning processes and the implications for planning educational experiences in terms of behavioral and cognitive psychological principles. Students will also investigate intelligence theories and their application to lesson design and presentation, classroom management, multiculturalism and national and state K-12 content standards. The course includes clinical field experiences in elementary, middle, and secondary schools.
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EDU 250 - Curriculum and Teaching Methodology in the Middle Grades I (3) Prerequisite: Sophomore standing.
A course designed to provide a knowledge base about current research and best practice for working with adolescent learners, including their physical, intellectual, emotional and social development. Students acquire strategies for developing positive relationships with and among young adolescents with differing adolescent needs, cultures, learning styles, and intelligences. This course explores using learner interests and questions when designing curriculum. Students learn how classroom curriculum is affected by a variety of grouping strategies that emphasize interdependence, cooperation and individual responsibility. Field experiences in the schools allow practical demonstrations and application of the theoretical base about students at this age and assist with the formulation of a personal philosophy of middle grades education.
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EDU 280 - Higher Education for Adult Learners (2)
The development of a learning plan through knowledge of how to use the resources of higher education. Students also learn the theory and function of higher education in America, clarify individual values and educational goals, increase appreciation of strengths and worth as a learner, and create a portfolio of life and career accomplishments for submission to faculty evaluators for award of credit. Graded as pass/fail.
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EDU 290/390/490 - Directed Study (1-3)
An opportunity for supervised, independent study of a particular topic based on the interest of the student, and the availability and approval of the faculty.
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EDU 311 - Language Arts and Reading I (3) Prerequisite: EDU 211 .
A methods course focusing on the discovery and investigation of language arts, reading methods and materials for the elementary (including early childhood K-3) and middle grade settings, including handwriting, spelling, listening, creative dramatics, grammar, language development, oral language, writing as a process approach and the six traits of analytical writing. Students become acquainted with literature for children and adolescents, including the different genres, storytelling, oral reading, choral reading and its application for teaching language arts skills. Emphasis will be placed on implementing state and national reading and language arts standards.
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EDU 312 - Language Arts and Reading II (3) Prerequisites: EDU 211 and EDU 311 , or permission.
A methods course building upon the foundation laid in Language Arts and Reading I. It familiarizes elementary (including early childhood K-3) and middle grade educators with the current information about the process of teaching reading through a balanced approach. Students will explore instructional approaches including direct instruction teaching strategies such as systematic phonics instruction and mini-lessons on reading strategies, shared reading, guided reading, literature groups, as well as different management strategies for setting up an effective reading program. Children’s and adolescents’ literature is reviewed as to its application for teaching reading. Emphasis will be placed on implementing state and national reading and language arts standards.
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EDU 318 - Mathematics Methods (3)
A methods course with the central focus on methodologies in teaching mathematics and the use of manipulatives within the content of mathematics that is developmentally appropriate for the elementary (including early childhood K-3) and middle grades setting. Students use problem solving as an approach to learn mathematics, identify curricular sequences within common instructional topics, and plan appropriate learning activities and evaluation procedures.
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EDU 321 - Practicum IC (2) Prerequisite: EDU 221 or permission.
A field-based learning experience in which the student studies the principles for developing and improving the teaching-learning process. The emphasis is on implementing the theories of instructional design and assessment of learning introduced in Education 211 and Education 221 into the student’s teaching repertoire.
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EDU 322 - Science Methods (2) Prerequisites: EDU 211 or permission, Elementary Education major or middle grades endorsement.
A methods course focusing on methodologies in teaching science that are developmentally appropriate, integrated and interdisciplinary for the elementary (including early childhood K-3) and middle grades settings. Students apply current research in the areas of science education, design lessons and curricular sequences, integrate technology, plan evaluation procedures, and explore concepts and local environments through inquiry activities. This course is based upon the National Science Literacy Standards and the Nebraska State Science Standards.
