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Leadership Studies |
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LDR 101 - Introduction to Leadership Studies (3)
This course is an examination of the historical development of leadership studies theory, including trait theory, behavioral and situational leadership, and leadership identity development theory. Upon successful completion of this course, students will be able to: 1) recognize historical and current leadership theory, 2) understand how current leadership theory and research can be applied within their respective field, 3) develop a personal leadership philosophy, and 4) apply current leadership research to their own personal philosophy.
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LDR 102 - Directions Seminar I (0-1) Prerequisite: Admission into the HLP Directions Program.
A study of basic theory and practices of leadership development. This introductory course explores issues of leader-centered and follower-centered leadership, and introduces concepts of servant leadership. Upon completion of this course, students will be able to plan a leadership project to benefit the community, and plan the academic and co-curricular aspects of their leadership plan throughout college.
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LDR 201 - Leadership in Practice (3) Prerequisite: LDR 101
This is an inter-disciplinary course identifying leadership theories used throughout different disciplines. Utilizing various activities (i.e. case studies, group discussions, projects) students will be able to: 1) recognize commonly used leadership theories in multiple disciplines, 2) evaluate current leadership theory in a specific field or industry of choice, 3) create leadership frameworks using leadership theory, and 4) identify potential strengths and weaknesses within their own personal leadership philosophy.
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LDR 202 - Directions Seminar II (0-1) Prerequisites: Admission into the HLP Directions Program and LDR 102 .
Building on LDR 102 , this course continues the study of basic theory and practices of leadership development. This course expands the student knowledge of leadership techniques and theory, with special emphasis on cultural, ethical and gender factors that impact leadership success. Upon completion of this course, students will be able to apply HLP’s six tenets of leadership into their own leadership style and assess the degree to which they find the tenets in various setting throughout their communities.
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LDR 205 - Peer Health Education (1) Prerequisite: Approval from Instructor.
Students are introduced to lifestyle factors that can impact the collegiate experience and overall wellbeing. Through NASPA’s (Student Affairs Administrators in Higher Education) Certified Peer Education program, students learn how to apply the stages of change, social change theory, and motivational interviewing techniques to the various dimensions of wellness. Upon successful completion of this course, students will demonstrate an understanding of healthy behaviors, how to positively influence their peers in decisions impacting their overall wellbeing, be able to implement and assess wellness programming, and be familiar with campus resources.
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LDR 230 - Interfaith Leadership (3)
Students in this course will engage in thinking critically about their own identities and those of their neighbors. Using their self-reflection on their own and others identities, students will develop a personal framework for post-graduation civil discourse and civic leadership opportunities. Students will transform their initial readings and experiences into leadership action through an interfaith lens, through changing attitudes, increasing appreciative knowledge, and building meaningful relationships.
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LDR 401 - Leadership Externship (3) Prerequisite(s): Completion of LDR 101 , Junior Status
This course synthesizes the leadership studies experience through engagement with the local, national, or global community. Students will utilize their leadership studies LDR 101/201 courses and create a group plan to solve a civic engagement project (all of these projects will be pre-planned with local community members). Students will then implement their group plan and complete the project. Upon successful completion of this course, students will understand the breadth and depth of the leadership field and gain insight into the demands of leadership in their profession. This focused course requires students to: 1) develop a leadership plan with other group members; and 2) execute their leadership plan to solve a civic engagement challenge.
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LDR 402 - Professional Leadership Seminar (1-3) Prerequisites: LDR 101 , LDR 201 , enrolled or have taken LDR 401 .
This seminar synthesizes student experiences in the Leadership Studies core courses (LDR 101/201/401). Students will reflect on their past experiences and construct their professional leadership philosophy. In this course students will: 1) Analyze and reflect on knowledge from previous LDR classes, and 2) Identify how their leadership growth will impact their professional life.
For students who complete the course for additional credit hours, students will also: 1) Assess current leadership challenges within their organization (professional business, non-profit, volunteer, potential entrepreneurship etc.), 2) Create leadership plans evaluating current leadership style/theory within the organization and 3) design an implementation plan to be rolled out for leadership changes for the organization (this does not have to be implemented, only designed).
