Decision Sciences (DESC)
School of Management
If a student takes noncore, upper-level business
courses before acceptance to the School of Management,
those courses will not count on an undergraduate degree
application for any major in the School of Management
(except as general elective credit). A grade of C or higher must
be presented on the graduation application for each
upper-level course in the major. Prerequisites are strictly
enforced. Degree status is defined as formal admission to the
School of Management.
210 Statistical Analysis for Management
(4:4:0). Prerequisites: MATH 108 or 113. Corequisite: MIS 102.
Introduction to the application of statistical methods to
support quantitative decision analysis in resolving business problems.
Decision Sciences (DESC) Early Childhood
Education (EDUT)
301 Operations Management (3:3:0). Prerequisite:
DESC 210. Examines the principal aspects of an
organization's operations in various settings. Emphasizes planning
and decision making activities associated with the
management of operations with a focus on service operations.
Analytical models are used to describe key planning and
control activities managing operations.
320 Supply Chain Management and E-Business
(3:3:0). Prerequisites: DESC 301, MKTG 301, degree status.
An introduction to the design, development, and
management of supply chain systems, including production and
inventory management, distribution channels, and
information systems that support them. Emphasizes the impact
of ebusiness on companies and industries, including the
impact of the Internet on the way in which goods and
services flow through the value chain from providers to customers.
352 Methods and Models of Management Science
(3:3:0). Prerequisites: DESC 301; degree
status. Operation research for business management. Modeling is
through mathematical programming and probabilistic
methods. Specific topics include linear programming, integer
programming, transportation problems, goal
programming, network flow models, decision theory of games,
Markov processes, queuing models, and Monte Carlo simulation.
435 Simulation for Business Decision Making
(3:3:0) Prerequisites: DESC 301; degree
status. Introduction to computer simulation of complex business systems.
Topics include Monte Carlo methods, discrete-event
modeling, simulation experiment design, simulation output
analysis, simulation validation, and specialized simulation
languages. Examples are drawn from all types of business
operations. The methods are demonstrated and used through
computer software.
452 Business Forecasting (3:3:0). Prerequisites:
DESC 210; degree status. Introduction to methods for
producing predictions of future business operations as aids for
making planning decisions. Specific topics include
judgmental forecasting; forecast accuracy; correlation analysis;
smoothing methods; regression models; decomposition;
autoregressive and ARIMA models. The methods are
demonstrated and used through computer software.
456 Quality Management (3:3:0). Prerequisites:
DESC 301, degree status. Provides an understanding of the
multi-faceted nature of Quality Management by emphasizing
issues such as quality philosophies, total quality
management, design quality, process quality, and managing
quality in information systems development. Discusses ISO
9000 and the Capability Maturity Model. Use of software
and case studies.
493 Management of Technology Projects
(3:3:0). Prerequisites: DESC 301,degree status.
Focuses on the managerial problems associated with meeting the technical,
cost, and time constraints of technology projects. Discusses
various areas of project management such as project
organizations, teams, scheduling, cost control, earned value
analysis, risk management, and managing project quality.
Discusses software cost estimation models. Use of software and
case studies.
499 Independent Study in Operations Management
(1-3:0:0). Prerequisites: DESC 352; degree
status. Investigation of a business problem according to individual
interest that uses state-of-the-art decision science
method
ology. By special arrangement with an instructor and
approval from the associate dean for undergraduate programs.
Early Childhood Education
(Unified Transformative Early Education
ModelUTEEM) (EDUT)
Graduate School of Education
511 Universality and Diversity in Child and Family
Development, Ages 35 (3:3:0). Prerequisite: Admission
to the UTEEM program or permission of the instructor.
Provides students with knowledge of child and family
development from a diverse and cultural perspective.
Students explore the role of culture and theories for
understanding and interpreting child and family growth and
development. Students learn about various disabilities and acquire
an appreciation for the critical role of families.
