Apr 29, 2024

2019-2020 University Catalog

2019-2020 University Catalog [Archived Catalogue]

Courses

The University Catalogue includes a listing of all active courses; course sections are not offered every term.

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	DESN 101 Intro to Design: Principles, Processes And Meaning 3 credits 90.0 hours 100 level undergraduate course This studio course provides an introduction to the integration of basic design principles, processes and applications. Studio processes include research, ideation, visual thinking, sketching and prototyping. The course introduces design tools and methodologies that allow students to understand, explore and create meaningful solutions to design problems. Through a series of exercises and projects, students experience how design can inform, facilitate, inspire, persuade, engage, and provoke. In addition, students will be introduced to issues, methods, history and professional aspects of contemporary design practices as well as to the various disciplinary studies, majors, concentrations and other curricular pathways available within the School of Design. This course is not repeatable for credit.
	DESN 102 Intro to Design: Designing in the World 3 credits 90.0 hours 100 level undergraduate course This course introduces students to human-centered design through a focus on research and observation outside the studio. This course will allow students to address the social and cultural contexts in which designers intervene. Design problems are viewed through the perspectives of users and consumers, as well as creators. Through a series of exercises and projects, students will begin to develop competencies in conducting research in specific environments in order to inform and inspire the direction of their design projects. Students will also learn how to iterate design solutions and prototypes based on expert input, testing and user feedback. In addition, students will be introduced to issues, methods, history and professional aspects of contemporary design practices as well as to the various disciplinary studies, majors, concentrations and other curricular pathways available within the School of Design. This course is not repeatable for credit.
	DESN 111 Drawing As Seeing And Meaning 3 credits 90.0 hours 100 level undergraduate course Drawing is a mechanism for seeing and reacting to the world with greater clarity and understanding. This course is designed to develop the student’s ability to see, record, describe, and communicate through direct observational drawing. Assigned projects will explore process as well as the formal elements of line, gesture, space, scale, texture, shape, and tonal structure using a variety of drawing materials including pencil, charcoal, pen-and-ink and wash, among others. Projects range from the figure and still life to perspective and the environment. Students will keep a sketchbook to document visual explorations and thoughts outside the classroom. Priority enrollment to School of Design majors. This course is not repeatable for credit.
	DESN 114 Design Process, Theory and Communication 3 credits 90.0 hours 100 level undergraduate course In this course, students explore the form and function of artifacts through the development of systems, services, organizations, and creative thinking processes. Coursework will initiate student application of design elements and principles, gestalt theory, and color theory and strengthen the ability to visually communicate concept, theme, emotion, and narrative. Through a combination of studio projects, exercises, workshops, and readings, students develop a common critical vocabulary for design thinking, making, and discourse. This course is structured to promote the interaction between design majors, encourage cross-disciplinary activity, and showcase professional possibilities in the Freshman Design Forum. Priority enrollment to School of Design majors. This course is not repeatable for credit.
	DESN 117 Digital Design Lab 3 credits 90.0 hours 100 level undergraduate course Technology opens doors to new ways of thinking about design. In this course, students will learn about digital technology in design with project-based instruction using creative tools including Adobe Photoshop, Illustrator, InDesign, and AfterEffects, in addition to exploring computer programming and markup languages. Technology best practices will be covered. Experimentation with tools to explore image, layout, motion, sound, and telecommunication technologies will prepare students to solve complex design challenges in future studies. Priority enrollment to School of Design majors. This course is not repeatable for credit.
	DESN 120 Drawing As Thinking 3 credits 90.0 hours 100 level undergraduate course Drawing is the backbone of all forms of design and visual communication of ideas. Students will explore drawing that persuasively communicates ideas and information and learn how to apply design methodologies and strategies to visual problem solving. Through research, ideation techniques and thinking exercises, students will utilize the act of drawing as an iterative process of discovery. Projects expose students to a wide range of techniques and media experiences including digital drawing. Students will keep a sketchbook to document visual explorations and thoughts outside the classroom. Issues covered and developed in this course are the basis for critical thinking in all future design courses. Prerequisites *DESN111** Priority enrollment to School of Design majors. This course is not repeatable for credit.
	DESN 123 Design Studio 3 credits 90.0 hours 100 level undergraduate course Designers synthesize message, meaning, audience, and form to create effective visual solutions. Students will build on principles learned in Design Process, Theory and Communication and broaden their perspective with projects that examine scientific, social, cultural, historical, and political topics. They will learn the fundamentals of typography, further develop their skills in using form, structure, and color, and be introduced to concepts of marketing, business, and professional practice. Coursework will strengthen habits of mind, including effective time management and project planning, as well as technology use, presentation, and collaborative skills. This course is structured to promote the interaction between design majors, encourage cross-disciplinary activity, and showcase professional possibilities in the Freshman Design Forum. Prerequisites *DESN114** Priority enrollment to School of Design majors. This course is not repeatable for credit.
	DESN 200 Design History 3 credits 45.0 hours 200 level undergraduate course This lecture course will explore the history and theory of design from the mid-nineteenth century to the late twentieth century within the broader context of this time period’s rapid technological change, social and political upheaval, and expanding cultural exchange. This course builds upon the art historical overview introduced in the freshman year in Art History Survey I and II. Weaving together diverse histories of ideas, movements, and events within a loose chronological framework, students will investigate the specific issues of design as they connect to society at large while also evaluating the evolving role of design and designer, and design’s relationship to other disciplines. Through discussion and written assignments, students will engage with the history and theory of design in order to inform the development of their individual design practices and critical thinking skills. Students will be exposed to a wide array of design philosophies, artifacts, and outcomes through an eclectic collection of materials that include texts by designers, historians and theoreticians, philosophers, sociologists, and cultural critics. Prerequisites *COMP102, COMP102D, COMP102E, COMP112, or COMP112H** This course is not repeatable for credit. This course can fulfill a discipline history elective, critical studies elective, or general elective requirement.
	DESN 201 Communication Design 3 credits 90.0 hours 200 level undergraduate course This course introduces students to a practice-based, hands-on approach to developing visual communication design skills and methodologies that bring together message, meaning and form. Students are introduced to the Adobe Creative Suite, explore the creative process that can move ideas and information to the minds of others, and learn how to design with a specific audience in mind. While developing and applying individual and team-building problem-solving skills and taking part in critiques and discussions, students will also investigate other topics including design research, ideation, and storytelling. A guest lecture series presents work that demonstrates the possibilities of design thinking and application. The course gives students the opportunity to see themselves, their experiences and their environment as sources of creativity and communication. Prerequisites Complete 18 credits from subjects IMAG, TIME, OBJT, ENVI Priority enrollment to School of Design majors. This course is not repeatable for credit.
	DESN 206 Design for Persuasive Visual Communication 3 credits 90.0 hours 200 level undergraduate course With an emphasis on using persuasive communication, audience research and visual and verbal ideas as project catalysts, the principles of graphic design will be explored in print and screen-based work. This course integrates conceptual problem solving and digital design as students further develop their Adobe Suite skills and apply them to more complex projects. Critical strategies and professional examples will be covered in weekly lectures scanning the history of contemporary persuasive communication to help students working in creative teams develop a wide-ranging conceptual approach to the design process. Field trips to local design studios and agencies will provide the opportunity to observe and learn from design communicators in professional settings. Prerequisites *DESN123** Priority enrollment to School of Design majors. This course is not repeatable for credit.
	DESN 250 Contemporary Issues in Design 3 credits 45.0 hours 200 level undergraduate course This lecture course builds on the broader historical overview of design presented in Design History by investigating and problematizing contemporary design issues and connecting these to their historical antecedents. Emphasis is placed on the expanding and evolving role of design in contemporary society and culture vis-à-vis pressing conditions such as environmental sustainability, globalization, DIY culture, technological advancement, network culture, and so on. By looking at a range of emerging models of design practice and the forces that influence these shifts, students will develop a greater understanding of the social and cultural implications of design while considering how design interfaces with an increasingly complex and interconnected world. Discourse by a range of contemporary designers, theorists, and critics will comprise the primary source material. Prerequisites *DESN200** This course is not repeatable for credit. This course can fulfill a discipline history elective, critical studies elective, or general elective requirement.
	DESN 305 Business Communication for Design Professionals 1.5 credits 45.0 hours 300 level undergraduate course Business communication is paramount to the successful transition from student to professional. This course prepares students to find internships and careers in their field by covering how to communicate effectively in all manners of business correspondence, the fundamentals of professional etiquette, the development of a personal brand, and preparation for a job search and interview process. Course curriculum includes: writing E-mail, cover letters, resumes and artist’s statements; website content; keeping a professional online identity; social media; personal branding; submitting informational interview requests; the Elevator Pitch; references; networking; and interviews. This course also provides insight into recognizing a potential client’s objectives and methods of successful outreach. Prerequisites Complete 18 credits from subjects IMAG, TIME, OBJT, ENVI Priority enrollment to School of Design majors. This course is not repeatable for credit.