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LDR 421 - Leadership Internship (0-12) Prerequisite(s):
1.) CED 205 or BIO 202 , EDU 415 , EGR 101 , EVS 351 , PSY 245
2.) Approval from Career, Leadership and Service
In this course, students plan a supervised internship experience for which they may earn academic credit. An internship is work experience offered by a business or organization for a limited period of time. Internships provide students with an opportunity to explore career interests while applying knowledge and skills learned in their courses. Internships also help develop an understanding of general workplace practices while gaining valuable professional experience and establishing networks.
Internships may be taken for 1 to 12 credit hours with a maximum of 12 credits that can be applied to graduation. If a student is completing an internship at an organization where a family member is employed, someone other than the family member must approve time and complete the intern evaluations. Students on the Crete campus who are completing this course over the summer may register up to 6 credits in the fall semester immediately following.
Students interested in completing an internship for credit should discuss requirements and degree implications with their advisor. Once a student has secured an internship position, students should contact Career, Leadership, & Service (career@doane.edu) to complete the approval process. If students need assistance finding or securing an internship opportunity, please also contact Career, Leadership, & Service.
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Learning Communities Courses with a Learning Communities (LCM) prefix are interdisciplinary by definition, engaging students and faculty with experiences that explicitly make connections across the liberal arts and sciences. In addition, learning community experiences focus on developing students and faculty as critical and creative thinkers, and effective communicators.
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LCM 271/371/471 - Selected Topics (0-12)
Due to the unique educational experience they provide, learning communities are offered as selected topics. Each learning community will have a unique title, description, experience, and will satisfy the requirements for other catalog courses, appearing as those courses on students’ transcripts.
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LCM 301 - Teaching Assistant (0-3) Prerequisites: Sophomore status and permission of faculty.
The Learning Communities teaching assistant develops leadership and communication skills working with faculty and students in learning community experiences. The TA demonstrates professionally ethical behavior, attends learning community sessions, may independently facilitate one or more of these by leading discussions or meeting with small groups, may edit early drafts of student writing, supports service-learning projects, and meets regularly with learning community faculty. The TA is expected to complete training activities before and during the term and all reading assignments just as the faculty members do.
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Liberal Arts Studies |
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LAR 101 - Inquiry Seminar: Learning the Art of Inquiry (3)
A course designed to introduce students to college-level writing, discussion, critical thinking, and critical reading. Faculty will choose a topic for each section in order to help students learn information research skills, to work collaboratively, and to gain an appreciation for interdisciplinary study and multiple perspectives. Each year, the instructors identify a guiding question, with related common student readings and experiences. Students will begin to engage in ongoing reflection about their educational experience. Students will work to engage in discovery, gather and evaluate facts and assumptions, support conclusions with relevant evidence, and practice effective communication.
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LAR 101L - Laboratory (0) Must be concurrently enrolled in LAR 101 .
The liberal arts seminar laboratory provides support to first-year students adjusting to the academic and co-curricular expectations of college. The lab is intended to facilitate access to college resources and guidance on developing college-level learning skills as well as offering peer advice on such topics as college etiquette, time, money, and stress management.
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LAR 202 - Integrative Seminar: Democracy and Diversity (3) Prerequisites: Sophomore status and LAR 101 .
In a collaborative setting, students will apply and integrate knowledge and experiences to examine complex questions related to democracy and diversity from multiple perspectives. This course can address far-reaching issues that are enduring or contemporary in areas such as culture and values, science and society, global interdependence, citizenship, or human dignity and freedom. Students will work to connect the methods and research of more than one field of study to address complex issues; recognize multiple social, political, religious, cultural or global perspectives on complex issues; develop collaborative skills which may include research and presentation of knowledge; and use reflection to examine their distinctive voices and to explore how they will connect knowledge across disciplines and experiences to shape their values and goals.
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LAR 271/371/471 - Selected Topics (0-3)
An investigation of topics not offered in other courses, selected on the basis of student interest and available instruction.
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LAR 301 - Teaching Assistant (0-3) Prerequisites: Minimum of junior status, faculty recommendation following TA application, interview and selection.
The Liberal Arts Seminar teaching assistant develops leadership and communication skills working with faculty and students of the Liberal Arts Seminar. The TA demonstrates professionally ethical behavior, attends seminar sessions, may independently facilitate one or more of these by leading discussions or meeting with small groups from the Liberal Arts Seminar section, may edit early drafts of student writing, supports service learning projects, and meets regularly with the Liberal Arts Seminar faculty. The TA is expected to complete training activities before and during the term, and all reading assignments just as the faculty member does.
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LAR 301L - Teaching Assistant Seminar (0) Corequisite: LAR 301 .
