Other Graduate Courses | 2022-2023 Graduate Catalog | SIU

(Same as HIST 401) This course examines the origins and development of the Atlantic basin as an intercommunication zone for African, European and American societies from the mid-15th century through the early-19th century. Themes include transformation of environments, forced and voluntary migrations, emergence of distinct Atlantic culture communities, development of Atlantic economics and formulation and implementation of Atlantic revolutionary ideologies.

(Same as ANTH 410H) This course examines aspects of African expressive culture including the visual arts, music, dance, orature, cinema, drama, and ceremony from an anthropological perspective. Particular attention is given to analysis of African expressive culture in social context and the role of the arts in the practice of politics, religion, medicine, and other aspects of African life. Many of the expressive genres examined deal with historical representation and political resistance. Therefore, this course provides insights into African history and politics through the creation of African artists.

(Same as ANTH 413) This course examines the history and social significance of African film from cultural, aesthetic, political, and economic perspectives.

(Same as CMST 416 and WGSS 416) Explore the roots, contemporary manifestations, and current embodiments of Black feminist thought. Explore the works of Black women to engage in critical thinking and thoughtful dialogue that positions the valuable knowledge, experiences and perspectives of women of color at the center of inquiry while simultaneously discovering spaces for multicultural alliances.

(Same as THEA 460) Explores significant themes in African and African American drama, with special attention to performance styles and cultural issues.

(Same as CMST 447) Via intercultural theories and methods, this course explores histories, relationships, interactions and recent events by positioning racial and ethnic perspectives at the center of inquiry. The course critically examines the complexities of race, racism and ethnicity by focusing on how people communicate across racial and ethnic differences in different contexts.

(Same as MUS 452A, WGSS 452A) Examines the tradition of "uppity" women's blues from the so-called "classic" blues singers of the 19th century (Gertrude "Ma" Rainey, Bessie Smith, Ida Cox, etc.) to the contemporary blues of Saffire, Denise LaSalle and others. Explores ways blues women challenge conventions of gender and sexuality, racism, sexism, classism, and homophobia. Restricted to junior/senior/graduate music major or consent of instructor.

(Same as MUS 452B) Traces the history, culture, and stylistic developments of blues and boogie woogie piano. Explores socio-cultural contexts and examines key players, pieces, and musical styles. Restricted to junior/senior/graduate music major or consent of instructor.

(Same as HIST 460) This course examines slavery and southern distinctiveness from the colonial period to 1861. Discussion topics include the plantation system, race relations, women and slavery, and southern nationalism.

(Same as HIST 461) This course examines the history of African Americans in the American West. Taking both a chronological and thematic approach, it begins with a discussion of early black explores in the age of encounter, and ends with a focus on black western towns established in the United States by the 1880's.

An examination of the impact of western colonial rule on the societies and politics of Africa, the method by which these colonial areas became sovereign states in the post-World War II era, the role of domestic political institutions, African political thought and behavior, and the development of foreign policies regarding relations with other African states, continental and international organizations, and international organizations, and non-African states.

This course reviews the history and evolution of the construct of race as a psychological phenomenon. While the course will be largely psychological in nature, the pervasiveness of race in practically every sphere of life necessitates a multidisciplinary approach. The course will emphasize a theoretical and conceptual approach toward understanding the psychology of racialized thinking. Prerequisite: PSYC 211. Crosslisted with PSYC 470.

(Same as HIST 473) A comparative study of slavery from antiquity to its abolition in the 19th century with the differing socio-cultural, political and economic contexts; organized chronologically, regionally, and thematically.

This course uses the best scholarship of cultural anthropology and social studies to look at the history of education in the African American community; how public education affects African American families; how school shape cultural change and how racial, ethnic peer group, and gender issues help determine curriculum issues. For graduate credit.

(Same as HIST 478) An examination of Southern African history with emphasis on South Africa from 1652 to 1994. Topics to be covered include conflicts and wars, migrations and state formations, the economics of minerals, industrialization and the Anglo-Boer War, intertwined histories of race relations, the politics of exclusion and apartheid, and the making of modern South Africa.

Special topics, focused on research needs of students who are regularly enrolled in upper-division courses, especially graduate students doing research in Africana related topics in other departments and programs. May be repeated for up to six credit hours. Special approval needed from the director of the AFR program.

This course provides the theoretical framework for research in the field of Africana Studies. Students will investigate the foundations of the field of Black Studies, from the arguments of Maulena Karenga and Molefi Asante, to the challenges of scholars such as Manning Marable, James Turner and other recent scholars. Students will pursue individual research projects appropriate to various academic disciplines which constitute the field of Africana Studies. May be taken for graduate credit.

Study abroad 4-6 week program is designed to introduce similarities in culture (food, dance, music, family traditions, religion) of people in Ghana and in the cultures of people in the African diaspora. Class begins on the SIUC campus and will relocate to Elmina and Cape Coast, Ghana, during the first year of a three-year sequence. Other years will locate in areas of the West Indies, Caribbean & Central America. May be taken for graduate credit. Special approval needed from the instructor.

Using compilations of the 19th and early 20th century body of work known as "Slave Narratives", students will organize research projects that discover selected major themes of Africana Studies. The course will be useful to students from various academic disciplines (such as Psychology; Music; Sociology; History; Philosophy; Education; Literature; and Theology, among others) as they place Slave Narratives in the center of Africana and American Studies scholarship. May be taken for graduate credit.

(Same as HIST 487) This course provides an overview of the history of the Civil Rights Movement while engaging major debates in the field of Black Freedom Studies. Central themes will include the impact of the Cold War, the roles of women, and the relationship of civil rights to black power. We will also discuss the difference between popular memory and historical scholarship as well as the meaning of such discussions for contemporary issues of racial and economic justice.

Topics vary and are announced in advance. May be repeated as the topic varies. No prerequisites.

(Same as PHIL 451) A survey of major thinkers and themes in the history of African American Philosophy from colonial times to the 20th century.

(Same as PHIL 455) A survey of critical examination of a range of theories on the nature and meaning of "race", the intersection of race with class and gender, and the promotion of racial progress. Such theories include racial realism and idealism, racial biologism, cultural race theory, social constructivist theory, integrationism, separatism, racial eliminativism, cosmopolotianism, and especially critical race theory.

(Same as PHIL 459) A seminar on varying topics, themes, and figures in African, African American, and/or Caribbean Philosophy, e.g., "W.E.B. Du Bois and His Contemporaries," "Pan Africanism," "Philosophies of Liberation," "Black Feminism," " Contemporary African Philosophy," "Philosophies of the Caribbean.

In the seminar, a deep appreciation of the various texts that are the testimonies of the enslaved Africans in the United States help shape the research strategies of students who wish to do focused studies of African American and American culture, by discovering the themes of resistance, persistence and transcendence as these themes were articulated and employed by generations of enslaved Africans in what is now the United States. Students engage in close critical and cultural readings of slave narratives; folklore texts; musical testimonies (folk songs and Spirituals), petitions and other records.

The course deals with issues of human diversity broadly defined to include race, ethnicity, culture, nationality, religion, sexual orientation, gender identity, and ability. It explores the contours of difference and the dynamics of diversity, privilege, and oppression in domestic and global contexts. It also examines authentic cultural voices, understanding these voices, how to interact with them and be able to find individual and group cultural voices in a diverse society and how to apply the knowledge in a larger global sphere.