	DESN 307 Business & Preparation for Design Practice 3 credits 90.0 hours 300 level undergraduate course This course covers business principles and practices in the context of everyday professional design affairs, and the interrelated dynamics of design, business and the economy. Students will develop self-branded promotional packages for themselves, including artifacts such as websites and business cards. They will practice researching and presenting client pitches. This course also prepares students to find internships and careers in their field by covering how to communicate effectively in all manners of business correspondence, the fundamentals of professional etiquette, the development of a personal brand and preparation for a job search and interview process. Priority enrollment to School of Design majors. This course is not repeatable for credit.
	DESN 331 School of Design Workshop 3 credits 90.0 hours 300 level undergraduate course School of Design Workshop is a cross disciplinary, collaborative opportunity for students to work with and learn from three to five world-class contemporary designers. The visiting instructors will share their talent, insights, and expertise in relevant areas of the market. Each of the visiting designers presents their work and then teaches an intensive segment of the course through lectures, technical demonstrations, and studio assignments. Students will work through a demanding process to produce innovative design solutions and finished projects. This flexible curriculum allows for timely design issues to be covered as they develop in the field. Prerequisites *GDES206 or IDES202* This course may be completed 2 times for credit.
	DESN 401 Senior Studio I 3 credits 90.0 hours 400 level undergraduate course The first in a sequence of two senior studios, this studio course is expected to be the culmination and synthesis of the knowledge and skills acquired from the successful completion of the preceding courses within the major. In consultation with faculty, research is undertaken and students define a self-generated capstone project. Projects may be collaborative or individual. Students choose to complete one project each semester or to engage in a single project for the academic year. The range of degree projects will mirror contemporary issues and best practices in design. Often, projects will address real world needs and require the participation of external collaborators/stakeholders. Prerequisites *IDES302, GDES306, or GDES307** Prerequisite override available. This course is not repeatable for credit.
	DESN 402 Senior Studio II 3 credits 90.0 hours 400 level undergraduate course The second in a sequence of two senior studios, this studio course is expected to be the culmination and synthesis of the knowledge and skills acquired from the successful completion of the preceding courses within the major. In consultation with faculty, research is undertaken and students define a self-generated capstone project. Projects may be collaborative or individual. Students choose to complete one project each semester or engage in a single project for the academic year. The range of degree projects will mirror contemporary issues and best practices in design. Often, projects will address real world needs and require the participation of external collaborators/stakeholders. Prerequisites *DESN401** This course is not repeatable for credit.
	DESN 499 Design Internship 3 credits 90.0 hours 400 level undergraduate course Enrollment in this course is open to Graphic Design, Illustration, and Industrial Design students and requires prior permission from the Internship Adviser. Interested students should contact the Adviser before registering for an advising session. Once students are registered for the course, they can begin the process of coordinating their internship placement under the adviser’s guidance. This course is a supervised art or design practicum taking place off campus in a cooperating business or studio that helps students bridge the gap between their academic learning and the practical application of that learning in the professional world. It is an excellent way for students to nurture their interpersonal skills, be exposed to new ideas in the industry, learn new skills by observing others in the workplace, develop real world problem solving abilities, and make professional connections. Many types of internships are available, with outlets ranging from commercial to altruistic. The placement represents 90 contact hours of professionally relevant experience and training, for the 15-week semester. A University professor observes, advises, and assesses the student during the course of the internship through in-person and e-mail correspondence. Open to majors in the School of Design only. A maximum of 6.0 internship credits (in CAMD & CCPS) and 12.0 internship credits (in CPA) may be applied toward degree requirements. This course requires permission by the offering program office. This course cannot be taken pass/fail.
	DESN 503 Semantics + Rhetoric of the Object 3 credits 45.0 hours 500 level graduate course This seminar explores the social implications of design as a cultural product and catalyst for social interaction. Semantic principles and design vocabulary are introduced through lectures, weekly readings, discussions and exercises. Students will approach design as a languaging process in the completion of individual projects to increase competence in translating these ideas, concepts and principles into design practices; applying replicable design methods towards proposing particular products whose meanings matter. This course is not repeatable for credit.
	DESN 610 Design Seminar: Concepts and Contexts 3 credits 45.0 hours 600 level graduate course A seminar devoted to examining the shift in cultural, technological, material, and professional landscapes that a graduate design candidate must navigate. Through readings, presentations, and discussions, students explore how these evolved contexts are changing the nature of design practice and thinking. Special emphasis is placed on developing key concepts and ideas that inform the work that the students undertake throughout their program. The seminar works in parallel with the studio course; topics and themes covered in the seminar are germane to the studio projects. This course is not repeatable for credit.
	DESN 611 Design Research and Synthesis 3 credits 45.0 hours 600 level graduate course This course is focused on design research as it applies in a human-centered design context. Through readings, presentations, and discussions students learn to distinguish and articulate different research strategies, review methods and ways of making sense of data collected. Making sense of complexity by doing and devising actions based on abductive thinking produce meaningful argument that support decision making and iterative design development. Special emphasis is placed on ethnography, communication theory, and interventions in organizational systems and cultures. Restricted to Graduate students and Undergraduate Seniors. This course is not repeatable for credit.
	DESN 620 Team Building 1.5 - 3 credits 45.0 hours 600 level graduate course Through a combination of readings, discussion, and participation in thematic events, as well as the study of their own behavior, students learn about the nature of authority and responsibility, anxiety, communications, the evolution of norms and the underlying assumptions that often govern team development. Students will also learn how a task with a specific deadline and collective responsibility for a product affects team dynamics and is effected by them. This course is not repeatable for credit. This course is graded pass/fail only.
	DESN 630 Collaboration and Co-Design 1.5 credits 30.0 hours 600 level undergraduate course This graduate seminar and workshop examines the theoretical underpinnings of effective collaboration and co-design within the contexts of organizations and communities relevant to designers working in several fields. With particular emphasis on the creation of successful consultant relationships between designers and their clients, the course explores such topics as systems thinking, facilitation and leadership, emotional intelligence and consulting dynamics, and co-design and participatory design frameworks. Through theoretical study combined with practical applications and tactics, students will gain an individualized understanding of how to better craft and maintain new collaborative relationships in the the context of their design practice. Priority enrollment for Grad Design Programs This course is not repeatable for credit. This course requires permission by the offering program office.
	DESN 640 Drawing As Design Thinking Tool 1.5 credits 45.0 hours 600 level graduate course This studio workshop will have at its core both the philosophical understanding of when and why one needs to draw but also building skill sets that enable students to become fluent visual thinkers and communicators. The rationale that underpins drawing as a visualization tool is to calculate, consider, and develop sketch concepts to facilitate communication and collaborative engagement within a team as objects, spaces, experiences, and systems are crafted. Students will progress from drawing what they see in space to visualizing, designing, and documenting what they are developing as a vehicle of communication with others. Students will understand the many levels of design drawing from rough sketching and ideation of individual and team concepts, to perspectival spaces and renderings for the client and user, to measured scale drawings for fabricators and technicians. Students will gain the ability to strategically plan for and implement the appropriate level of drawing to communicate visually with the appropriate audience. Priority enrollment for Grad Design Programs This course is not repeatable for credit. This course requires permission by the offering program office.
	DRAW 110 Drawing: Objects and Space 3 credits 90.0 hours 100 level undergraduate course Students explore the visual world around them through numerous processes of perceptual drawing. Form, structure and space are among the drawing elements emphasized in this beginning course as it relates to Art, Film and Design. Emphasis is placed on visual judgment and measurement as student’s progress from understanding two- dimensional surfaces to the analysis of simple geometric objects in a shallow space. As the space and objects increase in complexity, principles of linear and isometric perspective are examined, and applied to more complex and prolonged drawings of interior and exterior spaces. Historical precedents are discussed, master works analyzed, reading and writing assignments, as well as off campus visits and collaborative projects are assimilated into the flow of class assignments. With these skills and concepts, students examine form, structure and space of various subjects while they improve their perceptual skills, strengthen their visual judgment and begin to define the vocabulary necessary for Art, Film, and Design. This course is not repeatable for credit.