The LAR 301L course is a seminar course that complements the experiential work conducted through LAR 301 . Upon completion of the course, students will better understand and demonstrate the skills needed to be effective LAR teaching assistants.
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LAR 303 - Impact Seminar: Connecting Knowledge to Choices and Actions (3) Prerequisites: Junior or senior status and LAR 202 .
This course will develop students’ teamwork and leadership skills to prepare for citizenship or work as they connect theory, practice and experience. Students, drawn from multiple fields of specialized study, will collaboratively analyze a complex real-world problem, develop an empathetic understanding of multiple perspectives needed to comprehend the issue, and propose possible solutions. Students will be engaged through experiential pedagogies selected as appropriate by the LAR 303 instructors. Students will publically present work. Students will work to 1) construct a reasoned understanding of a problem with evidence of relevant contextual factors, including ethical, logical, and cultural dimensions of the problem; 2) articulate multiple approaches for solving the problem and propose one or more solutions/hypotheses that indicate a deep comprehension of the problem; 3) engage all participants to foster a constructive team climate; and 4) reflect on their progress on the essential learning outcomes, drawing on their specialized studies (majors/minors), foundational areas of knowledge, liberal arts seminars, and experiential activities in order to express their distinctive voices, define their own ethical values, and understand and prepare for their multiple roles in a just society.
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LAR 497 - Senior Seminar in Liberal Arts Studies (3) Prerequisites: LAR 496
Students will continue to expand upon assignments completed in LAR 496 while carrying out their method(s) of field research. Upon completion of the research project, students will also demonstrate a reflection on the research process and additional experiences as a Liberal Arts Studies major.
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Mathematics |
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MTH 107 - Problem Solving (3)
This is a basic problem-solving course suitable for students in any major. A survey of a wide variety of problem solving strategies. Students successfully completing this course will effectively communicate mathematically, utilize various strategies in analyzing problems, and increase problem-solving persistence and sharpen problem-solving skills.
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MTH 108 - Modeling & Applications (3)
This is an algebra-based course with an emphasis on practical applications. An examination of real-life models and their applications using algebra as a foundation. Students successfully completing this course will effectively use algebra and technology to analyze models of real-world phenomena; effectively read, interpret and analyze problems; and gain quantitative literacy and confidence.
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MTH 120 - An Introduction to Data through Visualization (3)
This course introduces students to statistical thinking and data analytics through the use of visualization software. Students successfully completing this course will demonstrate: 1) proper data structures, 2) the ability to create visualizations for a variety of data types, 3) effective communication of the meaning of their visualizations, 4) the ability to effectively explain pertinent characteristics about a data set.
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MTH 125 - Precalculus (4) Prerequisite: Two years of high school algebra or permission.
A study of topics in algebra and trigonometry that are used in calculus. Topics include functions, advanced algebra, logarithmic and exponential functions, and trigonometry. Students who successfully complete this course will have the mathematics background needed to study calculus.
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MTH 144 - Introduction to the Mathematics Major (1) Prerequisite: MTH 235 or MTH 335 (either may be taken concurrently) or by permission.
This course provides an introduction to the world of mathematics beyond calculus. Students will be introduced to a variety of problem solving strategies ideal for complex mathematical questions, develop an aesthetic appreciation for the discipline through exposure to important mathematical ideas, and explore opportunities that will prepare them for senior research projects, graduate school and/or future careers.
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MTH 213 - Mathematics for Elementary Teachers I (3)
This course is intended for all prospective elementary and special education teachers in order to develop a deeper understanding of the mathematics they will teach in grades K-6. Students will explore these mathematical ideas, justifying how and why they work while making connections to the classroom. Topics include place value, decimals, addition & subtraction strategies and algorithms, multiplication & division strategies and algorithms, and fractions. Upon completion of this course, students will be able to 1) identify important characteristics of the base-ten system; 2) represent and interpret numbers in a variety of bases; 3) develop number sense with respect to magnitude of large numbers; 4) determine how the structure of word problems can impact the strategies young children use to solve them; 5) use and justify a variety of strategies for mathematical operations; 6) explain and use traditional and non-traditional algorithms; 7) use manipulatives, models, and number lines to represent decimal and fractional quantities in order to represent, compare, and order them; and 8) model and explain mathematical operations on decimal and fractional quantities.