A seminar on varying topics, themes, and figures in African, African American, and/or Caribbean Philosophy, e.g., "W.E.B. Du Bois and His Contemporaries," "Pan-Africanism," "Philosophies of Liberation," "Black Feminism," "Contemporary African Philosophy," "Philosophies of the Caribbean.

(Same as FOR 401 and REC 401) A survey course designed to help education majors develop an understanding of environmental education principles and teaching both inside and outside the classroom. Requires field trip transportation fee not to exceed $25 per course registration. Prerequisite: Ten hours of biological science or ten hours of recreation and/or education, or consent of instructor.

(Same as FOR 423 and REC 423) Principles and techniques of natural and cultural interpretation. Two hours lecture, three hours laboratory. Prerequisite: ten hours biological science or ten hours of recreation. Requires field trip transportation fee not to exceed $40 per course registration.

An introduction to farming systems, which is an interdisciplinary approach to agricultural research and development emphasizing small farms. The whole farm is viewed as a system of interdependent components controlled by the farm household. Focuses on analyzing interactions of these components as well as the physical, biological, and socioeconomic factors not controlled by the household. Techniques of analysis are applicable domestically and internationally.

Discussion of special topics relating to worldwide agricultural development. Special approval needed from the instructor.

Acquaints the student with different teaching environments and styles. Students will be expected to participate in instructing agricultural sciences courses. Special approval needed by the instructor.

This course provides a historical perspective to decisions made by American military leaders; emphasizing solutions to challenges future Army officers might face: battlefield complexity, resource limitations, teamwork deficiencies, etc. The student will learn how former military leaders confronted and coped with similar issues, using their experiences and approaches to arm students with the ability to create their own solutions. Commissioning requirement for Army ROTC cadets. Course not restricted to ROTC cadets.

(Same as CHEM 451A and MBMB 451A) First half of the 451A,B two semester course. Introduction to structure and function of biomolecules including nucleic acids, proteins, sugars, polysaccharides, lipids and membranes, biochemical techniques, expression of genetic information, signal transduction and transport through membranes. Prerequisites: CHEM 340 and CHEM 342 or 442, or equivalents with grades of C- or better.

(Same as CHEM 451B and MBMB 451B) Second half of 451A,B two semester course. Basic kinetics, enzyme kinetics, enzyme inhibitors, regulation of enzymes, oxidation-reduction, high energy bonds, carbohydrate metabolism, aerobic/anaerobic metabolism, lipid metabolism, nitrogen metabolism, hormonal control of metabolism. Prerequisites: MBMB 451A or BCHM 451A or CHEM 451A or equivalent with a C- or better.

Advanced study of biological chemistry including the structure-function relationship in proteins, the mechanism of enzyme reactions and the biochemical basis of gene expression, signal transduction, nerve impulses, molecular motors and other physiological processes. For graduate students, this course may be taken to meet deficiencies in biochemical knowledge, but will not meet the formal coursework requirements for the master or doctoral level degrees. Prerequisite: C- or better in CHEM 340, CHEM 341, BCHM/CHEM 350.

(Same as CHEM 456 and MBMB 456) A one-semester course in Biophysical Chemistry intended for biochemists and molecular biologists. Emphasis will be on solution thermodynamics, kinetics and spectroscopy applied to biological systems. Prerequisites: CHEM 340 and 442, MATH 141 or 150, MBMB 451A or BCHM 451A or CHEM 451A, or equivalents.

Clinical field experiences or apprenticeship conducted in a public school setting for graduate students. Supervision provided by Cooperating Teacher and University Supervisor. Restricted to admission to graduate programs. Special approval needed from the advisor.

A requirement for the Master of Arts in Teaching and Alternative Route to Teacher Certification programs. The student teaching experience is necessary for certification by entitlement. Restricted to admission to the M.A.T. or alternative route to teacher certification programs. Lab fee: $100.

This course is required of all students enrolled in the doctoral program of the College of Education and Human Services. It offers an introduction to the reading of quantitative research literature and the development of quantitative research methods in Education that can be used to address areas of scholarly inquiry within the academic concentrations found in the College.

This seminar is required of all new students enrolled in the Ph.D. program in Education, to be taken at or near the beginning of their studies. The seminar serves as an introduction to doctoral studies and doctoral-level scholarship in Education. It will emphasize each student's development as a critically reflective scholar and address the attitudes, assumptions and practices that underlie scholarly inquiry in the Education field.

This seminar is one of two course options required for all students pursuing a doctoral program degree in the College of Education and Human Services. The primary objectives are to aid in the development of the Doctoral student's own nature and reflective theory of education; to help students pursue their scholarly activities in relation to the whole field of education; and to make the student aware of the resources of scholarship in other disciplines which might be said to be foundational to education. Restricted to admission to the Ph.D. program in education.

This seminar is one of two course options for all students pursuing a doctoral degree in Education. The seminar focuses on the critical examination of the psychological basis of pedagogical theory; a review of behavior, cognitive and motivational theories; and a preliminary assessment of empirical research related to psychology of instruction. Restricted to admission to the Ph.D. program in education.

Offered for purposes of testing new and experimental courses and series of courses within the College of Education. Special approval needed from the instructor.

This course studies fundamental solid-state electronic concepts, the application and design of transistor amplifiers, and operational amplifier circuits. Course topics include the ideal operational amplifier, diodes, rectifiers, analysis and design of bipolar transistor (BJT) amplifiers, and the analysis and design of field effect transistor (FET) amplifiers. A laboratory emphasizes electronics circuit design and analysis. Prerequisite: EET 304B. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

This course focuses on system-level design and application of electronics circuits. Circuits include linear integrated circuits, quasi-linear circuits, integrated digital circuits, and pulse waveform generating and timing circuits. Topics include power amplifiers, Schmitt triggers, comparators, timers, and active filters. A design laboratory allows students to implement several design projects with increasing complexity. Prerequisite: EET 403A. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

This course is a study of the fundamental concepts of analog and digital communication systems in addition to a survey of the state of the art of current and emerging communication technologies. Topics include modulation, signal encoding, transmission media, multiplexing, cellular, bluetooth, Wi-Fi, WiMAX and LTE-Advanced. Associated labs reinforce the concepts introduced and allow students to simulate and build real systems. (Lecture + Lab). Prerequisite: EET 304B with a minimum grade of C. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

This course is a study of data and computer networks. Students are introduced to communication protocols, networking technologies and the various computer networks topologies. The OSI (Open Systems Interconnection) model is used as a guide in introducing the purpose and underlying principles of the existing communication protocol standards. The course concludes with an overview of emerging communication standards and technologies. Topics include LAN, WAN, TCP/IP, Routing, and Data Link layer. Associated labs reinforce the concepts introduced and allow students to simulate and build real systems. Lecture + Lab. Prerequisite: EET 437A with a minimum grade of C. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

The mathematical concepts and tools used to model and design automatic control systems. The mathematical models for electric, hydraulic, mechanical and thermal processes found in industry. The course uses Laplace transforms, transfer functions, block diagrams and signal flow graphs to represent systems, determine system response and design control systems. A laboratory demonstrates applications. Prerequisites: EET 304B with a C or better, or consent of instructor; and EET 332A.

Concepts and components used in data acquisition and sequential control systems. The course covers sensors, signal conditioning, analog-to-digital/digital-to-analog conversion devices, relay logic design and programmable logic controllers. A laboratory demonstrates lecture topics and gives students experience with data acquisition and control languages and ladder logic programming within a design team. Prerequisites: CS 202 or ENGR 222 or ECE 222 with a C or better; EET 438A with a C or better, or consent of instructor.