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EDU 323 - Social Studies Methods (2) Prerequisites: EDU 211 or permission, Elementary Education major or middle grades endorsement.
A methods course focusing on methodologies in teaching social studies that are developmentally appropriate, integrated and interdisciplinary for elementary (including early childhood K-3) and middle grade settings. Students apply current research in the area of social studies education, design lessons and curricular sequences, integrate technology, plan evaluation procedures, and examine relationships between current issues and historical events. Special emphasis is placed on Nebraska history and geography. This course is based upon the National Curriculum Standards for Social Studies and the Nebraska State Social Studies Standards.
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EDU 325 - Methods in Secondary Education (2) Prerequisite: EDU 211 or permission.
A secondary methods course designed to acquaint students with strategies for teaching in a middle/high school setting. Students will be able to understand issues related to curriculum development, instructional practices in the content areas, national and state standards, assessment, and classroom management. Emphasis is placed on practical application through role play, applied research, and lesson presentation and critique. This course encompasses and supports the concurrent practicum experiences and special methods experiences.
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EDU 330 - Language Arts and Reading III (3) Prerequisite: Enrollment in the professional term or permission.
A methods course focusing on an in depth study and analysis of methods, materials and assessments used by elementary teachers in preparation of the student teaching experience Instruction focuses on teaching reading, writing, listening, and speaking of elementary content in an integrated format. Students combine theory, knowledge and skills, practical application, and hands-on materials as they develop their own personal teaching philosophy in an elementary classroom. For the capstone project, students will develop and utilize effective organizational and management skills for the classroom along with the preparation of a unit to meet the requirements for the documentation of K-12 student learning. Emphasis will also be placed on implementing state and national standards for the elementary grades.
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EDU 338 - Children, Youth and the Family (3)
A study of human development based on the theory that primary caregivers have the greatest influence on the growth and development of both children and adolescents. The course covers human development of children and youth with a strong orientation to the contexts of family, parenting styles, school programs, and other vehicles of socialization. Students participate in a field-based observation project.
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EDU 341 - Practicum ID (3) Prerequisite: EDU 221 or permission.
A field-based learning experience in which the student studies the principles for developing and improving the teaching-learning process. Students complete a field experience and seminar that combines theory and practice. Students complete a portfolio that situates the skills of teaching within a larger context which would include the integration of content knowledge with practice and the ability to problem solve to address issues facing today’s teachers and students.
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EDU 350 - Curriculum and Teaching Methodology in the Middle Grades II (3) Prerequisite: Enrollment in the professional term, or permission.
A course building on the foundation laid in Education 250. Students examine physical, intellectual, emotional, and social growth patterns that affect healthy development of young adolescents. Emphasis is placed on developing appropriate methodologies and multiple strategies for planning instruction, teaching, integrating, and assessing core subject areas in the middle grades. Strategies are presented for modifying instruction to meet the diverse needs and interests of adolescent learners. Students participate in collaborative experiences to combine theory, research, practical application, inquiry, and reflection as they expand their personal philosophy of teaching in the middle grades.
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EDU 361 - Seminar in Secondary Education (2) Prerequisites: EDU 211 , EDU 221 , and EDU 325 , or permission.
A seminar course in preparation of secondary pre-service teachers. Students will be able to understand issues related to curriculum development, national and state standards, assessment, classroom management strategies, school law, special needs students, multiculturalism, application of technology in the classroom, parent-community relations, and other related topics. This course supports the concurrent practicum experiences and special methods courses.
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EDU 421 - Education Internship (0-12) Prerequisite: CED 205 or permission.
On-the-job experience in education. Graded as pass/fail.
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EDU 451 - Student Teaching (Elementary) (8) Prerequisite: Acceptance by Teacher Education Committee.
Student teaching done in accordance with the Professional Term Plan. The student teaching experience occurs during the last 10 weeks of the term, during which time the student is assigned a school where he/she devotes full-time to his/her teaching assignment.