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MTH 214 - Mathematics for Elementary Teachers II (3)
This course is intended for all prospective elementary and special education teachers in order to develop a deeper understanding of the mathematics they will teach in grades K-6, focusing on algebra, geometry, and statistics. Students will explore these mathematical ideas, justifying how and why they work while making connections to the classroom. The emphasis is on making sense of algebra and geometry and exploring how K-6 students develop conceptual understanding emerge in these areas. Topics including number theory, algebraic thinking, proportional reasoning, geometry, measurement, and statistics. Upon completion of this course, students will be able to 1) demonstrate integer operations using a variety of strategies; 2) demonstrate understanding of important number theory concepts including divisibility, greatest common factor, and least common multiple; 3) model the concept of variable and algebraic properties to solve equations; 4) solve proportions using a variety of strategies; 5) use appropriate terminology to identify, categorize, and compare various two- and three-dimensional objects; 6) apply area concepts to justify important measurement formulas for area, surface area, and volume; 7) calculate and interpret statistical measures of center; and 8) create and interpret graphical representations of statistical data.
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MTH 215 - Mathematics for Secondary and Middle School Teachers (2)
This course is intended for all prospective middle school and high school mathematics teachers in order to develop a deeper understanding of the mathematics they will teach. Students will explore the underpinnings of pre-college mathematics by drawing on their prior knowledge and build upon it by examining the rationale behind the concepts in these courses. Specific topics include measurement, number and operation, polynomial functions, exponential and logarithmic functions, and trigonometry. Students will develop necessary skills for effective mathematics teaching including: analyzing definitions and theorems, constructing mathematical explanations and arguments, using multiple representations of a mathematical concept, examining typical mathematical errors and misconceptions, drawing effective diagrams and figures, interpreting mathematical terminology and notation, creating examples and counter examples.
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MTH 218 - Geometry for Teachers (3) Prerequisite: Two years of high school algebra or MTH 107 or MTH 108 .
A study of geometric topics encountered in middle school and high school mathematics. Topics include the van Hiele theory, measurement, congruence and similarity, fractals, polyhedra, coordinate geometry, transformational geometry, and applications. Students who successfully complete this course will be able to teach the geometric topics at all levels covered in public schools.
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MTH 225 - Probability and Statistics for Engineering and the Physical Sciences (4)
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 1) applying appropriate statistical methods to data sets to extract and interpret information, 2) making informed judgments about system reliability, and 3) developing statistical quality control systems.
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MTH 235 - Calculus (4) Prerequisite: High school precalculus (algebra and trigonometry) or MTH 125 . (MTH 125 is recommended if ACT math score is 22 or lower.)
An examination of the fundamentals of limits and differentiation, and an introduction to integration. Students successfully completing this course will be able to 1) conceptually understand the definitions of limit, derivative and integral, 2) apply the concepts of limits and differentiation to a variety of theoretical and real-life questions and 3) decisively utilize paper/pencil and technology-based problem-solving techniques.
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MTH 250 - Foundations of Mathematics (3) Prerequisite: MTH 235 .
An introduction to understanding and constructing the different types of mathematical proofs, inductive and deductive reasoning, functions, cardinality and the real number system.
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MTH 271/371/471 - Selected Topics (1-3)
An investigation of topics not covered in other courses, selected on the basis of student interest and available instruction.
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MTH 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. Students desiring advanced course work in areas not regularly offered may do so by enrolling in a directed study. Topics could include, for example, actuarial mathematics, computer mathematics, topology, or advanced topics in abstract algebra, analysis, geometry, or mathematical statistics. Seniors planning to pursue graduate study in mathematics are especially encouraged to consider this option.
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MTH 303 - Linear Algebra (3) Prerequisites: Sophomore standing and MTH 235 (may be taken concurrently).
Vector spaces, systems of linear equations, linear transformations, matrices, determinants, eigenvalues and eigenvectors.
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MTH 315 - Multivariate Statistics (3) Prerequisites: BIO 295 , ECO 215 , EGR 225 , or SSI 217
An introductory course in multivariate statistical methods including Principal Component Analysis (PCA), Discriminant Analysis (DA), Factor Analysis (FA), and Cluster Analysis (CA). Students successfully completing this course will demonstrate the ability to: 1) determine the appropriate multivariate analysis tool, 2) assess assumptions of these tools, and 3) carry out and interpret multivariate analyses.