This course introduces embedded systems design and microcontroller programming. Students study microcontroller architectures and design applications. The course emphasizes interfacing microcontrollers with sensors and actuators. Software tools like Matlab and Simulink aid in visualization and Model-Based Design. Prerequisites: EET 238 with a C or better; CS 202 or ENGR 222 or ECE 222 with a C or better; or consent of instructor.

(Same as IMAE 445) Introduction to the use of computers in the manufacturing of products. Includes the study of direct and computer numerical control of machine tools as well as interaction with process planning, inventory control and quality control. Prerequisite: IMAE 208. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

(Same as IMAE 455) Study of robotics within a wide variety of application areas. Topics covered include classification of robots, sensor technology, machine vision; control systems, including programmable logic controllers (PLCs); robot safety and maintenance; and economic justification of robotic systems. Prerequisite: None. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

The study of ethnic dress in non-western cultures, with attention to aesthetics, symbolism and uses of ethnic dress. Cultures studied may vary with each offering. May be repeated for credit.

Development of clothing in Western civilization to 1850. Consideration of social, economic, aesthetic factors and technical innovations influencing clothing.

Evolution of Western costume from 1860 through the present time. Emphasis on the interrelationship between costume, social, political, economic, and technical changes.

Examines how quality and value of apparel products are visually evaluated by industry and consumers. Prerequisite: FASH 101, 241.

An in-depth look at yeast from the perspective of fermentation science, with an emphasis on brewing science and technology. The effects of genetics will be examined with respect to how various strains and genetic mutations affect the fermentation process and the quality of the final product. The course will emphasize yeast metabolism and the various parameters and conditions that affect fermentation processes. Three hours lecture per week. Prerequisite: MICR 301 with a grade of C or better or consent of instructor. Concurrent enrollment in FERM 463 allowed.

The laboratory complement to FERM 462, Yeast Science & Technology. The laboratory will cover the techniques class dealing with yeast collection; storage and culturing will be covered from both theoretical and practical perspectives. One hour laboratory, in-class per week. Co-requisite or prerequisite: FERM 462 with a grade of C or better. Lab fee: $60.

The primary focus of this course is to introduce basic facilities planning for operations of the brewing and distilling industry, and to gain management and technology insight in brewing/distilling production. Prerequisite: FERM 480 with a grade of C or better. Restricted to Junior/Senior standing in Ag Systems Technology or Fermentation Science and instructor approval.

Laboratory experiments to familiarize the student with writing robotic programs for performing specific tasks, developing and debugging PLC code, integrating robotic programming and PLC programming in the control of a robotics cell, developing basic programming skills using computer simulation packages; milling and lathing applications of CNC machining. Prerequisite: IMAE 445 or ET 445 and IMAE 455 or concurrent enrollment in both. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

(Same as PH 430) Assesses the health and injury control programs present in a work setting. Emphasis given to employee programs in health, wellness, and injury control that are effective. Field trips to work sites are included. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

Review of all areas covered by the industrial technology program. Includes problems which simulate existing conditions in industry. Students present their solutions to the class and to the instructor in a formal manner. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

(Same as EET 445) Introduction to the use of computers in the manufacturing of products. Includes the study of direct and computer numerical control of machine tools as well as interaction with process planning, inventory control and quality control. Prerequisite: IMAE 208. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

(Same as TRM 470) This course is designed to provide students with an overview of the project management process based on the knowledge areas/processes developed by Project Management Institute (PMI). This course further provides an in-depth examination of the activities needed to successfully initiate, plan, schedule, and control the time and cost factors of the project from a technical management perspective. Course emphasis using the content of the PMBOK prepares a student for the Certified Associate Project Management (CAPM) examination/certification. A grade of C or better is required.

(Same as EET 455) Study of robotics within a wide variety of application areas. Topics covered include classification of robots, sensor technology, machine vision; control systems, including programmable logic controllers (PLCs); robot safety and maintenance; and economic justification of robotic systems. Prerequisite: None. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

This course will cover the principles and techniques of lean manufacturing. Major topics covered include lean principles, 5S, value stream mapping, total productive maintenance, manufacturing/office cells, setup reduction/quick changeover, pull system/Kanbans, continuous improvement/Kaizen, lean six sigma, lean simulation, and other modern lean manufacturing techniques and issues. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

Study the knowledge areas of Six Sigma Green Belt. Topics include six sigma goals, lean principles, theory of constraints, design for six sigma, quality function deployment, failure mode and effects analysis, process management, team dynamics, project management basics, data and process analysis, probability and statistics, measurement system analysis, and process capability. Restricted to Junior/Senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

The objective of this course is to provide the student with a complete coverage of the statistical and analytical tools used and applied in the "Six Sigma" methodology at the green-belt level. Topics include: discrete probability distributions, continuous probability distributions, statistical process control tools, quality control charts, process capability analysis, gauge and measurement capability studies, cumulative sum control charts and exponentially-weighted moving average control charts. Prerequisite: IMAE 307 or MATH 140 or MATH 150, IMAE 470A or consent of instructor. Restricted to Junior/Senior standing. Restricted to students with junior, senior or graduate standing in the College of Engineering, Computing, Technology, and Mathematics except when approved by department.

Study the principles and techniques of modern quality control practices. Topics include total quality management, fundamentals of statistics, control charts for variables and other quality related issues and techniques. Restricted to senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

Study the principles and techniques of modern quality control practices. Topics include fundamentals of probability, control charts for attributes, acceptance sampling systems, reliability and other quality related issues and techniques. Restricted to senior standing. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

Six Sigma is a data-driven management system with near-perfect-performance objectives that has been employed by leading corporations. Its name is derived from the statistical target of operating with no more than 3.4 defects per one million chances, but its principles can be applied in business of all types to routinely reduce costs and improve productivity. This overview describes what Six Sigma is, and what is techniques and tools are. Prerequisite: IMAE 475. Restricted to College of Engineering, Computing, Technology, and Mathematics students or departmental approval required.

The selection, investigation, research, and writing on a specific topic approved by a faculty member. Special approval needed from instructor. A grade of C or better is required. Restricted to ITEC major.

Students will examine a variety of information technology topics and/or problems. Special approval needed from the instructor. A grade of C or better is required.

This course discusses key concepts of cybersecurity, providing a solid foundation to understand security challenges and practical solutions to cybersecurity threats. Topics to be covered include risks and threats, governance and policy, laws, ethics and compliance, strategy and planning, disaster recovery and business continuity.

This course discusses both data security and software security. Topics include basic cryptography concepts, secure communications, data integrity and authentication, information storage security, fundamental design principles including least privilege, open design, and abstraction, security requirements and their role in design, implementation issues, static and dynamic testing, configuring and patching, and ethics, especially in development, testing and vulnerability disclosure.

This course addresses security concerns for cyber physical systems (CPS) and Internet of Things (IoT) devices including industrial control systems and those considered critical infrastructure systems. Topics include industrial networks and control theory, industrial network protocols, hacking and securing industrial control systems, privacy and legal issues in CPS and IoT. Students will complete multiple course projects both exploring security vulnerabilities and developing security solutions for CPS and IoT. Prerequisite: ITEC 501 with a grade of C or better.

This course combines theory and techniques of project management emphasizing information technology applications. The course adheres to the Project Management Body of Knowledge (PMBOK). Course concepts are strengthened by the use of project management software.