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EDU 453 - Student Teaching (Secondary) (8-10) Prerequisite: Acceptance by Teacher Education Committee.
Student teaching arranged on an individual basis depending upon the program in which the student is enrolled. This professional term experience is designed to place the student into a school setting in which he/she can be given first-hand experiences in parent conferencing, student evaluation, classroom management and teacher in-service. Involves 14 weeks in the classroom.
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EDU 454 - Secondary Student Teaching Seminar (2) Prerequisite: Students must have completed all content methods courses and be in their student teaching semester.
A seminar class to support the secondary student teaching experience and will focus on discussion of issues related to lesson development and implementation, classroom management and navigating the realities of full-time teaching. Students will focus on analyzing the impact of their instructional efforts and will complete the Impact on Student Learning assessment project.
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EDU 455 - Student Teaching (K-12) (8-10) Prerequisite: Acceptance by Teacher Education Committee.
Student teaching arranged on an individual basis depending upon the program in which the student is enrolled. This professional term experience is designed to place the student into a school setting in which he/she can be given first-hand experiences in parent conferencing, student evaluation, classroom management and teacher in-service. Involves a minimum of 14 weeks in the classroom.
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EDU 458 - Student Teaching (Middle Grades) (8) Prerequisite: Acceptance by Teacher Education Committee.
Student teaching arranged on an individual basis. This professional term experience, which requires completion of eight credits, is designed to place the student into a school setting in which he/she can be given first-hand experiences in parent conferencing, student evaluation, classroom management and teacher in-service within a middle school setting. The student teaching experience occurs during the last 10 weeks of the term.
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Early Childhood Education |
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EDC 201 - Introduction to Early Childhood Education (3) Prerequisites: Major in Elementary Education or Special Education, EDU 211 or permission.
An introductory study of young children with an emphasis on developmentally appropriate practices, philosophical approaches to instruction, curriculum based theories, and history and trends in early education. Students will explore the implications of developing experiences based upon meetings the needs of the whole child. The students will use their understanding of young children’s characteristics and needs to create environments that are healthy, respectful, supportive, and challenging for each child. The roles of the teacher in Early Childhood settings will be explored as students design ways to effectively communicate and involve families in their child’s development and learning.
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EDC 425 - Methods for Young Children I (3) Prerequisites: Major in Elementary Education or Special Education, EDU 211 and EDC 201 , or permission.
A methods course building upon the foundations laid in EDC 201, focusing on effective instructional strategies and curriculum for young children (PreK-3). Students will be able to design developmentally appropriate instruction and materials using active learning strategies in the academic disciplines: language and literacy, social studies, physical activity, and health/cooking and safety. The students will also be able to effectively manage programs, observe and conduct appropriate assessments, and effectively use technology in Early Childhood settings. A field experience in a preschool setting is also required.
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EDC 427 - Methods for Young Children II (3) Prerequisites: Major in Elementary Education or Special Education, EDC 425 , or permission.
A methods course building upon the foundations laid in EDC 201 and EDC 425 , focusing on effective instructional strategies and curriculum for young children (PreK-3). Students will be able to design developmentally appropriate instruction and materials using active learning strategies in the academic disciplines: language and literacy; the arts–music, creative movement, dance, drama, visual arts; mathematics; science; and physical activity. The students will also be able to effectively manage programs, observe, and conduct appropriate assessments and effectively use technology in Early Childhood settings. A field experience in an Early Childhood setting, preschool to third grade, is also required.
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EDC 447 - Seminar in Early Childhood Education (3) Prerequisite: Enrollment in the professional term or permission.
A methods seminar exploring practical and philosophical issues in early childhood education including special needs and inclusion, research in child behavior, legislation pertaining to young children, enriching environments for young children, discipline techniques, parent communication and conferences, working with other teachers, integration of learning experiences, grouping for learning, designing curriculum, technology, and assessing and recording children’s behaviors. In preparation for the student teaching experience, students combine theory, knowledge, and skills as they develop their own personal philosophy of early childhood education.