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MTH 316 - Categorical Data Analytics (3) Prerequisites: BIO 295 , ECO 215 , EGR 225 , or SSI 217
An introduction to analyzing data with a categorical response, starting with proportion data (binomial), odds ratios, relative risk, logistic regression models, multinomial data analysis. Students successfully completing this course will demonstrate the ability to: 1) determine the appropriate tool for a variety of categorical situations, 2) assess the assumptions of these tools, 3) carry out and interpret the resulting analyses.
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MTH 324 - Teaching of Mathematics I (0-2) Generally taken during the junior year.
This course represents the beginning of the transition from a student of mathematics to a teacher of mathematics. This course involves developing planning skills and sequencing tasks for selected mathematics courses for grades 7-12 that are in line with state and national standards. Students successfully completing this course will 1) understand philosophically the difference between teacher and student of mathematics, 2) know the difference between conceptual understanding and procedural knowledge, 3) write lesson objectives and use questioning techniques to determine if those objectives were met, and 4) write daily lesson plans and unit plans complete with course appropriate activities.
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MTH 325 - Teaching of Mathematics II (0-1) Prerequisite: MTH 324 . Generally taken during the junior year.
Changes that are continually occurring in mathematics education are discussed and appropriate techniques for the teaching of mathematics in the public schools are presented. Topics include teaching from a constructivist point of view, issues related to homework, assessment techniques, and utilizing and integrating current technology. Students successfully completing this course will 1) use content-specific pedagogy for numerous math courses in grades 7-12; 2) integrate and utilize technology into the mathematics curriculum; 3) develop specific assessment practices that align with instruction, including rubrics and tests; 4) create a homework philosophy and course grading structure; and 5) have field experiences that may include visitations to observe master teachers, curriculum specialists, contract negotiators, and administrators.
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MTH 326 - Teaching of Mathematics III (4) Prerequisites: MTH 325 and enrolled in professional term, or permission.
This course involves critical examination of personal educational philosophy and how it influences classroom practice, and covers topics not included in MTH 324 or MTH 325 . Students successfully completing this course will 1) clarify their personal philosophy of teaching, 2) recognize and use higher order thinking and questioning, and 3) be prepared for student teaching in a mathematics classroom.
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MTH 327 - Middle School Methods (2)
An examination of topics, concepts, and teaching strategies appropriate for Middle School mathematics courses. Students successfully completing this course will 1) develop effective teaching strategies appropriate for general mathematics curriculum at the Middle School level; 2) become familiar with pedagogy that develops conceptual understanding of algebraic topics that are appropriate for students in their first full year of algebra; and 3) analyze the various geometric relationships to develop different techniques for teaching Euclidean geometry typically present in a year-long geometry course.
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MTH 334 - Complex Variables (3) Prerequisites: MTH 335 and MTH 250 .
A study of complex numbers, functions of a complex variable, complex limits, complex differentiation and integration, series, residues and poles. Students successfully completing this course will demonstrate a mastery of the fundamentals by performing a wide variety of computations which develop the concepts and apply the techniques developed in the course.
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MTH 335 - Advanced Applications of Calculus (4) Prerequisite: MTH 235 .
A continuation of MTH 235 focusing on integration and the applications of derivatives to modeling systems with differential equations. Students successfully completing this course will be able to 1) solve integration problems using a variety of techniques; 2) model systems with differential equations including first-order equations, linear differential equations, and systems of differential equations; 3) apply these concepts to a variety of theoretical and real-life questions and; 4) decisively utilize theoretical and technology-based problem-solving techniques including Laplace transforms and various numerical methods.
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MTH 337 - Multivariate Calculus (4) Prerequisite: MTH 335 .
An examination of differentiation and integration techniques appropriate for functions of multiple variables. Students successfully completing this course will be able to 1) conceptually understand the multiple-variable expansion of single-variable calculus concepts, 2) apply these multivariate concepts to a variety of theoretical and real-life questions, and 3) decisively utilize paper/pencil and technology-based problem-solving techniques.
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MTH 351 - Geometries (3) Prerequisites: Sophomore standing, MTH 335 (may be taken concurrently), and MTH 250 .
Survey of Euclidean geometry, study of selected topics in non-Euclidean, and other geometries.
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MTH 358 - Actuarial Mathematics (2) Prerequisites: MTH 335
An examination of calculus and probability tools applied in finance and insurance providing preliminary preparation for the Society of Actuaries Exam P. Students successfully completing this course will 1) be capable of determining probability and calculus tools applicable to financial and insurance problems, and 2) become adept at solving multiple-choice questions typical to S.O.A. exams.