Cybersecurity metrics are tools designed to facilitate decision-making and improve performance and accountability. This course defines cybersecurity metrics, describes characteristics of effective metrics, discusses different types of metrics and where they are best used, and provides tips for communicating metrics to executives. Students will learn a collection of measurements to assess security performance based on data collected from various sources. Topics will also include how to measure a cybersecurity program's implementation, effectiveness, and impact, how to enable the assessment of cybersecurity programs and justify improvements to those programs, and how to bring visibility and awareness to the underlying issues of cybersecurity and highlight effective efforts through benchmarking, evaluation, and assessment of quantified data. Prerequisite: ITEC 502 with a grade of C or better.

This course covers cyber forensics investigation and response. Areas of study include concepts and procedures for investigating cyber crimes and methods for collecting, analyzing, preserving and reporting forensic evidence. Multiple courses projects will help students to get familiar with key tools and techniques, perform damage assessments and determine what was compromised, collect and document evidence, and develop incident response tactics and procedures of threat hunting. Prerequisites: ITEC 501 and ITEC 502 each with a grade of C or better.

This course discusses aspects of cybersecurity that broadly impact society as a whole for better or for worse. Cybersecurity law, ethics, policy, privacy and their relation to each other are the key components of this course. Topics will include online communities, crowdsourcing platforms, algorithms for information dissemination, information elicitation, collection methods and techniques, open-source tools and risk analysis, threat taxonomy, decomposition and fusion, case studies in analysis and types of reports. Prerequisite: ITEC 502 with a grade of C or better.

This course provides a survey of various advanced topics in cybersecurity. It allows students to investigate state-of-the-art research and development in the field as well as to apply techniques found in current research. Relevant topics may include data mining and log analysis, machine learning and intrusion prevention, predictive analytics of cloud security, risk management for social computing, and malware analysis tools. Prerequisite: ITEC 504 with a grade of C or better.

This is a guided research project course. Students must seek approval from the Program Director before registering. This course presents an intensive experience during which students build a system they intend to be secure, and then attempt to show that other students' projects are insecure, by finding security flaws and vulnerabilities in them. Special approval needed from the Program Director.

This course is designed to provide students with essential knowledge and pragmatic skills of information system analysis, design, and implementation. Topics include systems development life cycle methodologies, system analysis and modeling methods, technical design specifications development, and information systems integration.

This course is designed to provide students with essential knowledge and pragmatic skills of information system analysis, design, and implementation. Topics include systems development life cycle methodologies, system analysis and modeling methods, technical design specifications development, and information systems integration.

This course will provide students with an understanding of how an organization should prepare for all types of disruptions. Students will learn how to establish a BC/DR program and how to evaluate existing and emerging standards to audit an existing or new BC/DR program.

This course explores fundamentals of management for professionals in high-technology fields. It addresses the challenges of managing technical professionals and technology assets; human resource management; management of services, infrastructure, outsourcing, and vendor relationships; technology governance and strategy; and resource planning.

This course develops students' skills in financial management, budgeting, and procurement. The course teaches how to leverage financial knowledge to improve workplace decision-making and align spending and budgets with strategic initiatives.

This course introduces students to the key concepts and approaches of business process innovation (BPI) such as incremental improvement, process automation, and process redesign. BPI initiatives take place across three levels - the enterprise level, the process level, and the application infrastructure level. The focus of this course is on both understanding and designing business processes within these three levels of concern. This course has both a theoretical and a practical component. Students will learn theoretical process models such as the Business Process Modeling Notation (BPMN) and use them to design process innovations to achieve efficiency, effectiveness, compliance, and agility objectives.

This course will examine the application of industry standard frameworks to the management of information technology infrastructure, development and operations. Frameworks including the Information Technology Infrastructure Library (ITIL), Control Objectives for Information and related Technology (COBIT), and others will be covered. Students will learn to use these frameworks to tailor a set of concepts and policies necessary to manage IT in a specific enterprise.

Developing and executing an effective Information Technology (IT) strategy that enables business strategy is critical for creating business value and gaining competitive advantage. This course presents a framework and methodology for assessing, developing and implementing an effective IT strategy that is aligned with business needs.

(Same as MBMB 403) A survey of the more common bacterial, mycotic and viral infections of humans with particular emphasis on the distinctive properties, pathogenic mechanisms, epidemiology, immunology, diagnosis and control of disease-causing microorganisms. Three hours lecture. Spring semester. Prerequisite: MICR 301, or consent of instructor.

(Same as MBMB 405) This course will be offered in Springfield only. A comprehensive course for health science professionals covering the biology, virulence mechanisms, and identification of infectious agents important in human disease and host-defense mechanisms. Clinical applications emphasized. Three hours lecture. Prerequisite: MICR 301, or consent of instructor.

(Same as MBMB 421) Topics covered will include the genetic basis of the revolution in biotechnology, medical applications including genetic screening and therapeutic agents, industrial biotechnology and fermentation, and agricultural applications. Three hours lecture. Fall semester. Prerequisite: MICR 302, or consent of instructor.

(Same as MBMB 423 and GEOL 423) The course will focus on the role that microorganisms play in fundamental geological processes. Topics will include an outline of the present understanding of microbial involvement of weathering of rocks, formation and transformation of soils and sediments, and genesis and degradation of minerals. Elemental cycles will also be covered with emphasis on the interrelationships between the various geochemical cycles and the microbial trophic groups involved. Prerequisite: MICR 301 and CHEM 210 and 211. Recommended: GEOL 220, 221 or 222.

(Same as MBMB 441) An intensive, lecture-based course in virology which will emphasize principles of molecular virology, the ubiquity of viruses in nature, evolutionary relationships between viruses, co-evolution between virus and host, and the pathogenic consequences of some viral infections (e.g., AIDS, hepatitis, cancer, etc.). Prerequisites: MICR 460 or MBMB 460 or consent of instructor.

(Same as MBMB 453) Principles of molecular and cellular immunology. Particular emphasis is given to molecular mechanisms involved in activation and maintenance of the immune response at the basic science level. The role of the immune system in medical diagnostic procedures and in human health is also discussed. Spring semester. Prerequisite: MICR 403, or consent of instructor.

(Same as CSEM 454, PSAS 454) A study of microbial numbers, characteristics, and biochemical activities of soil microorganisms with emphasis on transformation of organic matter, minerals, and nitrogen in soil. Prerequisite: MICR 301 or CSEM 240. Lab fee: $15.

(Same as MBMB 455) This course will be offered in Springfield only. A survey of the components of the immune system and how they interact with each other to produce responses that are important in the control or mediation of human disease. Two hours lecture. Prerequisite: MICR 301 or consent of instructor.

(Same as MBMB 460) The genetic mechanisms and regulatory events that control gene transfer, lambda phage infection, recombination, and metabolic pathways including a brief introduction to bioinformatics, genome analysis and global regulatory functions. Three hours lecture. Fall semester. Prerequisite: MICR 301 and 302, or consent of instructor.

(Same as MBMB 470) A consideration of the major groups of prokaryotes with special emphasis on their comparative physiology and ecology. Three hours lecture. Spring semester. Prerequisite: MICR 301 or consent of instructor.

(Same as MBMB 477) Concepts of ecology applied to microorganisms; methods in microbial ecology; interactions of microbes with their living and non-living environment; microbial habitats and functions. Roles and regulation of microbes in natural and man-made environments, from cellular to community level. Prerequisite: MICR 301 or instructor's consent (based on proven background in both microbiology and ecology).