	DRAW 111 Drawing: Natural Forms and the Human Figure 3 credits 90.0 hours 100 level undergraduate course Drawing from natural forms and the human figure respects the historical practice of maturing the human gaze. This course nurtures the eye’s ability to discern the difference between gross and subtle distinctions in visual information. It poses projects and problems that improve the student’s ability to sustain observation and use vision discerningly, logically and intelligently as it applies to Art, Film, and Design. The class couples an intensive effort at serious scholarship based on principles of visual perception with an awareness of the value of using drawing as a tool for thought. Basic drawing materials are used and exercises in perceptual skills are practiced. Analytical thinking permeates the course and integrates the quest for insights about the graphic and spatial qualities of a variety of subjects related to natural forms and the human body. Indispensable methods of recording information based on principles of location, size, proximity, orientation and proportion are explained and utilized in the execution of drawings of various scales and media. Reading, writing, research, off-campus visits and a collaborative assignment, are all folded into the flow of course activities. Prerequisites *DESN111 or DRAW110* This course is not repeatable for credit.
	DRAW 112 Drawing: Ideation 3 credits 90.0 hours 100 level undergraduate course The course focuses on drawing as a way to discover, develop, and communicate ideas. Students formulate their ideas through observational drawing studies and drawings based on their memories, fantasies, or inventions. By working through many iterations and making choices, students use drawing to problem solve, and learn how to clarify and communicate their ideas. Students investigate mark making as a way to explore the language of drawing. Engaging in processes of abstraction, students explore expressive and formal concerns. Through drawing, using different media, students address issues related to changing viewpoints, scaling, transformations using multiple and sequential images, narrative, and isometric perspective. Prerequisites *DRAW110** This course is not repeatable for credit.
	DVPP 601 Devised Performance Ensemble I 9 credits 20.0 hours 600 level graduate course The first year ensemble work focuses on the fundamental building blocks of live performance: rhythm, dynamic, space, the expressive voice and body, the relationship between performer and audience, character and the arc of a story or journey onstage. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 602 Devised Performance Ensemble II 9 credits 20.0 hours 600 level graduate course The first year ensemble work focuses on the fundamental building blocks of live performance: rhythm, dynamic, space, the expressive voice and body, the relationship between performer and audience, character and the arc of a story or journey onstage. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 603 Devised Performance Ensemble III 9 credits 20.0 hours 600 level graduate course The second year is centered on the myriad paths the work of the first year can take: melodrama, commedia dell’arte, circus, clown, tragedy, dance-theatre, music-theatre, grotesque, site-specific theatre, comic forms including vaudeville and variety shows, and hybrid forms. Creative work is revisited at key moments during the term of the course. Emphasis will be placed on "finishing" pieces. Creation is still led by the students who work collaboratively in response to assignments and show the finished results of the work on Fridays for faculty evaluation and feedback. The course is meant to provide the students an opportunity to wrestle with the question of how to construct a vibrant, engaging piece of theater in a collaborative ensemble. The journey of Creation II is journey toward opening up theatrical possibilities, exploring the breadth of theatrical expression and style and ultimately toward helping students create their own provocations and inquires, process of creation and methods for self-evaluation and feedback. In this way the course is a preparation for creating original work after they have completed their degree. The course will culminate in public performances of works created during the course of the year. Open only to Devised Performance majors. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 604 Devised Performance Ensemble IV 9 credits 20.0 hours 600 level graduate course The second year is centered on the myriad paths the work of the first year can take: melodrama, commedia dell’arte, circus, clown, tragedy, dance-theatre, music-theatre, grotesque, site-specific theatre, comic forms including vaudeville and variety shows, and hybrid forms. Creative work is revisited at key moments during the term of the course. Emphasis will be placed on "finishing" pieces. Creation is still led by the students who work collaboratively in response to assignments and show the finished results of the work on Fridays for faculty evaluation and feedback. The course is meant to provide the students an opportunity to wrestle with the question of how to construct a vibrant, engaging piece of theater in a collaborative ensemble. The journey of Creation II is journey toward opening up theatrical possibilities, exploring the breadth of theatrical expression and style and ultimately toward helping students create their own provocations and inquires, process of creation and methods for self-evaluation and feedback. In this way the course is a preparation for creating original work after they have completed their degree. The course will culminate in public performances of works created during the course of the year. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 610 Music Skills 3 credits 45.0 hours 600 level graduate course Students will develop musicianship skills with regard to melody, harmony, ear training, musical expression, and composition. Some of the skills include, but are not limited to melodic and harmonic dictation, interval identification, solfege, singing, and chord analysis. The course will also provide an overview of basic piano skills, major key signatures and scales, song form, and musical vocabulary. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 621 Seminar: Contemporary Art and Culture 1.5 credits 22.5 hours 600 level graduate course This course introduces students to the contemporary art world in order that they can find their own place in it. The course looks at contemporary art through many different lenses and looks beyond the performance world, challenging students to make connections between sculpture, for instance, and performance. The questions raised in different creative disciplines and the way of approaching work in these artistic forms will engage students and faculty in a rich conversation about the specific role that live performance plays and even more pointedly, what contribution ensemble-devised theater can play in the international conversation about art and society. Many of the individuals and groups to be covered have influenced the work of Pig Iron Theater Company’s work both directly and indirectly. Ideas, questions, inspirations that arise in the seminar will be brought to bear in the ensemble studio courses. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 622 Seminar: Being a Critical Consumer of Live Art 1.5 credits 22.5 hours 600 level graduate course This course will center on the international and national work produced during the FringeArts Festival as well as select projects each fall that will occur in NYC or DC. Students will watch a dozen live productions and will then utilize the seminar time to discuss the work. Students will encounter a variety of different aesthetics, performance traditions and artistic voices that will both confirm and expand the contemporary definitions of live performance. As a theater professional, it is vital to know the work that is happening around the globe, to be conversant in contemporary performance trends and to learn from those who are making world-class work. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 623 Seminar: Thinking Like a Producer 1.5 credits 22.5 hours 600 level graduate course This course offers students who make their own work a road-map toward founding their own ensembles and/or companies, discovering where resources to produce their own work lie and assembling the knowledge to take a theatrical idea and put it into action. Students will write personal Mission and Vision Statements and, in teams, will go through grant-writing and marketing projects. There will also be sessions on budgeting and touring, production management, contracts and legal issues such as performance rights and copyrights. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 624 Seminar: History, Theory, and Practice Of Ensemble 1.5 credits 22.5 hours 600 level graduate course This course traces the origins of performance from ritual to the Greeks and on to modern day ensembles. There is a focus in the seminar on examining the roots of theatrical collaboration and the companies and movements that have influenced Pig Iron and the American avant-garde. The seminar aims to help understand that which has come before in order for students to be launched into the future with the right grounding in performance history and theory. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 631 Foundations of Teaching and Learning Theory 2 credits 30.0 hours 600 level graduate course This course explores the history and philosophy of learning theories and their application to the training of young and emerging artists. Theoretical models from pre-20th century through current brain-based research are examined in relation to the teaching of the arts. Learning styles and teaching strategies are analyzed as a means to addressing effective classroom practices. This course also provides teaching artists with a basic understanding of developmental theories and current issues in human behavior. Cognitive, language, social/emotional and motor domains are examined. Consideration is given to the ways teaching artists can create appropriate arts activities within academic and creative environments. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 632 Pedagogies of Performance/Teaching Methods 2 credits 30.0 hours 600 level graduate course Application of theory into practice: The content of this course will include teaching methodology, arts integration, co-teaching strategies, program design and implementation, and student and program assessment. This course will focus on creative methods of teaching, planning, preparing and implementing effective studio practice strategies and rehearsal methods. Students will examine diverse learning methods and studies to activate new approaches to teaching performance and creativity. Students will work with the Framework for Teaching, a research-based set of components of instruction including the four domains of teaching responsibility: Planning and Preparation, Classroom Environment, Instruction and Professional Responsibilities. Prerequisites *DVPP631** Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 680 Selected Topics in Devised Performance 1 - 6 credits undefined hours 600 level graduate course Graduate students may register for upper-level undergraduate liberal arts courses and studio electives for graduate credit. Graduate students are expected to contribute at a higher level in the classroom and have additional assignments (readings, papers, etc.) in order to be granted graduate credit. Students are advised to select an area of study that broadens or intensifies their background in the arts, education, and related disciplines. Often this work contributes directly to the preparation of the graduate project proposal. In order to register for an upper-level undergraduate course and receive credit, the student must submit a completed special topics/independent study form to the Office of the Registrar. Open only to Devised Performance majors. This course may be repeated for credit. Pass/fail grading only.