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EDC 457 - Practicum in Early Childhood Education (8) Prerequisites: Major in Elementary Education and permission.
Student teaching done in accordance with the Professional Term Plan. The student teaching experience occurs during the last half of the term during which time the student is assigned a school where he/she devotes full-time to his/her teaching assignment.
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Special Education |
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EDS 207 - Introduction to Exceptional Children (3) Prerequisite: Co-enrollment in EDU 211 , or permission.
An introductory study of children with exceptional needs for the prospective special educator. Students examine the field of special education for an overview of relevant issues. At the completion of this course, students are able to relate significant historical and legal issues to the practice of teaching. Emphasis is placed on designing and adapting instruction and instructional learning environments to meet the diverse learning needs of students with exceptionalities. The student also participates in a field-based observation project.
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EDS 236 - Curricula and Collaboration in Special Education (3) Prerequisites: EDU 211 and EDS 207 , or permission.
A beginning methods course focusing on curricular modifications for students with high incidence disabilities. Students will explore legal and ethical practices for professional special educators. As a result of this course, the students will gain a foundational knowledge of special education including development and implementation of classroom management techniques, adaptation of curriculum for learners with exceptionalities, use of effective communication techniques for collaboration, and use of evidence-based instructional strategies to enhance learning.
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EDS 328 - Special Education Assessment (3) Prerequisite: EDS 236 or permission.
A course focusing on the application of federal and state guidelines for verification of students with special needs. Students will utilize measurement principles and practices to interpret formal and informal academic and behavioral assessment data to inform development of individualized educational plans for K-12 students.
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EDS 332 - Methods for Secondary Special Education (3) Prerequisite: EDS 236 or permission.
A methods course with a secondary school emphasis. Upon completion, students demonstrate skill in adapting instruction, developing transitions and vocational options, developing social skills instruction, and demonstrating IEP writing competency. Students will learn strategies to create safe, inclusive, and culturally responsive learning environments. The course examines the above issues from both a resource room and inclusionary practice perspective.
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EDS 410 - The Collaborative and Inclusive Education (2)
This course is a senior methods course with a primary focus on facilitating collaborative and inclusive education practices in the K-12 schools. Students will engage in collaborative teaching activities, develop inclusive instructional strategies, and examine implementation of educational practices for students with special learning needs.
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EDS 426 - Integration of Special Education Competencies I (4) Prerequisite: Enrolled in professional term.
This course is a methods course in the professional term. Students will engage in data gathering and analysis processes designed to inform instructional planning and decision-making for students with exceptional learning needs. Students will implement and monitor individualized plans targeting specific student needs and their impact on student learning.
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EDS 428 - Integration of Special Education Competencies II (4) Prerequisite: Enrolled in the professional term.
A senior methods course reviewing major issues in special education prior to student teaching. Students prepare for their individual field experiences and complete an evidence-based instruction project derived from the student teaching experience.
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EDS 456 - Student Teaching: Special Education (8) Prerequisite: Acceptance by Teacher Education Committee.
This course is a full time student teaching in the area of special education with K-12 experiences. At the completion of this course, students demonstrate proficiency in special education, instructional strategies, classroom management, colleague collaboration, and special education processes and procedures.
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Education (Graduate) |
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EDU 600 - Improvement of Instruction (3)
A treatment of the forces influencing instructional planning and emergent instructional practices. The current research base serves as a foundation for the examination of topics such as models of teaching, peer coaching, and reflectivity. Also included is an emphasis on current trends/issues in the student’s area of teaching (e.g., natural science, social science, art).