(Same as MBMB 480) Genetic and biochemical analyses of microorganisms using a variety of techniques in molecular biology, molecular genetics and biotechnology. Six hours laboratory per week plus two hours of supervised unstructured laboratory work in most weeks. Fall semester. Prerequisite: MICR 301 and 302 with a C grade or better and two (or concurrent enrollment in two) of the following: MICR 421, 423, 425 or 460. Lab fee: $60.

(Same as MBMB 481) Enrichment and isolation of prokaryotes from natural samples, diagnostic methods for the identification of pathogenic bacteria, and the nature of the immune response. Six hours laboratory per week plus two hours supervised unstructured laboratory work in most weeks. Spring semester. Prerequisite: MICR 301 and 302 with a C grade or better and two (or concurrent enrollment in two) of the following: MICR 403, 453 or 470. Lab fee: $60.

A master's level terminal statistics course. Emphasis on descriptive statistics, graphical representation of data, correlation, and simple regression. Includes an introduction to hypothesis testing procedures and analysis of variance.

Covers basic descriptive techniques such as central tendency, measures of variability and graphical presentation of data. In addition, hypothesis testing, analysis of variance, nonparametrics and simple linear prediction will be covered.

The general linear model is presented which allows for hypothesis testing including correlational analysis, analysis of variance and analysis of covariance. Non-linear relationships are presented. Emphasis is placed on testing the stated research hypotheses. Prerequisite: QUAN 506 or PSYC 522.

(Same as PSYC 522) Strategies of designing research studies and the analysis of data from studies using linear models are examined. Emphasis will be placed on internal and external validity and factors that affect power in variance designs including completely randomized designs, Latin square, repeated measures and analysis of covariance with each of the above designs. Prerequisite: QUAN 506 or equivalent.

(Same as PSYC 525) Intended to provide theoretical principles of measurement which are applicable to both teaching and research. Part of the course will be devoted to current issues in measurement and to practical applications to these theoretical principles. Prerequisite: QUAN 506 or PSYC 522.

Overview of survey methods covering topics such as the purpose of survey research methods, the process of survey research, ethical considerations in survey research, questionnaire design and administration, sampling designs, data processing, and reporting of survey research. Prerequisite: QUAN 506 or PSYC 522 & QUAN 531 or PSYC 525, or equivalent.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 531 or PSYC 525.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 508 or PSYC 522.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 531 or PSYC 525.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

For advanced graduate students. Topics of interest to the individual student are studied under supervision of a department staff member. Special approval needed from the department.

For advanced graduate students in Quantitative Methods. Formulating, investigating and reporting of research problems in the area of Quantitative Methods. Special approval needed from the department.

For those graduate students who have not finished their degree programs and who are in the process of working on their dissertation, thesis, or research paper. The student must have completed a minimum of 24 hours of dissertation research, or the minimum thesis, or research hours before being eligible to register for this course. Concurrent enrollment in any other course is not permitted. Graded S/U or DEF only.

Methods and procedures to efficiently exploit the scientific literature are discussed. The two-hour class discussion will be supplemented by practical exercises in library usage. Special approval needed from the instructor.

Theory of design of electron microscope, lenses, vacuum systems, alignment, specimen preparation and darkroom.

Practical experience in use of transmission electron microscope and specimen preparation.

Theory of design for scanning electron microscope, lenses, vacuum systems, alignment, specimen preparation for biologists and materials scientists, darkroom. Laboratory fee: $100.

Laboratory practical experience in use of scanning electron microscope and specimen preparation. Laboratory fee: $100.

In-depth studies of selected basic concepts in general science for teachers of upper-level elementary grades. Topics include cells and simple organisms, characteristics of vertebrates, plate tectonics, solar system, nature of matter and magnetism. Prerequisite: currently teaching in an elementary school.

In-depth studies of selected basic concepts in general science for teachers of upper-level elementary grades. Topics include human biology, characteristics of high plants, Earth's building blocks, the atmosphere, forces and simple machines. Prerequisite: currently teaching in an elementary school.

(1 to 3 credits per topic). The course consists of selected basic concepts in general science for practicing teachers. Within a given semester a broad area is selected within either the biological sciences or the physical/earth sciences. Other topics may be added as deemed necessary. This course may not be used for graduate credit by College of Agricultural, Life, and Physical Sciences majors. Prerequisite: currently teaching in an elementary school.

(1 to 3 credits per topic). The course consists of selected basic concepts in general science for practicing teachers. Within a given semester a broad area is selected within either the biological sciences or the physical/earth sciences. Other topics may be added as deemed necessary. This course may not be used for graduate credit by College of Agricultural, Life, and Physical Science majors. Prerequisite: currently teaching in an elementary school.

(1 to 3 credits per topic). The course consists of selected basic concepts in general science for practicing teachers. Within a given semester a broad area is selected within either the biological sciences or the physical/earth sciences. Other topics may be added as deemed necessary. This course may not be used for graduate credit by College of Agricultural, Life, and Physical Sciences majors. Prerequisite: currently teaching in an elementary school.

This course focuses on effective methods, materials and programs for infants, toddlers, and preschoolers with special needs, including IEPs, IFSPs, working with families, service delivery, case-management, transition planning, and curriculum methods and procedures. Prerequisite: SPED 412 or consent of instructor.

(Same as EDUC 308) For pre-service teachers who serve children and youth with disabilities. The course focuses on essential disability characteristics, data-based decision-making, scientifically-based academic and behavioral interventions and strategies to differentiate instruction and accommodate learners with disabilities in general education classrooms.

Seminar and/or directed independent study concerned with socio-cultural variables affecting the educational needs of children and youth with a disability. Prerequisite: SPED 300 or consent of instructor and department chair.

This course presents the learning characteristics of children and youth with learning disabilities, emotional/behavior disorders, intellectual disabilities and autism spectrum disorders. Instructional planning, classroom management and integration of related services will be examined. Prerequisite: SPED 300 or 420 or concurrent enrollment.

Course covers general assessment information, norm reference testing, curriculum based assessment, adaptive behavior scales and issues relating to cultural diversity. Prerequisite: SPED 300 or 420, 410, or concurrent enrollment. Laboratory fee: $15.

This course presents an introduction to child and family assessment and the development of child and family goals in Early Childhood Special Education. Topics will include types of assessment commonly used, rationale for assessment, methods of assessment, reporting assessment results, writing child and family goals. A fee for testing materials is required. Prerequisite: SPED 300/420 or concurrent enrollment or consent of instructor. Fee: $15.

This course focuses on the implementation of behavior management strategies and tactics to be used with students with disabilities in a variety of educational environments. Prerequisite: SPED 300 or 420, 410, 411, 423, and must be admitted to the TEP as a special education major, or consent of instructor.

This course covers the principles of curriculum construction, program development and evaluation, classroom organization, instructional approaches, strategies and materials for teaching a functional curriculum. Prerequisite: SPED 300 or 420, 410, and 423, and must be admitted to the TEP as a special education major, or consent of instructor.

This course covers the academic methods, materials and strategies used with students with disabilities receiving special education services in school and community settings. Prerequisite: SPED 300 or 420, 410, 411, 423 and must be admitted to the Teacher Education Program as a special education major.

The course is an advanced survey of exceptional populations and addresses educational, social, legal, cultural and community practices associated with individuals with disabilities, ages 0 - 21 years old.