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MTH 403 - Abstract Algebra (3) Prerequisites: MTH 250 and MTH 303 .
Introduction to properties of groups, rings, integral domains, and fields.
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MTH 415 - An Introduction to the Theory of Probability and Statistics (3) Prerequisites: MTH 235 , MTH 250 , MTH 225
This course centers on the theory and development of common probability distributions, joint & conditional pmf/pdfs, moment generating functions, estimation (Maximum Likelihood, Method of Moments, MSE, UMVUE, bias, interval estimation), and hypothesis testing. Students successfully completing this course will demonstrate 1) the development of common probability and statistical tools, 2) the ability to prove propositions regarding these tools, and 3) clear communication of results associated with these tools.
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MTH 421 - Mathematics Internship (0-12) Prerequisite(s):
1.) CED 205 or BIO 202 , EDU 415 , EGR 101 , EVS 351 , PSY 245
2.) Approval from Career, Leadership and Service
In this course, students plan a supervised internship experience for which they may earn academic credit. An internship is work experience offered by a business or organization for a limited period of time. Internships provide students with an opportunity to explore career interests while applying knowledge and skills learned in their courses. Internships also help develop an understanding of general workplace practices while gaining valuable professional experience and establishing networks.
Internships may be taken for 1 to 12 credit hours with a maximum of 12 credits that can be applied to graduation. If a student is completing an internship at an organization where a family member is employed, someone other than the family member must approve time and complete the intern evaluations. Students on the Crete campus who are completing this course over the summer may register up to 6 credits in the fall semester immediately following.
Students interested in completing an internship for credit should discuss requirements and degree implications with their advisor. Once a student has secured an internship position, students should contact Career, Leadership, & Service (career@doane.edu) to complete the approval process. If students need assistance finding or securing an internship opportunity, please also contact Career, Leadership, & Service.
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MTH 433 - Introductory Analysis (3) Prerequisites: MTH 250 and MTH 335 .
An introduction to the theoretical foundations of calculus. Students successfully completing this course will 1) understand the development of elementary calculus tools; 2) be familiar with the history, theorems, and conjectures of traditional mathematical analysis; and 3) communicate mathematically through a variety of proof techniques.
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MTH 435 - Mathematical Methods for Physics (3) Prerequisite: MTH 335 . (Cross-referenced with PHY 435 .)
A course designed to integrate mathematics into a coherent foundation for problem solving for upper-level physics and engineering courses. Topics include Laplace and Fourier transformations, Fourier series, vector operators, ordinary and partial differential equations, and orthogonal functions. Emphasis is given to the solution (analytical and numerical) of problems from both physics and engineering. Completion of the course allows the student to define important aspects of each mathematical topic, to describe the relevance of each topic to physics and engineering problems, and to work both formal and physics/engineering problems involving each topic.
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MTH 496 - Mathematics Seminar I (1) Prerequisites: Junior or senior mathematics major and 12 credits at the 300 level or above, or permission.
An introduction to research in a selected area of mathematics, mathematics education, or an application in mathematics. The course increases the students’ abilities to communicate their explorations in mathematics. Each student explores possible topics and develops a plan of action for their Mathematics Seminar II project. The student also develops research, writing, and presentation skills to carry out an independent research project.
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MTH 497 - Mathematics Seminar II (1-2) Prerequisite: MTH 496 or permission.
In consultation with a faculty member, the student executes the plan of action created in Mathematics Seminar I. The project culminates in a formal paper and oral presentation demonstrating the student’s ability to independently research a topic and effectively communicate mathematics.
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Army |
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MSI 111 - Foundations of Officership (1)
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MSI 111L - Leadership laboratory (0)
Course description available in the UNL catalog.
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MSI 121 - Basic Leadership (1)
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MSI 121L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 212 - Individual Leadership Studies (2)
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MSI 212L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 222 - Leadership and Teamwork (2)
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MSI 222L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 313 - Leadership and Problem Solving (3)
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MSI 313L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 323 - Leadership and Ethics (3)
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MSI 323L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 413 - Leadership and Management (3)
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MSI 413L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 423 - Officership (3)
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MSI 423L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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Air Force Military science courses are available to Doane students through a cooperative program with the University of Nebraska-Lincoln (UNL). Military science is not an academic major, but credits earned in military science courses apply toward graduation from Doane. Courses are taught by UNL military science personnel and are primarily offered on the UNL campus. Upon successful completion of the Advanced Course of ROTC and upon recommendation by the military science faculty at UNL, students may be commissioned during the graduation ceremony when they earn their Doane degree. Army ROTC students are commissioned as Second Lieutenant, United States Army Reserve or Regular Army. Air Force ROTC students are commissioned as Second Lieutenant, United States Air Force.