	DVPP 701 Devised Performance Development/ Production 9 credits 20.0 hours 700 level graduate course This capstone experience for MFA candidates in the Devised Performance Practice program continues the work in previous terms in Movement Analysis, Acrobatics, Improvisation, Voice and Creation, augmented by workshops with guest artists. Students also explore work in Clowning, Cabaret and Text and the Physical Performer/Deviser. The work in this studio practice course is intended to generate a capstone ensemble full-length production. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 721 Seminar: Creating and Leading a Healthy & Fulfilling Life As an Artist 1.5 credits 22.5 hours 700 level graduate course Students will expand on the work in the Thinking Like A Producer seminar to begin planning for their own future artistic paths. This begins with practicalities about financial management, time management and fundraising and ends with artistic manifestos and artistic statements. Each student will have a faculty mentor to help make specific goals and plans for the 5 years post-APT. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 741 Teaching Practicum 2 credits 30.0 hours 700 level graduate course Each student will work with the Director of the School of Theater and an appropriate faculty mentor to develop a 5-week module/residency session suitable for their development as a teaching artist. Students will be required to respond to prompts for reflection and to engage in discussion with their peers to document their experience and provide feedback to each another. Residencies will be monitored by the faculty mentor and the Director of the School of Theater who will jointly provide written evaluation and assessment of student performance. Prerequisites *DVPP632** Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 751 Seminar: MFA Thesis 2 credits 30.0 hours 700 level graduate course The Thesis Seminar is intended to integrate the various components of the MFA Program and is primarily a venue for the critique of the students’ work and practice through oral and written presentations. The seminar is an opportunity for students to reflect on their training, collectively and individually, and on the process they have engaged in the creation of the MFA Thesis project generated in the Devised Performance/Production Development course. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	DVPP 752 Seminar: Performance Documentation 1.5 credits 22.5 hours 700 level graduate course In this course students will reflect on the creative process that has underpinned the development of the MFA Thesis production. Students will also create a document that both communicates and preserves/represents the creative/production process and the actual production. Open only to Devised Performance majors. This course is not repeatable for credit. Pass/fail grading only.
	EDPD 601 Assessment Design + Evaluation 3 credits 42.0 hours 600 level graduate course This course focuses on developing participants’ understanding of the end goals of the educational experience students receive in the classroom; capability to enhance instruction and learning through appropriate student assessments; and ability to provide useful feedback on educational programming. Utilizing the concept of authentic assessment (or ‘cornerstone’ assessments as per Wiggins and McTighe in Schooling by Design, 2007), participants transform the process of teaching and learning into measureable outcomes achievable by all students. Particular attention is paid to: (1) the varied types of assessment necessary for an educational program including formative, summative, diagnostic, and benchmark, (2) the current environment of educational assessment, (3) assessment for project-based learning, (4) assessment instruments and their design, (5) the utilization of assessment data to improve student learning, and (6) the inter-relatedness of curriculum, instruction and assessment in the teaching and learning process. Educators develop an understanding of the different types of assessment and how they fit into a comprehensive system of curriculum, instruction, and assessment. Participants are able to construct a variety of assessments and assessment items to align with classroom instructional objectives. The effective use of data to make informed decisions about curriculum, instruction, and future assessment is discussed. (Open to Educational Program Design majors only) Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	EDPD 602 Curriculum Design 3 credits 42.0 hours 600 level graduate course Curriculum Design focuses on the process of designing curriculum from a ‘zero-sum’ starting point. The curriculum cycle and various considerations of curriculum design will be emphasized to provide participants a better understanding of the centrality of curriculum design in meeting the needs of all students. Specific focus will be placed on: (1) the concept of backwards design as illustrated by Wiggins and McTighe in Understanding by Design (2005), (2) contemporary and technological considerations for curriculum design, (3) curriculum accessibility or enhancement for students performing below or above grade level, (4) vertical articulation, (5) the role of standards in curriculum design, and (6) the inter-relatedness of curriculum, instruction, and assessment in the teaching and learning process. (Open to Educational Program Design majors only) Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	EDPD 603 Instructional Design 3 credits 42.0 hours 600 level graduate course Instructional Design examines the process of teaching and learning as a delivery system. Basic theories of instructional design, along with research-based instructional strategies (Classroom Instruction That Works, Marzano, 2004), will guide the student in developing instructional practices designed to complement the areas of curriculum and assessment. Additional focus will be given to: (1) instructional design for specific student populations (i.e. English Language Learners, special needs, talented and gifted); (2) an exploration of how technology impacts instruction; (3) the ever-evolving role of the teacher; (4) the special relationship of formative assessment to instruction; and (5) the inter-relatedness of curriculum, instruction, and assessment in the teaching and learning process. Prerequisites *EDPD601** Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	EDPD 604 Designing 21st Century Learning Environments 3 credits 42.0 hours 600 level graduate course This core course provides educators with an understanding of the unique opportunities and challenges technology brings to the design of teaching and learning environments. The course examines micro and macro learning environments and what, in particular, makes learning environments successful. While not a technology course per se, certain digital tools will be explored, demonstrated and tested to exemplify the vast possibilities available for teaching and learning across multiple settings. Focus on collaboration, accessibility, motivation, and authentic learning as key to the design of modern learning environments. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	EDPD 605 Research Methods 3 credits 42.0 hours 600 level graduate course This course is designed to prepare the educator to successfully engage in the essential aspects of research for the culminating research-based paper/action research/project required for the culminating course, Capstone Project: Master of Education. This course, Research Methods, represents the first of two courses designed to take students through the process of completing the Capstone Project. Students successfully completing this course will have selected a research topic; produced a well-developed research statement and/or research questions; completed an in-depth investigation of scholarly literature related to their topic and complementary theoretical frameworks; prepared an outline of the proposed research methodology; and drafted a project prospectus to present to the Capstone Committee and Advisor (selected by the student from the approved list of Faculty) toward the end of the semester. Students will complete the first two of the five chapters required for the Capstone Project (whether it is the Research Paper, Action Research, or Curriculum). Prerequisites *EDPD604** Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	EDPD 701 Capstone Project: Master of Education 3 credits 42.0 hours 700 level graduate course The Capstone Project serves as a culminating experience for educators enrolled in M.Ed. programs at the University of the Arts. This Capstone course ties together the sum of the M.Ed. coursework taken in the program, and offers educators the choice of completing one of three projects, according to educator interest and utility within the educator’s classroom, school or District. Options include: 1) curriculum project, 2) research project, or 3) action research project. Educators work closely with a Capstone adviser and committee, including a field expert and University faculty, and defend their final submission before the committee. Prerequisites *EDPD605** This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ENVI 221 Natural and Artificial Systems 3 credits 67.5 hours 200 level undergraduate course Ranging from the simple to the complex, a system is a set of entities whether they are people, objects, environments or processes that act upon each other. A system is created by its context and the interplay of the system’s properties. Investigating simple to complex systems, tangible to conceptual, students will encounter opportunities to invent, create and document systems. Through the process of creating sequences, progressions and transformations, students will explore systematic approaches that occur in art, design and film. Exploring creative methods of composing and making while working with diverse materials, students will encounter opportunities to invent and engage with systems. Prerequisites *OBJT101** This course is not repeatable for credit.
	ENVI 222 Site 3 credits 90.0 hours 200 level undergraduate course This course investigates the social, artistic, and human factors that shape our experience of the environment. Students will develop an understanding of the relationships between a work of art or design and its physical, social and experiential contexts. Site visits and field trips in the Philadelphia area and region will allow students to understand how works are situated in the world. Students will generate art and design projects that demonstrate an understanding of these relationships. The course will require students to strengthen their skills in the following areas: observation, measurement, documentation, both two-dimensional and three-dimensional methods of representation, modeling (digital and analog), manipulation of materials, analysis and contextual thinking. Prerequisites *OBJT101** This course is not repeatable for credit.
	ENVI 223 Drawing: Material & Space 3 credits 67.5 hours 200 level undergraduate course In this course students will be introduced to multiple approaches to drawing across art, film and design. Using digital and manual techniques, students will investigate drawing as performance, the record of an event, material, marking time, mapping, the display of data, body extension, a score, and other genre-bending approaches. Students will be introduced to historic and contemporary practitioners who blur the boundary between drawing and other disciplines. Students will work independently and collaboratively to produce artworks that challenge traditional notions and limitations of drawing. Prerequisites *OBJT101** This course is not repeatable for credit.
	ENVI 224 Performance 3 credits 90.0 hours 200 level undergraduate course Allowing students to combine and work across disciplines, this course will explore elements of the evolving practice of performance ranging from everyday experiences to the use of highly stylized artifice and illusion in choreographed drama. The course focuses on an awareness of time, characterization, silence and sound, scene structure, chaos and order, the power of patterns, and the use of color, light and shadow. Works created may be live performance, or performative using means such as video, photography, costume, objects, sculpture and installation. Skills involve developing concentration, timing, confidence, awareness of dramatic structure and acting styles, and expanding imaginative vocabulary and experiences. Prerequisites *OBJT101** This course is not repeatable for credit.