Presents key provisions of Public Law 94-142 and subsequent amendments, including Individualized Education Programs (IEPs). Course content also includes principles of applied behavior analysis and effective instruction of students with disabilities. Prerequisite: SPED 300 or 420, 410, 411 or concurrent enrollment.

The course covers techniques used in parent interviews, conferences and referrals by school personnel; due process and procedural safeguards for parents and youth with disabilities. Prerequisite: SPED 300 or 420, 410, 411, 423 with grades of C or better or concurrent enrollment.

Deals with modifications of and additions to school programs to ensure that they are appropriate to the needs of adolescents with disabilities. Content includes coverage of remedial and compensatory program models, transition programming, career and vocational education. Prerequisite: SPED 300 or 420, 410, 411, 423 with grades of C or better or concurrent enrollment.

This course is designed to prepare educators and other human service professionals to assist adolescents and young adults with severe disabilities for community integrated employment options. Content will include community-referenced curriculum objectives, community-based instruction for employment and functional skill development.

This course includes clinical experiences in public school and community settings in the selection, administration and interpretation of norm-referenced and curriculum-based assessments, adaptive behavior scales, behavior rating scales and checklists and issues relating to cultural diversity. Prerequisite: SPED 300 or 420 and 410 with grades of C or better.

This course includes clinical experiences in public school and community settings in planning, implementing and instructing a functional curriculum. Prerequisite: SPED 300 or 420, 410, 411, 423 and must be admitted to Teacher Education Program.

An applied experience for students seeking certification in special education through alternative or subsequent certificate routes. Students will be required to complete a set of activities and prepare a number of products appropriate for the special education program and/or students with disabilities being served in the internship placement. Students will be expected to complete a portfolio of products to demonstrate professional competence. Special approval needed from the Program Coordinator.

Students will study issues and research practices in special education and will learn how they both conduct research, translate research findings and develop practices in special education based on research outcomes. Special approval needed from the instructor.

Deals with methods, materials and instructional management practices common to the instruction and management of student experiencing severe behavioral challenges in the schools and in residential settings.

This course presents theoretical frameworks and current best practices involved in the development, implementation and evaluation of Early Childhood Special Education programs. Content will include discussion of models of teaming, ethical issues, interagency coordination, transition, mentoring and supervision. Prerequisite: SPED 300 or SPED 420, SPED 412 and SPED 405.

Advanced study of evidence-based practices related to the development and delivery of effective educational programs for students with mild disabilities. Emphases will include instructional design, instructional strategies and techniques, include the use of technology to meet educational needs of students with mild disabilities.

Advanced study of curriculum and curricular approaches to meeting the educational needs of students with mild disabilities in special education and general education classrooms. Emphasis include academic and functional curriculum for basic skills and content areas, direct instruction and curriculum modifications and adaptations.

This course presents advanced coursework and practical experiences in child and family assessment, selection of curricula, and evaluation in Early Childhood Special Education. Students will review current assessment and curriculum packages, conduct evaluations and write assessment reports. Practical experience will be an integral part of this course. Prerequisites: SPED 300 or 420, 405 and 412.

Emphasis upon the functions, underlying principles and cautions to be observed in the organization and administration of special education. The selecting and training of teachers, problems of supervision, special equipment, transportation, cooperating agencies and legal aspects of the problem. Prerequisite: SPED 300 or SPED 420. Special approval needed from program coordinator.

Development of skills required of special education administrators and supervisors through the use of simulation materials focusing on developing administrative skills. Prerequisite: SPED 300 or 420. Special approval needed from program coordinator.

Designed to provide students with a thorough knowledge and skill base in the collaboration process including problem-solving processes, communication skills and conflict resolution skills. Collaboration-based approaches will be examined as alternative systems and methods of meeting the educational needs of students with disabilities within a continuum of special education services.

Develop practitioner's knowledge and skills to develop and implement standardized and informal assessment systems to guide program planning and instructional decision-making for students with disabilities in regular and special education programs. Furthermore, practitioners will identify, utilize, and implement modifications and accommodations to facilitate students' performance on informal and standardized assessment tools. Prerequisite: SPED 411 or consent of instructor.

Survey and examination of social agencies and models of service delivery contributing to the welfare and care of exceptional children and youth. Emphasis will be given to models, services, and organization of system of care serving youth with disabilities.

This course deals with assessment, implementation, and monitoring procedures involved with the use of behavior change techniques in special education programming. Emphasis will be placed on the actual implementation of behavior change techniques with school aged students with disabilities. Special approval needed from the instructor.

Covers state and federal statutes and regulations including IDEA, Section 504: The Rehabilitation Act of 1973, and No Child Left Behind Act, as well as current legislation and litigation with respect to provision of educational services for children and youth/young adults with disabilities. Prerequisite: SPED 300 or SPED 420, or consent of instructor.

Analysis of research, trends, and programs in the education of children with disabilities. Open to graduate students in special education or related field. Prerequisite: SPED 300 or 420.

Critical discussion of eight major intervention models used historically and currently with handicapped children in educational settings. Special approval needed from the instructor.

Analysis of organizational principles and practices required for the creation and maintenance of programs to meet the needs of persons who are handicapped and require specialized educational programs within the school setting. Special approval needed from the instructor.

This course is designed to examine major aspects of disability theory and issues in international special and inclusive education. It provides current knowledge on disability models, as well as on special educations systems world-wide; it examines historical patterns, the international human rights law and country legislation, cultural issues and intervention practices related to special education; it reviews major concepts, issues and debates in the international field of special education.

An analysis of the purposes, approaches, design, methodology and applications of evaluative studies in special education. Prerequisite: SPED 582, SPED 583.

A topical seminar providing for the systematic discussion of current research in the field of special education. Specific content is determined by participating faculty and students, relative to current faculty research and dissertations in progress within the department. Doctoral students will register for a total of four credit hours, one per semester, after which they will audit the course during the pursuit of their dissertation. Master's students admitted with special approval from the adviser and department chair.

Study of a highly specific problem area in the education of exceptional children. Open only to graduate students. Graded S/U only. Prerequisite: SPED 300 or 420. Special approval needed from the instructor.

A field study for graduate students. Conducted in a school system where full cooperation is extended. The study will involve selection of a problem, surveying pertinent literature, development of experimental design and procedures, recording results and appropriate interpretations and summaries. Special approval needed from the instructor.

A capstone field-based experience for special educators seeking advanced preparation in the field of special education. Student will select the appropriate practicum experience as appropriate for his/her program of study or Learning Behavior Specialist II certification.

A capstone field-based experience for special educators seeking advanced preparation in the field of special education. Student will select the appropriate practicum experience as appropriate for his/her program of study or Learning Behavior Specialist II certification.

A capstone field-based experience for special educators seeking advanced preparation in the field of special education. Student will select the appropriate practicum experience as appropriate for his/her program of study or Learning Behavior Specialist II certification.

A capstone field-based experience for special educators seeking advanced preparation in the field of special education. Student will select the appropriate practicum experience as appropriate for his/her program of study or Learning Behavior Specialist II certification.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

Independent hours to be taken under the supervision of the student's Master's degree chair for the purpose of conducting and writing the Master's thesis. Graded S/U only. Special approval needed from the instructor.

Independent hours to be taken under the supervision of the student's Master degree chair for the purpose of conducting and writing the Master's research paper. Graded S/U only. Special approval needed from the instructor.

Special approval needed from the chair.