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MSI 102 - Foundation of the United States Air Force I (1)
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MSI 102L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 105 - Foundation of the United States Air Force II (1)
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MSI 105L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 210 - The Evolution of US Air and Space Power I (1)
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MSI 210L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 211 - The Evolution of US Air and Space Power II (1)
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MSI 211L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 325 - Air Force Leadership Studies I (3)
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MSI 325L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 339 - Air Force Leadership Studies II (3)
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MSI 339L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 435 - National Security Affairs and Preparation for Active Duty I (3)
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MSI 435L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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MSI 436 - National Security Affairs and Preparation for Active Duty II (3)
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MSI 436L - Leadership Laboratory (0)
Course description available in the UNL catalog.
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Music Performance |
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MUS 105A - Piano Proficiency I (0-1)
All music majors must pass out of each level of Piano Proficiency. Student should be able to play all major scales in one octave, and one easy piece with the score to pass.
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MUS 105B - Class Voice (1)
Class instruction in basic pedagogical skills for the voice. These skills include breath control and vocal health, beginning interpretation and artistry, diction technique and musicianship. Successful completion of the beginning skills elevates the student to MUS 111 (applied voice). All first-year voice students should enroll in class voice unless they have received permission to enroll in MUS 111 (applied voice).
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MUS 106A - Piano Proficiency II (0-1) Prerequisite: MUS 105A .
All music majors must pass out of each level of Piano Proficiency. Student should be able to play all harmonic minor scales in one octave, a simple accompaniment to a given melody (harmonies realized by the student) a hymn in short score, and one easy piece from memory.
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MUS 106B - Class Voice (1)
Class instruction in basic pedagogical skills for the voice. These skills include breath control and vocal health, beginning interpretation and artistry, diction technique and musicianship. Successful completion of the beginning skills elevates the student to MUS 111 (applied voice). All first-year voice students should enroll in class voice unless they have received permission to enroll in MUS 111 (applied voice).
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MUS 107 - Piano Proficiency III (0-1) Prerequisite: MUS 106A .
All music majors must pass out of each level of Piano Proficiency. Student should be able to play all major scales in two octaves, a simple accompaniment to a given melody (melody with chord chart), and one intermediate piece with score (Baroque or later).
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MUS 108 - Piano Proficiency IV (0-1) Prerequisite: MUS 107 .
All music majors must pass out of each level of Piano Proficiency. Student should be able to play all harmonic minor scales in two octaves, two pieces of contrasting styles with the score, and a short hymn in SATB format.
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MUS 111A - Piano (1-2) Prerequisite: Permission.
First year private instruction.
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MUS 111B - Voice (1-2) Prerequisite: Permission.
First year private instruction.
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MUS 111C - Instruments (1-2) Prerequisite: Permission.
First year private instruction.
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MUS 111I - Improvisation Lessons (1) Prerequisite: MUS 115 .
Lessons for students interested in the art of musical improvisation. Students will demonstrate proficiency in the skills and techniques required to create improvised musical ideas. Students may, after consultation with the instructor, choose to focus on vocal or instrumental improvisation.
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MUS 111S - Composition and Song Writing Lessons (1) Prerequisite: MUS 215 or permission.
Private instruction in the art of composing and/or songwriting. Students will demonstrate proficiency in the skills required to properly notate musical ideas and concepts and be able to accurately transfer their aural image of musical ideas into written form.
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MUS 112A - Piano (1-2) Prerequisite: Permission.
First year private instruction.
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MUS 112B - Voice (1-2) Prerequisite: Permission.
First year private instruction.
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MUS 112C - Instruments (1-2) Prerequisite: Permission.
First year private instruction.
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MUS 112I - Improvisation Lessons (1) Prerequisite: MUS 111I .
Lessons for students interested in the art of musical improvisation. Students will demonstrate proficiency in the skills and techniques required to create improvised musical ideas. Students may, after consultation with the instructor, choose to focus on vocal or instrumental improvisation.
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