	ESLI 001 Reading and Vocabulary 1 3 credits 45.0 hours REM level In Reading and Vocabulary 1, students are exposed to and practice general and academic English vocabulary, including key art, performance, and music vocabulary at a beginner level. Reading skills such as skimming and scanning will be introduced and practiced. Reading Comprehension and vocabulary skills will be developed through practicing word-building skills and basic summarizing strategies. In class, students will engage with the text through verbal discussions, journal writing, and quizzes. This course may be completed 3 times for credit.
	ESLI 002 Reading and Vocabulary 2 3 credits 45.0 hours REM level In Reading and Vocabulary 2, students practice general and academic English vocabulary, including key art, performance, and music vocabulary at a beginner-intermediate level. Reading skills such as skimming and scanning are practiced. Reading Comprehension and vocabulary skills are developed through practicing word-building skills and basic summarizing strategies. Students locate a main point in reading and summarize important points in a text. Students begin to integrate an author’s thesis with their own responses. In class, students engage with the text through verbal discussions. Students must demonstrate the ability to follow directions for assignments and tests and use lecture preparation and note-taking skills. Upon completion of Reading and Vocabulary 2, students will achieve the above objectives at a beginner to intermediate level. This course may be completed 3 times for credit.
	ESLI 003 Reading and Vocabulary 3 3 credits 45.0 hours REM level In Reading and Vocabulary 3, students practice general and academic English vocabulary, including key art, performance, and music vocabulary at a beginner-intermediate level. Reading skills such as skimming and scanning are practiced. Reading Comprehension and vocabulary skills are developed through practicing word-building skills and basic summarizing strategies. Students locate a main point and support in reading and summarize important points in a text. Students integrate an author’s thesis with their own responses. In class, students engage with the text through verbal discussions. Students must demonstrate the ability to follow directions for assignments and tests and use lecture preparation and note-taking skills. Upon completion of Reading and Vocabulary 3, students are expected to achieve the above objectives at an intermediate level. This course may be completed 3 times for credit. This course may not be audited. This course cannot be taken pass/fail.
	ESLI 010 Writing and Grammar 1 3 credits 45.0 hours REM level In Writing and Grammar 1, students develop academic, personal, and creative writing skills through daily journaling, in-class writing exercises, and formal essays at a beginner level. Students identify and revise (with assistance) some grammatical errors in their writing. Basic grammar will be mastered through in-class grammar exercise, online exercises, and quizzes. Students demonstrate knowledge and ability to write paragraphs consisting of topic sentences, clear supporting sentences, and conclusions. Upon completion of ESLI Writing Studio 1, these skills will be mastered at a Beginning ESL Level. This course may be completed 3 times for credit.
	ESLI 011 Writing and Grammar 2 3 credits 45.0 hours REM level Students develop academic, personal, and creative writing skills through daily journaling, in-class writing exercises, and formal essays at a beginner to intermediate level. Students identify and revise (with some assistance) grammatical errors in their writing. Beginner to intermediate grammar will be mastered through in-class grammar exercises, online exercises, and quizzes. Students demonstrate knowledge and ability to write paragraphs and basic essays consisting of, but not limited to the following: a thesis statement, organizational sentence, body paragraphs (with topic sentences and clear supporting sentences), and a conclusion. Students will write short analytical reader-response paragraphs integrating author’s thesis with students’ own responses. Upon completion of Writing and Grammar 2, these skills will be mastered at a beginner to intermediate level. This course may be completed 3 times for credit.
	ESLI 012 Writing and Grammar 3 3 credits 45.0 hours REM level In Writing and Grammar 3, students develop academic, personal, and creative writing skills through daily journaling, in-class writing exercises, and formal essays at an intermediate level. Students identify and revise (with some assistance) grammatical errors in their writing. Beginner to intermediate grammar will be mastered through in-class grammar exercises, online exercises, and quizzes. Students demonstrate knowledge and ability to write paragraphs and basic essays consisting of, but not limited to the following: a thesis statement, organizational sentences, body paragraphs (with topic sentences and clear supporting sentences), and a conclusion. Students will write short analytical reader-response paragraphs integrating author’s thesis with students’ own responses utilizing MLA in-text documentation. Upon completion of Writing and Grammar 3, these skills will be mastered at an intermediate level. This course may be completed 3 times for credit. This course may not be audited. This course cannot be taken pass/fail.
	ESLI 013 ESLI Workshop 1 credit 45.0 hours REM level undergraduate course In this workshop, ESL students practice English reading, writing and conversation skills. The ESLI workshop is based on the individual needs of students already in the ESLI program. Open only to ESLI students. This course may be completed 2 times for credit.
	ESLI 050 ESLI Core: Presentation Skills 1 credit undefined hours REM level In Presentation Skills, Students will develop a confident, relaxed presence for juries, critiques, public speaking, and other types of performance. In-class relaxation techniques and English pronunciation practice prepare students for public performance/presentation. Students utilize descriptive language and performance techniques to enhance presentations. Students gain confidence in sharing their artistic process, interest and goals using English conversation and presentation skills. This course may be completed 3 times for credit.
	ESLI 051 ESLI Core: Visual/Performance Studio 2 credits undefined hours REM level The ESLI Core: Visual and Performing Arts Studio is a multimedia course that introduces students to the college studio environment and teaches technical, creative, theoretical, and problem solving skills. The assignments are broken up into three autobiographical projects that use a combination of traditional and digital methods. Art and performance vocabulary terms are practiced in the ESLI Studio classroom. Students will demonstrate mastery of vocabulary terms and studio norms through classroom critiques and formal presentations. This course may be completed 3 times for credit.
	ESLI 052 ESLI Core:Conversation Skills 1 credit undefined hours REM level ESLI Core: Conversation Skills develops students’ ability to initiate and engage in English conversation. A variety of topics and situations are covered ranging from survival to academic topics. Key phrases, idioms, and cultural notes are discussed to prepare students for several different conversation scenarios. Students work in groups in the classroom and meet with conversation tutors outside of class. Through this course students strengthen their verbal communication skills inside and outside of the classroom. Upon completion of Conversation Skills, students will achieve the above objectives at the beginner’s level. This course may be completed 3 times for credit.
	ESLI 053 ESLI Core: Culture Club 2 credits undefined hours REM level This course is designed to help students become familiar with Philadelphia and navigate the city with confidence. Culture Club provides students with a strong capability to be sophisticated urban travelers and cultural explorers. Students develop research skills and time management skills to organize and report on weekly local cultural outings. Students increase knowledge of and engagement with Philadelphia’s art, music, and cultural scene. Students reflect on and review cultural events through writing assignments, presentations, and in-class discussion. This course may be completed 3 times for credit.
	ESLI 054 ESLI Core: Film Fridays 2 credits undefined hours REM level ESLI Film Fridays: Film and Discussion exposes students to language and the arts through feature films and documentaries, while provoking discussion in English. Students are encouraged to discuss and ask questions related to art, music, performance, culture or any other topics evoked by the films. Viewing films in English and discussing them reinforces listening, vocabulary, and conversation skills. This course may be completed 3 times for credit.
	ETEC 600 Foundations of Educational Technology 3 credits 42.0 hours 600 level graduate course Are you connecting with the digital learners of today? Are you using the classroom technology available to you? You will become familiar with current theories, principles and practices of educational technology, with a focus on the use of technology as an ‘instructional tool’ to enhance student learning. You will come away from this course prepared to create engaging lessons that incorporate the use of web-based technology, and to employ techniques to differentiate instruction in order to accommodate students with diverse learning styles. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 601 Integrating Educational Technology Into Student Assessment 3 credits 42.0 hours 600 level graduate course Today’s educators are met with the continuous challenge of ensuring that every student reaches proficiency across core content areas. Central to reaching this goal is the ability to gain and sustain student engagement. With increased interest and reliance on technology among students, the use and thorough understanding of technology as a learning tool is an increasingly important part of an educator’s arsenal. Integrating Educational Technology into Student Assessment prepares today’s educator to infuse technology into assessment design, implementation, and analysis. Educators will come away from this course with the ability to successfully identify and facilitate the integration of educational technology into the classroom, and to understand how to optimize educational technology to assess student achievement. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 602 Differentiated Instruction Using Educational Technology 3 credits 42.0 hours 600 level graduate course Current research on the use of technology in the classroom concludes that its appropriate use can yield dramatic gains in student achievement and student engagement. This core course will help build the case for, and will prepare educators to routinely use, technology in the classroom to effectively reach and engage diverse learners. Educators will learn how to identify and optimize educational technology tools, resources and applications that best match unique student populations. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 603 Ethics in Educational Technology 3 credits 42.0 hours 600 level graduate course A core course designed to help educators to identify, understand, and formulate practical solutions for ethical issues involving technology in today’s classroom. Issues such as protection of private property (copyright, plagiarism), freedom of speech/First Amendment, and equality/access, among others, will be studied in light of the philosophies of Immanuel Kant, John Stuart Mill, and Rene Descartes. Emphasis will be placed on constructing learning environments that imbue K-12 students with the critical thinking skills required to help shape a code of ethics within a tech-infused world. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 641 Integrating Media Literacy into Today’s K-12 Curriculum 3 credits 42.0 hours 600 level graduate course Media education adds value to just about every curriculum in the K-12 classrooms. Media education has become a growing priority in today’s classroom because of the extent of the media’s importance in people’s lives. However, many teachers are unaware of the necessity and the techniques for making media literacy an integral part of the K-12 educational experience. On average, children in their middle and high school years spend 6-10 hours a day engaged either actively or passively in a ‘media related’ activity. Because students, regardless of their learning style, attend more fully to activities and ideas that they connect with, the media is often used to influence them from a very young age. This makes it necessary for teachers to ‘train’ their students to analyze messages and understand the techniques utilized to influence them via a broad range of sound and visual communication technologies. Integrating Media Literacy into Today’s K-12 Curriculum will teach educators how to incorporate media literacy into the classroom curriculum, regardless of the subject taught. This course will provide educators with the resources necessary to help students hone their critical thinking skills in a functional context so that they are able to recognize various marketing approaches, identify propaganda, understand stereotypes, critically evaluate media conveyed messages, and use the media as a tool for life-long learning. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 642 Digital Storytelling in the Classroom 3 credits 42.0 hours 600 level graduate course Learn how reading, math and social studies assignments can be transformed into digital storytelling adventures. Participants investigate a variety of interdisciplinary projects with photography and videography, inspiring both themselves and their students to reflect thoughtfully and creatively. Digital stories come in many different flavors, from the creation of simple audio offerings to basic multimedia projects. This course incorporates a range of current technology options. No previous experience with digital photography or video editing necessary. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 643 Using Print Design + Digital Photos in the Classroom 3 credits 42.0 hours 600 level graduate course In this class, participants combine text and photography in practical print applications for classroom and school community use. Participants use their own photographs and text to design and print a brochure describing a Philadelphia site, an adventure showing design concepts and techniques that make words and images not just more effective and meaningful, but harder to resist. Also learn how to use Photoshop in conjunction with other software programs. Open to beginners in design and photography projects. Course uses primarily Photoshop, with some InDesign. Bring a digital camera to class. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 644 Music Technology for Educators 3 credits 42.0 hours 600 level graduate course Designed for teachers to explore digital music and sound technologies, this course includes a range of basic skills in sound editing, mixing, sampling, audio production, notation, podcasting, and more. Participants create projects to incorporate these tools into the K-12 curriculum, across multiple subject areas. Featuring hands-on activities, this course primarily uses Garage Band software to work on sequencing and digital audio processing techniques. Teachers from both music and non-music backgrounds are encouraged to attend in order to consider how collaborative audio projects can enhance student learning in integrated, innovative ways. Participants should have basic computer skills. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 645 Online Tools + Collaboration in Education 3 credits 42.0 hours 600 level graduate course Educators can now empower their students to connect, create, and collaborate online. Explore the use of technology as a tool to engage students in constructive critical thinking about the subjects they study. User-friendly Web 2.0 tools, tools provide opportunities for educators and students to communicate and interact in new, collaborative ways. Lesson guides provide practical examples of techniques to integrate these online tools into the curriculum. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 646 Integrating Technology Into Language Arts Education 3 credits 42.0 hours 600 level graduate course This course demonstrates practical integration strategies to help blend technology tools into lessons that enhance essential reading and writing skills. These educational technology tools easily reach and engage students on a level with which they are familiar and use daily. Hands-on activities for student use and classroom application include desktop publishing projects to combine text with images, web-based activities, and the use of technology tools for student writing and presentation projects. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 647 Web-Based Lessons + Resources for Teachers 3 credits 42.0 hours 600 level graduate course Learn how and where to find the most effective educational resources on the web, including lesson plans, model education sites, and presentation tools. This course enables novices and advanced users to explore web-based active learning and consider methods to incorporate skills into lessons. Learn web page/simple website creation skills as well as the latest presentation techniques using multi-media tools, slide shows, and concept mapping. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 648 Digital Communication in the Classroom 3 credits 42.0 hours 600 level graduate course Digital communication, the exchange of information using diverse media, is central to today’s schools and classrooms. Students and teachers interact using blogs, wikis, fora, discussion boards, and much more. This course explores the opportunities that digital communication can present in the classroom setting, and how digital communication strategies can effectively support and enhance the curriculum. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 649 Integrating Technology Into Social Studies Education 3 credits 42.0 hours 600 level graduate course Social Studies is the original cross-discipline subject, drawing upon concepts in economics, geography, history, law, philosophy, political science, and religion, as well as appropriate content from mathematics and science. Social Studies challenges young people to make informed decisions as citizens of a culturally diverse, democratic society in a digital. We will focus on the tools and strategies that provide students with choice and meet the needs of diverse learners. Topics will include research strategies, inquiry-driven project based learning and the incorporation of a wide range of tools for student presentations to demonstrate learning. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 650 Integrating Technology into Math Education 3 credits 42.0 hours 600 level graduate course Math can be found in everything we do, every day. Technology can be the platform for a natural and dynamic environment to illustrate math concepts and strengthen lessons. This course focuses on practical integration of video imagery to show specific mathematical concepts and everyday uses of math. Create a more interactive classroom; adapt projects for students to design themselves and share their creations. Harness the power of technology to create meaning in new ways. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 651 Creating Websites for Teachers 3 credits 42.0 hours 600 level graduate course Create and develop a website for use in your classroom. Develop a basic understanding of HTML coding and the fundamental aspects of creating a well-designed, well-organized, intuitive, and graphically pleasing website to use with students and families. For teachers with websites designed by the District or school, learn how to create and manage a page within that platform, or create a companion site. Previous experience in Adobe Photoshop recommended. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 652 Integrating Technology into the Curriculum 3 credits 42.0 hours 600 level graduate course This course shows how a single computer can be the essential resource in a teacher’s repertoire. Use it as a learning tool by building a daily rotation of student activities on the computer. Use it as a personal productivity tool by developing databases, spreadsheets and mail merges. Use it as a presentation tool to display slide shows created in Apple iWorks’ presentation feature, and use the Internet to explore a whole world of information. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 653 Integrating iPad Tech into Today’s K-12 Classroom 3 credits 42.0 hours 600 level graduate course The introduction of the iPad brought the power and functionality of a full-size computer system into a lightweight, user-intuitive, powerful mobile tablet. While educators have rapidly embraced the iPad to meet computing needs and fill niche roles, discover how iPad technology can increase engagement and unlock vast content. We will use tablets and their applications to explore the development of grade-appropriate lessons across a wide range of subjects and content areas. Consider how the iPad can be a fully integrated professional tool for your classroom, and explore the financial resources for bringing iPad technology into schools and Districts. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 654 Advanced Classroom Integration of iPad Technology 3 credits 42.0 hours 600 level graduate course This course is for educators looking to go beyond a basic understanding of iPad use in the classroom. Learn how to manage your students’ workflow, and take advantage of the iPad’s advanced capabilities, including productivity apps, assessment apps and subject-specific and special-needs apps. The course is arranged around ‘app task challenges’ that provide an opportunity for teachers to use apps in combination to create sophisticated projects and interactive presentations. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 655 Digital Citizenship in Today’s K-12 Classroom 3 credits 42.0 hours 600 level graduate course Digital technologies are ever-changing, and come with a set of risks and rewards for your students. Having ‘the world at your fingertips’ is both wonderful and daunting. This course will help you lead students within today’s digital environment, including guidance around the appropriate and safe use of digital tools both inside and outside of the classroom. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 656 Blended + Flipped Learning: What Is It All About? 3 credits 42.0 hours 600 level graduate course Are you looking to expand your knowledge of- and ways to best facilitate- blended and flipped learning? We will explore multiple ways to optimize- and to comfortably and appropriately balance- classroom time and at-home time within blended and flipped formats. Begin to experiment with flipped classroom practices using free classroom resources. Learn how to flip learning in any environment, even with limited online access and/or limited devices. How might you use structures that are already in place, such as stations and clusters, to tailor the best learning experience for students in your classroom? Open to K-12 educators who have experience at all levels of blended learning and flipped classroom implementation. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 657 Integrating ePublishing into the Curriculum 3 credits 42.0 hours 600 level graduate course This course provides instruction in eBook resources and authoring tools. It will cover the broad free ePublishing resources for accessing ebooks, creating ebooks and determining which tools to use, depending on the targeted audience and degree of multimedia content. Students will first examine the impact of interactive ebooks on learning and the ebook formats and then concentrate on locating and sharing ebooks of various genres (i.e., fiction, nonfiction and textbooks). The last component of the course will involve incorporating free tools to create interactive reading books, textbooks, magazines, posters and pamphlets. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 658 Interactive Presentations Curriculum 3 credits 42.0 hours 600 level graduate course While Powerpoint and Prezi are options, they are nowhere near the only options, with which to create interactive presentations for use in today’s classroom. Browser-based applications present countless presentation features to help foster student engagement, interaction, assessment, and communication. This course will explore the web’s potential for interactivity, including slideshows and videos, back channeling, 3-D, animations, interactive whiteboards, screencasting, online debates, collaboration, and brainstorming tools. All applications introduced in the course are free, with iPad-approved options available for those teachers who use them in their classrooms. This course is not repeatable for credit.