For those graduate students who have not finished their degree programs and who are in the process of working on their dissertation, thesis, or research paper. The student must have completed a minimum of 24 hours of dissertation research, or the minimum thesis, or research hours before being eligible to register for this course. Concurrent enrollment in any other course is not permitted. Graded S/U or DEF only.

Must be a Postdoctoral Fellow. Concurrent enrollment in any other course is not permitted.

This course discusses theories and practices of third wave feminism from a national and global perspective. We will discuss ways third wave feminism is being talked about and understood by others and ourselves. The selected readings offer a range of voices and articulation of third wave feminism including United States, post-colonial, transnational, queer, multicultural, theoretical, and practical. The course is heavy on reading. By the end of this course students should be able to express their understanding of third wave feminism.

(Same as HIST 406A) A discussion of the history of the family, creation of gender roles, and importance of sexuality from medieval times to the French Revolution.

(Same as HIST 406B) From the French Revolution. A discussion of the history of family, creation of gender roles, and importance of sexuality from the French Revolution to the present. Fulfills the CoLA Writing-Across-the-Curriculum (WAC) requirement.

(Same as SOC 407) Examines a range of social issues related to human sexuality and the interaction between sexuality and other social processes. Emphasis is on the relevant concepts, theories, and methods in the field of sexual studies, the social and historical construction of sexuality, and the ways in which social characteristics shape sexual behaviors and desires, sexual variation, including its causes and consequences, how basic social institutions affect the rules governing sexuality, the major moral and political controversies that surround sexuality, and the "dark side" of sexual life.

(Same as ANTH 410L) How do humans become male and female in different societies? Can men become women and women become men? What other gender possibilities exist? Is male dominance universal? What are the sources of male and female power and resistance? Do women have a separate culture? What are the relationships between gender, militarism, and war? These and other questions will be examined in cross-cultural perspective.

(Same as PH 410) Provides detailed information on dimensions of sexuality; characteristics of healthy sexuality; anatomy and physiology; gender roles; relationships; sexually transmitted infections/diseases; contraceptive issues and concerns; sexual victimizations; and sexuality through the life cycle.

(Same as CMST 415) An exploration of advanced theories and research in gender and sexuality from communication perspectives. Course may be repeated when topics vary.

(Same as AFR 416, CMST 416) Explore the roots, contemporary manifestations, and current embodiments of black feminist thought. Explore the works of black women to engage in critical thinking and thoughtful dialogue that positions the valuable knowledge, experiences, and perspectives of women of color at the center of inquiry while simultaneously discovering spaces for multicultural alliances. Prerequisite: CMST 301I or CMST 341 or consent of instructor.

(Same as ANTH 426 and LING 426) This course is designed for students who have had some exposure to gender studies. It will focus on readings in language and gender in the fields of anthropological and socio-linguistics. Issues to be addressed are the differences between language use by men/boys and women/girls, how these differences are embedded in other cultural practices, and the various methodologies and theories that have been used to study gendered communication.

(Same as HIST 437) This course explores the social, political, and cultural history of lesbians, gay men, and other sexual and gender minorities in the United States from the turn of the twentieth century to the present. Themes to be taken up in the class include: the emergence of heterosexuality and homosexuality as distinct categories of identity; the intersection between sexual identity and identities of race, class, gender, and ethnicity; the relationship between homosexuality and transgenderism; the movement for gay liberation; the creation of lesbian and gay urban and rural subcultures; representations of homosexuality in popular culture; anti-gay backlash; and AIDS.

(Same as POLS 438) The course is an advanced seminar in public law with a focus on gender, law, and society. The course will engage with issues in feminist legal practice and the development of legal theories regarding gender. We will interrogate the relationship between theory and practice and the ways in which feminist jurisprudence has taken shape in the dynamics of this relationship. POLS 114 and 230 recommended prerequisites.

(Same as CIN 469) Course discusses aspects of the aesthetics, history, theory, and politics of media representations of gender and sexuality. Cultural texts from one or a combination of media forms, genres, historical periods, and platforms will inform the historical and theoretical consideration of media representations of gender and sexual variation with a special interest on their bearings upon the present moment. May be repeated if topics vary.

(Same as SOC 423) Examines social science theory and research on gender issues and contemporary roles of men and women. The impact of gender on social life is examined on the micro level, in work and family roles, in social institutions, and at the global, cross-cultural level.

(Same as POLS 456) An advance course examining gender systems and women's situations across cultures and countries. This course also studies the impact globalization has had on gender issues by looking at women's activism at international and transnational levels. Topics covered include women's political representation, gender and culture, women's social movements, gender and development, and gendered policy issues.

(Same as HIST 448) This course explores the history of gender and the family in the United States from the late 19th century to the present. Themes to be explored include: the family and the state, motherhood, race and family life, and the role of the "family" in national politics.

(Same as PHSL 450) Advanced, comprehensive course intended to supplement and expand the critical examination of topics covered in PHSL 320, Reproduction and Sexuality. The objectives of this class are to examine the physiological and behavioral basis of human reproduction and sexuality. Examining how humans reproduce from a physiological perspective including all aberrations and clinically relevant dysfunctions, as well as, the spectrum of human sexual behaviors including typical and atypical sexual behavior, paraphilias, and diversity of human relationships. Prerequisite: PHSL 320.

(Same as MUS 450A) Explores the creative contributions of women in music, examining women's participation across a range of genres, cultural/geographic areas, and time periods. Restricted to junior/senior/graduate music major or consent of instructor.

(Same as AFR 452A and MUS 452A) Examines the tradition of "uppity" women's blues from the so-called "classic" blues singers of the 19th century (Gertrude "Ma" Rainey, Bessie Smith, Ida Cox, etc.) to the contemporary blues of Saffire, Denise LaSalle and others. Explores ways blues women challenge conventions of gender and sexuality, racism, sexism, classism, and homophobia. Restricted to junior/senior/graduate music major or consent of instructor.

(Same as PHIL 446A) A general survey of feminist theory and philosophical perspectives.

(Same as PHIL 446B) A special area in feminist philosophy explored in depth, such as Feminist Ethics, French Feminism, Feminist Philosophy of Science, etc.

(Same as PHIL 446C) Explores the work of one or more specific women philosophers, for example Hannah Arendt, Simone DeBeauvoir, etc.

(Same as RTD 464) The purpose of this course is the creation of short and long form audio documentaries by students, regardless of production background. It will introduce students to basic production techniques and diversity considerations during the making of a documentary. This course uses qualitative methods to investigate an issue or document an event, with an emphasis on observation and interview techniques. Topics will explore the role of gender, race, ethnicity, and class during the planning, gathering, and production stages of the documentary. Course open to non-majors. Lab fee: $55.

(Same as HIST 465) Comprehensive survey of sexuality from the early modern period to the present. Examines social trends, politics, and cultural debates over various forms of sexuality. Students will engage in discussion, research, and writing. Emphasis varies by instructor.

(Same as EAHE 470) Seminar designed to provide students with a strong grounding in the field of college student sexuality and sexual identity, covering the lived experiences of U.S. college students, the construction of sexualized collegiate identities through U.S. history, and how institutions of higher education have attempted to regulate, control, and (intentionally as well as inadvertently) effect college student sexuality.

(Same as CCJ 460 and SOC 461) A study of women as offenders, as victims, and as workers in the criminal justice system.

(Same as HIST 489) Following an introduction to the question of women in Islamic law and Islamic History, this course will examine the changing status and experiences of women in a number of Middle Eastern countries in the 20th century, focusing on Egypt, Iran, and Turkey. Major themes will include legal, social, and political rights, participation in social and economic life, cultural and literary production, and recent secular and Islamist women's movements.

