Introduction to sociological thinking through engaged, active learning, including service in community. Interaction of race, class, gender, age with greater societal institutions. Apply foundational understanding of sociology to real world situations.

Scientific study of human behavior. Problems, methods, findings of modern psychology.

This course is designed to introduce you to the study of society and what sociologists call the "sociological imagination:" a way of viewing the events, relationships and social phenomena that shape our individual lives and much of our collective experience. Through the course we will examine some of the central concepts and problems that have preoccupied both classical and contemporary sociologists and gain a sense of how the sociological imagination can illuminate the social forces that have a concrete impact on our everyday lives. Throughout the course you will be asked to consider the ways in which society affects your life, and how you, in turn, affect society. prereq: Soc Majors/Minors must register A-F

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation.

Math modeling, including linear, polynomial, rational, exponential, logarithmic functions, counting/probability. Excel or calculators used to develop equations/graphs from theoretical/real interdisciplinary data. Projects enable students to use models to examine trends, make predictions. prereq: Three yrs high school math or grade of at least C+ in PsTL 0731 or PsTL 0732 or CI 0832 or placement test score or instr consent

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions, with applications; inverses and compositions of functions; exponential and logarithmic functions with applications; basic probability rules, conditional probabilities, binomial probabilities. prereq: 3 yrs high school math or satisfactory score on placement exam or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

Graphical/numerical presentations of data. Judging the usefulness/reliability of results/inferences from surveys and other studies to interesting populations. Coping with randomness/variation in an uncertain world. prereq: Mathematics requirement for admission to University

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions with applications; zeroes of polynomials; inverses and compositions of functions; exponential and logarithmic functions with applications; coverage beyond that found in the usual 3 years of high school math. prereq: 3 yrs of high school math or satisfactory score on placement test or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. No trigonometry/does not have the same depth as MATH 1271-1272. Formulas and their interpretation and use in applications. prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]

Properties of trigonometric functions and their inverses, including graphs and identities, with applications; polar coordinates, equations, graphs; complex numbers, complex plane, DeMoivre's Theorem; conic sections; systems of linear equations and inequalities, with applications; arithmetic and geometric sequences and series. prereq: Satisfactory score on placement exam or grade of at least C- in [1031 or 1051]

Laboratory-based introductory class where students learn by experimenting and model building and testing. Topics include electric circuits, light and color, and observational astronomy. Emphases include the nature of science and science learning, effective strategies for team-based learning, and logical reasoning skills.

Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing.

Explore professional communication. Research/analysis writing. Memos, reports, proposals, human resource-related documentation, letters or announcements, presentations. prereq: 60+ undergraduate credits, declared major

Designed for those CEHD learners who seek to fulfill the upper level writing intensive requirement in a way that is relevant to their major and field of study, this course will support you as you manage a larger writing project. Learners in this course will form a community of writers, as each grapples with the challenges of a major project focusing on a meaningful problem or issue in your field of study. Some of the most important and most challenging work you face as you near graduation in your major is the work of bringing your academic training to bear on current issues in your field of study. By focusing on project-based writing, this course supports undergraduate learners in the endeavor to delve into and contribute to the work being done in your field to address a particular problem. You will propose a project, identify an audience, tailor your work to address your audience?s needs, gather relevant information through primary and secondary research, and create a product that engages others and furthers the real-world work of solving problems. Collaborative activities and assignments will support you through the process. The course structure is flexible and designed to be responsive to individual needs and a variety of disciplinary contexts, so that students can receive feedback and guidance during different stages of capstone or thesis writing, or community engagement projects. Thus, you can anticipate that the majority of the work will focus on a project that you will propose based on your interests, needs, or connections to your writing work in your major. Course goals are to develop a writing process, understand the habits of writings, work through a larger research project, develop skill in the APA format, learn to use the University libraries, consider audience needs. In class work include: peer review, active learning activities designed around writing skill development, discussion, lecture, and presentation. Learners are expected to actively engage in the course material, participate in class and give and receive feedback about writing. prereq: 60+ undergraduate credits, declared major, or instr consent

Processes in families of origin, families of choice, and other close relationships, within diverse social contexts. Evaluating current research on family dynamics within/across generations.

Critique of values and ethical issues related to technology use in education, the workplace, and family and community life.

This course addresses the applicability of research in the management of sport through the culmination of a senior research project as well as providing students with career development. The course will engage participants in the systematic inquiry into their own understanding of various components in delivering a sports program. A major segment of course work involves working with a team of peers on a collaborative research project that will address an organization?s key business/management problem. Each group will identify a sport organization and work collaboratively with them to develop a plan that addresses the respective problem the organization is experiencing. prereq: SMGT major and Senior, and a C- or better in SMGT 3826 or KIN 3982

The purpose of this course is to begin to explore the topic of spirituality and its importance to youthwork practice. Typically, the spiritual experiences of young people have been the province of religious instruction or faith-based youthwork. Yet spiritual thoughts, feelings and experiences beyond top-down isntruction are actual and necessary aspects of healthy youth development. Youth workers need not be employed by or volunteers in a faith-based organization to bring increased knowledge, appreciation, and awareness of spirituality to youthwork in any context. The range and extent of research concerning adolescent spirituality has grown substantially over the past twenty years. This conversation across disciplines in the academy raises important issues for practitioners. How will new research findings confirm or challenge their experience? How will new research impact everyday practice? This course enters the spaces of social, political, cultural, and religious institutions and practices, illuminating issues, topics, problems, and concerns for those who work with youth directly and or on their behalf. We will consider what youthwork practices are most respectful of, and best able to facilitate spiritual development of young people in their everyday lives. Additionally, as an undergraduate writing intensive course, all undergraduate students will be expected to write frequently and use a variety of writing styles: autobiographical, journal/book critique, essay, field mapping/observation notes, and research in APA style. Students will be given feedback on each assignment, and regular class time will be devoted to writing skills and basic grammar. prereq: 1001 or instr consent

Thoughts, feelings, and behaviors of people in physical activity contexts. Foundations approach to theory/research in sport and exercise psychology. prereq: Kin major or instr consent