	ETEC 659 Google Apps for Education 3 credits 42.0 hours 600 level graduate course Does your school use Google Apps for Education, but you are unsure as to how to best use it to serve your classroom needs? Do you have a basic understanding of Google Apps. but would love to know more? Would you benefit from exploring Google Apps’ formative assessment features and terrific assignment feedback functions? How about the ease of data collection, analysis and interpretation? Creating and building educator communities? This course will serve as a jumping off point as to how Google Apps will integrate seamlessly into the classroom experience for you and your students. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 660 Computational Thinking: Coding for Beginners 3 credits 42.0 hours 600 level graduate course Computer programming embodies problem-solving, creativity, and communication. Coding, in particular, encourages perseverance, collaboration, and inquiry through authentic applications. This course will help teachers get started with age-appropriate coding activities, tools, and unplugged tasks to introduce their students to computational thinking while aligning with the Common Core and Next Generation Science Standards (NGSS). All tools are free and visual-based and as such do not require memorization of syntax. This is an introductory course for teachers who do not have a programming background. If you can drag and drop and/or use the arrow keys, then you are ready to start coding. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.
	ETEC 661 Game-Based Learning in the Classroom, Introductory 3 credits 42.0 hours 600 level graduate course This course will provide educators an opportunity to explore the principles, processes and theories of game-based learning in the classroom. Educators will critically analyze the characteristics and applications of digital games for various learning needs. The course is designed to explore the symbiotic classroom relationship between games, play and learning. We will identify and analyze current trends such as integration of games, data analytics, and badges for learning. We will explore the fundamental elements of game-based learning and we will write a game design document (GDD), including the story, learning theories, mechanics, technology and aesthetics. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 662 Game-Based Learning in the Classroom, Advanced 3 credits 42.0 hours 600 level graduate course This course will build educators’ knowledge of and skills around game-based learning through practice. Educators will create one or more educational games and evaluate their games based on user research. We will explore and test various approaches to game design, with a focus on iterative development, aesthetic principles, prototyping, flow theory, the nature of fun, and user interface. Educators will leave this class with a solid footing in game-based learning. Prerequisites *ETEC661** Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 663 Leadership in Educational Technology 3 credits 42.0 hours 600 level graduate course Have you ever been approached by your colleagues as a technology resource in the classroom? Have you ever been asked to deliver a technology training session? Do you see yourself as the technology lead at your school? You will leave this course with the ability to design and deliver technology direction and optimize digital learning environments both within the classroom and across your school or District. We will explore the history of modern-day educational technology, the psychology of media, and the relationship of each to your role as an ed tech leader and advocate. Our final project will be a research-based technology plan for your school or District. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit. This course may not be audited. This course cannot be taken pass/fail.
	ETEC 664 Using BYOD as Mindtools 3 credits 42.0 hours 600 level graduate course Does your school or District have a Bring Your Own Device (BYOD) policy, but you would like to know more about how to optimize this policy in your own classroom or school? Regardless of whether your school or District has a 1:1 initiative, this course will immerse educators in collaborative lesson design using a multitude of devices students bring to and explore in class. We will evaluate a range of BYOD mindtools that, when routinely implemented, will enable you and your students to construct your own media-rich understandings of class materials. We will develop strategies and in-class practices around the design of learning environments in the age of BYOD. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.
	ETEC 665 Open Educational Resources (OER): What’s Best for Your Classroom? 3 credits 42.0 hours 600 level graduate course In this course, we will identify free educational resources for your classroom. Free educational resources exist and can be easily adapted to meet the needs of your leaders. Learn how you can become a part of the Open Educational Resources (OER) learning revolution and the multiple and unique ways you can use OER in your classroom. You will leave this course with the ability to locate and implement free OER, how OER differ from other proprietary educational resources, how to evaluate OER, how to align OER with state and national learning standards, and how to become a part of the online OER community. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.
	ETEC 667 Getting Started With Augmented Reality In Your Classroom 3 credits 42.0 hours 600 level graduate course Have you heard the term ‘augmented reality’ but you don’t know what it is, and how it might work in your classroom? Have you ever wondered if you could integrate augmented reality apps like Pokémon Go into math, literacy, science, social studies, art? You will leave this course with the ability to identify and integrate augmented reality apps into your classroom, and to develop lesson plans that carefully structure learning using augmented reality. You will learn how to use augmented reality in a safe and educationally meaningful manner, and you will understand the difference between augmented reality and virtual reality. This course is for K-12 educators across all subjects. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.
	ETEC 668 Google Apps for Education, Advanced 3 credits 42.0 hours 600 level graduate course Do you use Google Apps for Education in your classroom, and want to know more? Go beyond Docs, Sheets, Sites, and Hangouts, and deeper into Google Apps. Explore Google Classroom (which helps teachers create and organize assignments quickly, provide feedback efficiently, and easily communicate with students and across classrooms), Google Expeditions (virtual field trips), Communities (‘clubs’ that are moderated and have a particular focus), Programs (eg Google Teacher Academy) and other resources for your students. This course was developed to address both day-to-day and longer-term classroom needs and interests using Google Apps. Prerequisites *ETEC659** Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.
	ETEC 669 Steam for Integrated Learning 3 credits 42.0 hours 600 level graduate course Creativity saturates science, technology, engineering, art, and mathematics (STEAM). Integrated learning is a powerful means of facilitating meaningful learning. The artistic process and the scientific method are more complementary than one might imagine- both facilitate the exploration of ideas and possibilities. Both involve “process” and “product.” Both require students to engage in creative and critical thinking that supports collaborative learning. This course will explore STEAM integration models, in which you will test lessons and tools to facilitate a STEAM-inspired curriculum. You will have the flexibility to select specific areas of STEAM that are most relevant to your own classroom and teaching style. You will emerge with the confidence and skill to authentically integrate across STEAM content. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.
	ETEC 670 Digital Badges: Getting Started With Micro-Credentialing 3 credits 42.0 hours 600 level graduate course Badges make your classroom goals visible to students. Badges, or ‘micro-credentials,’ help motivate students, as students are able to see what they need to do to reach a goal or master a skill. Students want to do well, and they want to be recognized for their accomplishments. Leave this course with a foundational understanding of digital badges- online representations of skills earned- and open badges- verification of student skills, interests and achievements- and how to implement a badge system within your school or classroom. Take your current curriculum, lift up those objectives, skills, understandings and concepts, to represent as badges that show criteria students must meet to earn them. The case study method will be used to illustrate the successful design and implementation of digital badge systems by schools and educators. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.
	ETEC 671 3-D Printing in the K-12 Classroom 3 credits 42.0 hours 600 level graduate course Have you heard about 3D printing and wondered, how can I get started in my classroom? Have you tried 3D printing, yet you are looking for some guidance around its sustained use and utiliy? Some examples of 3-D printing in the classroom include topography, complex molecules, architectural designs, cross-sections of organs, artifacts, prototypes, modified robot parts… the list is boundless! In this course, you will learn how to print in 3-D, and how to make 3-D printing a reality in your classroom. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.
	ETEC 672 Learning, Cognition, & Technology 3 credits 42.0 hours 600 level graduate course This course affords K-12 educators with the time and space to explore learning and cognitive theory through the lens of emerging technologies. You will identify principles and perspectives that underlie the construction of modern learning environments. Explore the symbiotic relationship between learning, cognition and technology, and emerge with a solid understanding of the impact of technologies on life inside the classroom and the myriad ways that technology supports teaching and learning. Open to graduate students from the Division of Continuing Studies. This course is not repeatable for credit.