Exploration of a research project under the supervision of a faculty member having graduate faculty status. The project must result in a written research report, which is filed with the Director of Women, Gender, and Sexuality Studies. Restricted to senior standing. Special approval needed from the instructor and Director of Women, Gender, and Sexuality Studies.

Supervised practical experience in situations centering on women's issues, organizations, services, etc. The setting may be in one's own field of study or in general content areas recognized in the Women, Gender, and Sexuality Studies program. Special approval needed from the instructor and Director of Women, Gender, and Sexuality Studies.

Advanced consideration of a topic of interest in Sexual Diversity Studies not offered through regular course listings.

Supervised readings in selected content areas in Sexual Diversity Studies. This is a capstone, synthesizing experience for students in sexual diversity studies. Prerequisites: WGSS 201, 203. Special approval needed from the instructor.

(Same as THEA 504A) Performance is more prevalent in society than ever before. Performance, in this class means: theatre, mass media, social media, entertainment, digital humanities, and everyday life. This course considers questions such as: How can performance help gender equality? How does literary, media, and performance theory relate to struggles for social justice? What does it mean to live in a "dramatized society"? Students will gain an understanding of the economic, psychological, and political strategies behind performance and theory that seeks to intervene in unjust social structures. Restricted to graduate standing or special approval from the instructor.

(Same as SOC 507) Examines the emerging body of work in the fast-growing field of sexuality studies. While the course focuses on sociological research, it takes a few side trips into other disciplines. We begin by discussing the evolution of theory and methodology in the sexual sciences. After briefly considering the contributions of early sexologists and the work of Sigmund Freud, we will survey the sociology of sexuality from its beginnings in quantitative research, through classical sociological theory, social constructionism, and feminism. We'll then examine Foucault's radical rethinking of sexuality and grapple with the challenges of queer theory. The second part of the course will take up several substantive areas in the sociology of sexuality, drawing on cutting edge quantitative and qualitative research.

(Same as CMST 515) How communicative activity creates and sustains human beings as gendered. Emphasis on gaining familiarity with contemporary research on gendering from a particular perspective (e.g., ethnography, performance, phenomenology, qualitative methods, rhetorical criticism). May be repeated when perspective varies. Perspective announced prior to each offering.

(Same as ANTH 525) This seminar explores a broad range of theoretical readings centering on the human body. Once the province of medical science and certain schools of philosophy, recent research in the social sciences and the humanities position "the body" as a primary site of socialization, gendering, social control.

(Same as EAHE 535I) A seminar for specialized study of administrative practice and policy in gender in higher education.

(Same as SOC 542) Overview of the theoretical approaches, substantive issues, and techniques of research and measurement in the study of American family life. Approaches include structural functionalism, conflict theory, and the feminist critique. Among the substantive topics are family roles and relationships, kinship, relationships of the family to other institutions and family change.

(Same as SOC 544) Examines major theories, themes, and research methods on the intersection of gender, race, class and sexuality. Topics may include: construction of gender, race, class and sexual identities; work; social movement; intersection of family and work; parenting and reproduction; historical and cross-national dimensions.

(Same as SOC 545) This course is designed to investigate how gender structures the workplace, as well as how men and women both reproduce and negotiate gender at work. Focusing on select topics, we will develop an understanding of workplaces as gendered organizations and discuss sex segregation, wage inequality, the glass ceiling, the glass escalator, sex work, men and women in nontraditional occupations, the body at work, emotional labor, aesthetic labor, immigration and work, globalization, and unemployment and welfare. Also, this class will take an intersectional approach to analyzing and discussing issues of gender inequality at work; meaning, we will take seriously how gender intersects with race, ethnicity, class, and sexuality to shape both inequality and resistance at work.

(Same as ANTH 546, LING 545) This course examines the study of language in society with a particular focus on how linguistic practices are part of the construction of gender and sexual identities, ideologies, social categories, and discourses. Anthropological theories applied to the study of language, gender, and sexuality will be covered along with a variety of methodological approaches.

(Same as SOC 547) This graduate seminar is a sociology of gender course that focuses on changes in the subfield itself and in peoples' lived experiences in terms of gender, gender relations, and gender stratification. Readings and discussions will trace the development of the sociology of gender over the last several decades. We will discuss how ideas and theories have changed over the years including changes in concepts and in how sociologists define, problematize, and theorize about sex and gender as traits, identities, relations, structures, and systems. We will also explore 'objective' or actual change (or lack of change) related to gender in individuals, groups, and societies.

(Same as PSYC 550) This course will focus on the psychology of gender within a feminist perspective and using a feminist approach. The term feminism, as used here, primarily implies that we will consider information and ideas for more diverse than simple empirical data. In our reading and discussion, we will consider politics, discrimination, the history of science, the history of patriarchy, the development of theory and ideas in general and the development of feminism in particular, and objective versus subjective views of science, and within these contexts, we will consider and study the psychology of gender.

(Same as KIN 560) This course explores psychological and sociological dimensions underlying the concept of gender and critically examines how gender relates to sport and physical activity. Students will be introduced to non-traditional as well as traditional research that addresses the issue of gender in various physical activity contexts.

(Same as PHIL 565) An examination of major figures and problems in continental feminism, focusing on metaphysical, ethical, political, and aesthetic theories in the works of Beauvoir, Kristeva, Irigaray, Butler, and Kofman.

(Same as EAHE 575) The goal of this course is to provide an overview of women in higher education. Topics that will be considered are: feminism's impact on women in higher education; the division of labor for women (including faculty and professional staff positions); historical and sociological perspectives of access to higher education including curriculum and pedagogy.

(Same as EAHE 576) This course is a readings-based seminar covering concepts of masculinity as demonstrated by collegiate men in the United States. The readings in this course cover cultural as well as identity elements of what being a "college man" means (and how that definition has changed over time and contexts). The readings consist of historical, contemporary and theoretical scholarship concerning collegiate masculinity.

Supervised readings in selected advanced subjects. Special approval needed from the instructor and the Director of Women, Gender, and Sexuality Studies.

Concentration on a topic of interest not offered through the regular course listings. Special approval needed from the instructor and the Director of Women, Gender, and Sexuality Studies.

This course will heighten and strengthen student's awareness of the roles and responsibilities of women as outlined in the sacred writings and scriptures of various world religions and as carried out in various cultures around the world.

This course is a readings-based seminar covering concepts of masculinity in the United States. The readings cover cultural as well as identity elements of what being a "man" means (and how that definition has changed over time and contexts), historical as well as contemporary understandings of masculinity.

This course provides students with supervision in their work toward course development in Women, Gender and Sexuality Studies. The instructor of record will meet with practicum members on a regular basis, and, together, they will work towards the research and syllabus construction necessary for a WGSS course. Pedagogical strategies will also be covered. Must have consent of the Director of Women, Gender, and Sexuality Studies. Graded by S/U only.

This course introduces students to the past, present, and potential future of feminism and its various permutations. Readings are designed to stress historical, intellectual, and contemporary issues in order to inspire in-class discussion and to provide foundations for written assignments. Emphasis varies by instructor.

This proseminar introduces graduate students to the field of Women, Gender, and Sexuality Studies (WGSS). The approach is both interdisciplinary as well as multidisciplinary. The course guides students through a process by which they build a detailed map of the intersection between their course of study and the field of WGSS. Emphasis varies by instructor.