512 Assessment of Diverse Young Learners, Ages
35 (3:3:0). Prerequisite: Admission to the UTEEM
program or permission of the instructor. Provides students with
an understanding of the forms, functions, methods, and
roles of assessment for planning and implementing effective
early childhood programs for children ages 35 years from
diverse cultures and with varied learning needs. Students
learn to use both quantitative and qualitative approaches to
evaluation and assessment. They learn about technological
adaptations and gain an understanding of appropriate
strategies for conducting, reporting, and decision making related
to specific functions of assessment. They also learn
about assessment strategies necessary for second language
learners and about adaptations for children with disabilities.
513 Language Development and Emergent Literacy
for Diverse Learners, Ages 35 (3:3:0).
Prerequisites: Admission to the UTEEM program or permission of the
instructor. Provides students with an understanding of first
and second language. Explores the impact of disability and
second language acquisition, and covers the
interrelationship of speaking, listening, reading, and writing. Students
also gain an understanding of the diversity of oral and
written communication styles in families, communities, and cultures.
514 Creating Environments and Adapting
Curriculum for Diverse Learners, Ages 35
(3:3:0). Prerequisite: Admission to the UTEEM program or permission of
the instructor. Provides students with an understanding of
developmentally appropriate programs and practices for
culturally, linguistically, and ability diverse young
children. Students explore, plan, and implement curricula and
environments using individually, age-related, and culturally
appropriate methods and materials. Provides an
understanding of the important role of play, active exploration, the
construction and representation of knowledge, and social
interaction with peers and family members.
521 Infant/Toddler Development in Family and
Cultural Contexts (3:3:0). Prerequisite: Admission to the
UTEEM program or permission of the instructor. Provides
students with knowledge of the development of infants and
toddlers in family/cultural contexts. Students explore the role
of family, culture, and developmental theories in
providing frameworks for understanding and interpreting
behavior of children from birth to age three. Students learn
about factors that place infants and toddlers at developmental
risk and other various disabilities.
Early Childhood
Education (EDUT)
522 Family-Centered Assessment of Diverse Infants
and Toddlers (3:3:0). Prerequisite: Admission to the
UTEEM program or permission of the instructor. Focuses on
family-centered practice in assessing infants and toddlers
from diverse cultures and with diverse abilities. Students
learn assessment practices that lead to plans for supporting
infant development in ways that are individually and
culturally relevant for families and caregivers. Students gain
an understanding of appropriate strategies for
conducting, reporting, and decision making related to specific
functions of assessment and adapting assessment practices
for culturally, linguistically, and ability diverse infants
and toddlers and their families.
523 Language Acquisition and Communication for
Diverse Infants and Toddlers (3:3:0). Prerequisite:
Admission to the UTEEM program or permission of the
instructor. Provides students with an understanding of early
language development in terms of each of the five major
components of language. Speech, language, and
communication are discussed, particularly in terms of their
interrelatedness with cognitive and sociocultural development.
The importance of adult-child interaction and the impact
of bilingualism, cultural diversity, cognitive ability, and
language disorder also are explored.
524 Culturally, Linguistically, and
Developmentally Appropriate Practices with Infants, Toddlers, and
Their Families (3:3:0). Prerequisite: Admission to the
UTEEM program or permission of the instructor.
Provides students with an understanding of culturally, linguistically, and
developmentally appropriate programs and practices in
community settings that provide services to infants and
toddlers with varied abilities and their families. Students
explore, plan, and implement developmentally supportive
activities with infants and toddlers and their families. Students
are expected to become familiar with the cultural context of
the infants and toddlers with whom they are working. A
special emphasis of this course is providing home-based services.
612 Development and Assessment of Diverse
Learners, K3 (3:3:0). Prerequisite: Admission to the UTEEM
program or permission of the instructor. Provides students
with an understanding of the forms, functions, methods, and
roles of assessment for planning and implementing effective
early childhood programs across content areas for culturally,
linguistically, and ability diverse children in
kindergarten through third grade.
613 Language and Literacy Development for
Diverse Learners, K3 (3:3:0). Prerequisite: Admission to
the UTEEM program or permission of the
instructor. Develops and applies knowledge of the stages of literacy in
conjunction with appropriate instructional materials
and techniques for the K3 grade learner. Analyzes,
synthesizes, and applies knowledge of recent research to
teaching practices in literacy development. Applies a variety
of instructional approaches in response to the needs of
diverse students in a culturally and developmentally
sensitive manner.