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EDU 602 - Assessment Learning (3)
This course provides an examination of authentic assessment procedures used in K-12 classrooms. Attention is given to the examination, construction, interpretation and use of authentic assessments for measuring student learning in areas of the K-12 curriculum. Students will move from theory to practice as they develop an evaluation plan with an emphasis on using portfolios and authentic assessment measures in the classroom. (Education 602 and 645 may not both be used by a student for completion of the Master of Education degree.)
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EDU 645 - Assessment of Literacy (3)
An examination of authentic assessment procedures used in the assessment of literacy in the elementary and middle grades classrooms. Attention is given to the examination, construction, interpretation and use of authentic assessments for measuring student learning in reading and writing. Students will also examine the Nebraska K-12 content reading standards and develop assessments appropriate for them. Students will move from theory to practice as they develop an evaluation plan with an emphasis on using portfolios and authentic assessment measures in the classroom. Students may not use both EDU 602 and 645 for completion of the Master of Education degree program.
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EDU 663 - Reading and Writing in the Content Area (3)
A course providing educators with a variety of reading, writing, speaking and listening strategies and informal assessment techniques they may utilize to improve student understanding of texts and materials in their classrooms and at home. Students will explore and utilize specific strategies which include basic processes of reading, methods of instruction, and techniques for identifying materials appropriate for all readers. These strategies can be adapted for 7-12 students to help them become more reflective thinkers as well as active and purposeful learners. The strategies introduced in this course are appropriate for all content areas, and participants will be actively involved in using the strategies. Participants will also review the Nebraska 7-12 reading standards to explore opportunities to extend the reading standards across the curriculum. Students will use both electronic and print resources and critique their application in the content classrooms.
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EDU 664 - Seminar For Beginning Teachers I (3)
A course required of students completing initial certification for elementary and middle grades, education or special education. Students will explore issues for the first-year teacher. Students will begin planning for their teaching positions, developing curriculum and making final decisions concerning classroom organization and management. In addition, students will review the topics of parent conferencing, school law, the Nebraska K-12 content standards, crisis intervention, and effective teaching of mainstreamed students. Other current topics in education will be addressed as they relate to the beginning teacher.
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EDU 665 - Seminar For Beginning Teachers II (3)
A course required of students completing initial certification for secondary education. Students will explore issues for the first-year teacher. Students will begin planning for the teaching positions, developing curriculum and making final decisions concerning classroom organization and management. In addition, students will review the topics of parent conferencing, school law, the Nebraska K-12 content standards, crisis intervention, and effective teaching of mainstreamed students. Other current issues in education will be addressed as they relate to the beginning teacher.
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EDU 699 - Selected Topics (3)
Course work of specific interest to the individual graduate student may be selected within this category. Such courses will be offered on the basis of student needs.
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Special Education (Graduate) |
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EDS 620 - Exceptional Children (3)
The study of children and youth with exceptionalities, and the implications of serving those students in K-12 schools, are the foci of this course for regular educators. An examination of federal, state and local policies is completed so that classroom procedures can be developed and implemented in compliance with existing regulations. The course experiences also prepare regular educators for their collaborative roles with mainstreamed students and consultative special educators.
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EDS 622 - School Programming for Exceptional Students (3)
An examination of a variety of techniques for instruction in academic, social, and vocational curricula to children and youth with high incidence exceptionalities in schools. This course considers classroom setting options across a range of special education services and placement options. Students will select, adapt, and use a variety of evidence-based instructional strategies.
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EDS 626 - Advanced Instructional Adaptations (3)
This course prepares students to make appropriate individualized instructional accommodations in all areas consistent with IDEA and NE Rule 51. The focus of the course is on the implementation of adaptations utilizing a multi-tiered model of support for learners with disabilities. Students will utilize technology in making adaptations for learners with special needs.
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EDS 665 - Special Education Beginning Teacher Seminar (3)
A course required of students completing initial certification for special education. Students will explore issues for the first-year teacher. Students will begin planning for their teaching positions, developing curriculum and making final decisions concerning classroom organization and management. In addition, students will review the topics of parent conferencing, school law, the Nebraska K-12 content standards, crisis intervention, and effective teaching. Other current topics in special education will be addressed as they relate to the beginning teacher.
