Focuses on the structure and function of eukaryotic cells. Topics covered include enzyme kinetics, membrane transport, cell signaling, intercellular protein trafficking, cellular respiration, mitosis and meiosis, the cell cycle, and cancer.
Surveys the basic competencies necessary to articulate oneself effectively in a variety of communication settings. Topics include interpersonal and intercultural relationships, formal and informal groups, and public forums with a primary focus on basic presentation skills.
Introduction to the basic principles and theories of human communication. Explores contexts such as interpersonal relationships, small groups, organizations, intercultural interaction and public speaking. In each context, practice skills of effective communication while gaining understanding of the relevant theories and research that are foundational to the discipline. Designed for communication arts majors and minors.
Fundamentals of public relations, including history of the field, theories of persuasion and communication, legal and ethical considerations, and the current state and future of the practice.
Study of human communication systems in organizations. Students explore one-to-one, small group and one-to-many communication, and develop the skills needed in organizational communication.
Introduction to common communication research methods, including: literature reviews, surveys, experiments, content analysis, rhetorical criticism, ethnography, interviews and focus groups. Students learn essential research and writing skills through projects created in areas of interest such as relationships, business, media, or advertising/public relations.
Continuation of the study of the design, implementation and testing of programs. Further study of object-oriented programming. Introduction of graph algorithms. Emphasis is on analysis of algorithms and abstraction.
This is a class that will teach you many topics that come up in technical interviews. Some of the lab files provided, but do not work, but you can use the STL versions of the data structures instead of the provided files. Lu is a very nice person and always willing to help as long as you have been putting in effort.
Teaching Social Studies in Early Childhood Classrooms
ECED-453
Average GPA: 3.8
Withdraw Rate: 1%
Total Enrollment: 223
Number of Reviews: 0
Introduces different modes of disciplinary inquiry compatible with social studies instruction. Teacher candidates develop skills in understanding, planning, delivering and assessing instruction with a focus on sociocultural development and classroom management. Course objectives and activities are based on the College, Career and Civic Life four-stage model of inquiry from the National Council for the Social Studies and align with Maryland state standards for early childhood social studies. Includes clinical experiences.
Vectors, Euclidean space geometry including curves and arc length, functions of several variables, partial differentiation, multiple integrals including surface area, vector calculus, and/or other related topics.
Introduction to calculus-based Newtonian mechanics for students majoring in physics, engineering and chemistry. Topics include: kinematics, Newton's laws, conservation laws and rotational motion.
Survey of the characteristics of and theories explaining the physical, intellectual, social and emotional development of individuals throughout the life span.
In-depth study of the implications of and issues surrounding the physical, intellectual, social and emotional development of children from conception to adolescence.
Explores the ability to create and maintain productive learning environments in the middle and high schools. Emphasis on development of learner responsibility, promotion of positive social relationships, interdependence of effective instruction and management, and prevention/intervention strategies. Consideration given to accommodating diversity and communicating with families. Field activity required.
Engages in full-time clinical experience with designated mentors in Professional Development School (PDS) sites, progressively assuming the lead-teacher role in the classroom while planning and co-teaching with the mentor. Direct supervision under the direction of a mentor teacher and University supervisor. One, eight-week, full-time, supervised clinical experience in a school. Clinical Practice in lower (grades 1-3) or upper elementary (grades 4-6) grade levels.