614 Integrating and Adapting Curriculum across
the Content Areas for Diverse Learners, K3 (3:3:0).
Prerequisite: Admission to the UTEEM program or
permission of the instructor. Provides an understanding of
developmentally appropriate programs and practices for teaching
children in kindergarten through the third grade. Covers
strategies for planning and implementing a community of
learners
that is inclusive of children with diverse abilities and
needs. This is an integrative class that enables students to link
their knowledge in specific content areas to the broader
picture of managing the classroom day, to implementing an
integrated curriculum across content areas, and to applying
the philosophical principles related to effective instruction
of diverse young learners.
615 Developing Concepts in Early Childhood
Mathematics and Science for Diverse Learners, K3
(3:3:0). Prerequisite: Admission to the UTEEM program or
permission of the instructor. Examines pre-operational and
concrete operational thought processes of conservation,
seriation, observation, comparison, classification, and early
number concepts. Uses concrete science/math materials and
experiences to foster development of quantitative thinking
in geometry, measurement, graphing, and whole number
arithmetic. Covers the construction of math and science
lessons and hands-on experiences that address the needs of
a variety of student populations, such as children with
disabilities, gifted and talented children, and minority
and culturally diverse groups.
781 Frameworks for Unified, Transformative Early
Care and Education (3:3:0). Prerequisite: Admission to
the UTEEM program or permission of the
instructor. Provides students with the opportunity to analyze foundational
frameworks for developing a unified perspective for their
work with culturally, linguistically, and ability diverse
young learners, birth to age eight, and their families.
Students examine foundational work from the separate fields of
early childhood education, early childhood special
education, multicultural education, and second language
acquisition/bilingual education.
782 Policy Perspectives Affecting Diverse Young
Learners and Their Families (3:3:0). Prerequisites:
Admission to the UTEEM program or permission of the
instructor. This advanced seminar provides students with an
understanding of both historical and current trends and
issues involving legislation and policy in early childhood
education, bilingual education, early childhood special
education, and multicultural education. Focuses on the
historical role of social advocacy, the development of advocacy
skills, and collaboration and consultation with other
professionals and staff in the field of early childhood education.
Provides an understanding of the continuum of services
and the context of service delivery.
790 Internship with Diverse Learners, Ages 35
(3:3:0). Prerequisite: Admission to the UTEEM program or
permission of the instructor. Enables students to
participate full time in an inclusive early childhood setting
serving families of infants and toddlers with diverse learning
needs. Students continuously link university course work to
the real world of working with diverse families and their
infants and toddlers. Students engage in a carefully
planned learning sequence, including observing infants and
toddlers, environments, and intervention strategies that
identify family concerns, priorities, and resources related
to their child's needs.
791 Internship with Diverse Infants and Toddlers
and Their Families (3:3:0). Prerequisite: Admission to
the UTEEM program or permission of the instructor.
Enables students to participate full time in a inclusive early
childhood setting serving families of infants and toddlers
with diverse learning needs. Students continuously link
univer
Early Childhood Education
(EDUT) Economics (ECON)
sity course work to the real world of working with
diverse families and their infants and toddlers. Students engage
in a carefully planned learning sequence, including
observing infants and toddlers, environments, and
intervention strategies that identify family concerns, priorities, and
resources related to their child's needs.
792 Internship with Diverse Learners, K3 (3:3:0).
Prerequisite: Admission to the UTEEM program or
permission of the instructor. Enables students to participate
full time in an early childhood setting serving children
with diverse learning needs. As a result, students are able
to continuously link university course work to the real
world of teaching. Students engage in a carefully planned
learning sequence, beginning with targeted observations
and culminating with their taking responsibility for the
entire planning process for a three- to four-week period.
793 Specialization Internship with Diverse Learners
and Their Families (6:6:0). Prerequisite: Admission to
the UTEEM program or permission of the instructor.
Enables students to participate full time in an education setting
serving diverse children and their families. Interns are
involved in a full range of activities to ensure that they
experience and understand the complexity, uniqueness, and
significance of the work done.
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