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Engineering |
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EGR 101 - Introduction to Engineering and Physics (3) (Cross-referenced with PHY 101 .)
Physics is the study of the fundamental structures and interactions in the physical universe, while engineering involves using this knowledge to solve practical problems. This course provides a broad overview of classical and modern physics phenomena and their application to engineering problems. Using examples from everyday life, it is designed to enable students to become aware of the role of physics in society and technology. Emphasis is placed on the fundamental laws of nature on which all natural sciences are based. An exploration of research and career opportunities will be given through laboratory tours, discussions of state-of-the-art developments in science and technology or invited speakers. A discussion of the historical development of physics and engineering science will be provided. In completing the course the students will learn successful problem solving strategies for studying physics and engineering and strengthen their career goals.
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EGR 210 - Fundamentals of Engineering Design (3) Prerequisite: Doane Basic Mathematics Skills.
This course introduces students to general design principles for engineering, geometric design principles and practices including specifications, dimensioning and tolerance, and use of industry standard computer applications to produce appropriate 2D and 3D representations of mechanical system models. After completion of the course, students will be able to define a model of a mechanical system and produce appropriate 2D and 3D representations of it using industry standard CAD software.
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EGR 218 - Engineering Statics (3) Prerequisite: PHY 201 (or PHY 107 ). (Cross-referenced with PHY 218 .)
Statics is a study of forces and movements of forces on rigid bodies in equilibrium, and is a fundamental course for all engineering students. The course includes a detailed examination of the forces and movements acting on various structures from both an experimental and theoretical standpoint. Computer-modeling packages will be used to provide students with a working knowledge of important tools for problem solving and drafting software to help visualize the projects. Both analytical and numerical solutions will be developed and used to enhance the students’ problem-solving skills. Upon successful completion of the course, students will have produced a free-body diagram of an object, analyzed free-body diagrams and solved force problems using vector algebra, determined the loads (forces) on elements of a structure (e.g., a bridge) and how those loads are transmitted to other elements of the structure, demonstrated facility in numerical problem solving, and demonstrated the ability to gather and analyze data in selected areas of the topics covered.
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EGR 225 - Probability and Statistics for Engineering and Physical Sciences (4) Prerequisites: MTH 235 .
An introduction to probability theory and statistics with applications in the physical and engineering sciences. Topics include random variables, distributions, confidence intervals, propagation of error, hypothesis testing, and quality control including Six Sigma principles. Completing this course will aid students in applying appropriate statistical methods to data sets to extract and interpret information, making informed judgments about system reliability, and developing statistical quality control systems.
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EGR 240 - Engineering Thermodynamics (3) Prerequisites: MTH 235 and PHY 201 .
Fundamental concepts and basic theory of classical thermodynamics including study of the first and second laws of thermodynamics, properties of pure substances, thermodynamic states and functions, applications to engineering.
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EGR 260 - Responsible Engineering Practice (2) Prerequisites: PHY 101 and EGR 210 .
In any engineering design project, engineers may carry a number of social, moral, environmental, legal, and personal responsibilities. This course provides a holistic approach to design responsibility and engineering ethics. Students will be presented with a variety of ethical dilemmas and expected to engage these situations with responsible focus and behavior. Students will apply this information to a final course-long design project that demonstrates ethical design practices and behavior.
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EGR 301 - Integrated Design (1) Prerequisites:EGR 101 , EGR 210 .
An experiential learning course intended to focus on the process of researching, designing, machining, and prototyping a novel creation in a team-led, individually-motivated environment to accomplish a specified task. Students will be observed and directed by an instructor while practicing leadership, organization, time management, and design skills in an open, interdisciplinary environment simulating a real-world design experience.
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