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Courses

DESN 101 Intro to Design: Principles, Processes And Meaning

DESN 102 Intro to Design: Designing in the World

DESN 111 Drawing As Seeing And Meaning

DESN 114 Design Process, Theory and Communication

DESN 117 Digital Design Lab

DESN 120 Drawing As Thinking

DESN 123 Design Studio

DESN 200 Design History

DESN 201 Communication Design

DESN 206 Design for Persuasive Visual Communication

DESN 250 Contemporary Issues in Design

DESN 305 Business Communication for Design Professionals

DESN 307 Business & Preparation for Design Practice

DESN 331 School of Design Workshop

DESN 401 Senior Studio I

DESN 402 Senior Studio II

DESN 499 Design Internship

DESN 503 Semantics + Rhetoric of the Object

DESN 610 Design Seminar: Concepts and Contexts

DESN 611 Design Research and Synthesis

DESN 620 Team Building

DESN 630 Collaboration and Co-Design

DESN 640 Drawing As Design Thinking Tool

DRAW 110 Drawing: Objects and Space

DRAW 111 Drawing: Natural Forms and the Human Figure

DRAW 112 Drawing: Ideation

DVPP 601 Devised Performance Ensemble I

DVPP 602 Devised Performance Ensemble II

DVPP 603 Devised Performance Ensemble III

DVPP 604 Devised Performance Ensemble IV

DVPP 610 Music Skills

DVPP 621 Seminar: Contemporary Art and Culture

DVPP 622 Seminar: Being a Critical Consumer of Live Art

DVPP 623 Seminar: Thinking Like a Producer

DVPP 624 Seminar: History, Theory, and Practice Of Ensemble

DVPP 631 Foundations of Teaching and Learning Theory

DVPP 632 Pedagogies of Performance/Teaching Methods

DVPP 680 Selected Topics in Devised Performance

DVPP 701 Devised Performance Development/ Production

DVPP 721 Seminar: Creating and Leading a Healthy & Fulfilling Life As an Artist

DVPP 741 Teaching Practicum

DVPP 751 Seminar: MFA Thesis

DVPP 752 Seminar: Performance Documentation

EDPD 601 Assessment Design + Evaluation

EDPD 602 Curriculum Design

EDPD 603 Instructional Design

EDPD 604 Designing 21st Century Learning Environments

EDPD 605 Research Methods

EDPD 701 Capstone Project: Master of Education

ENVI 221 Natural and Artificial Systems

ENVI 222 Site

ENVI 223 Drawing: Material & Space

ENVI 224 Performance

ESLI 001 Reading and Vocabulary 1

ESLI 002 Reading and Vocabulary 2

ESLI 003 Reading and Vocabulary 3

ESLI 010 Writing and Grammar 1

ESLI 011 Writing and Grammar 2

ESLI 012 Writing and Grammar 3

ESLI 013 ESLI Workshop

ESLI 050 ESLI Core: Presentation Skills

ESLI 051 ESLI Core: Visual/Performance Studio

ESLI 052 ESLI Core:Conversation Skills

ESLI 053 ESLI Core: Culture Club

ESLI 054 ESLI Core: Film Fridays

ETEC 600 Foundations of Educational Technology

ETEC 601 Integrating Educational Technology Into Student Assessment

ETEC 602 Differentiated Instruction Using Educational Technology

ETEC 603 Ethics in Educational Technology

ETEC 641 Integrating Media Literacy into Today’s K-12 Curriculum

ETEC 642 Digital Storytelling in the Classroom

ETEC 643 Using Print Design + Digital Photos in the Classroom

ETEC 644 Music Technology for Educators

ETEC 645 Online Tools + Collaboration in Education

ETEC 646 Integrating Technology Into Language Arts Education

ETEC 647 Web-Based Lessons + Resources for Teachers

ETEC 648 Digital Communication in the Classroom

ETEC 649 Integrating Technology Into Social Studies Education

ETEC 650 Integrating Technology into Math Education