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Course Criteria
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3.00 Credits
3 Cr. Adult learners explore the values and perceptions of selected groups affecting social and economic life through an analysis of policies and practices of recruitment, selection, training, development and compensation of employees. Special attention is given to Equal Opportunity and Offi ce of Safety and Health Administration legislation through a series of case studies and simulations. Restricted to organizational management majors only.
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3.00 Credits
3 Cr. This course introduces adult learners to various management planning models and techniques and applies these to business cases. It stresses the concepts of strategic planning and strategic management. Restricted to organizational management majors only.
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3.00 Credits
3 Cr. Several major ethical theories are reviewed. Adult learners are asked to examine personal values through readings and workplace analysis to formulate a management philosophy incorporating business ethics, government accountability, human rights, and a responsible lifestyle in the contemporary world. Restricted to organizational management majors only. G3, G9
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3.00 Credits
3 Cr. Students will be introduced to research techniques. Students will explore project management theory and develop their own project as it applies to their workplaces. At the conclusion of class, students will present their projects to the group.
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3.00 Credits
1-3 Cr. Courses on topics of interest to business students offered on the basis of need, interest, or timeliness. Prerequisites as determined by instructor. Restricted to students with junior standing or higher. May be repeated for credit.
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3.00 Credits
1-12 Cr. Non-classroom experience in the fi eld of business. Placements are generally off-campus and may be full- or part time and with or without pay. Credit for experiences must be sought prior to their occurrence, and learning contracts must be submitted before the end of the fi rst week of the semester. A maximum of 15 credis of 287/487 can be used to meet graduation requirements. See the experiential learning: internships section of the catalog for more details. Restricted to students with junior standing or higher. May be repeated for credit. Graded CR/NC.
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4.00 Credits
1-4 Cr. Individual and independent reading, research, and writing under the guidance of a School of Business faculty member. Refer to the academic policy section for independent study policy. A written learning contract must be on fi le in the Offi ce of the Registrar by the end of the fi rst week of classes in the semester in which the course is taken. The contract must provide details of the topic, learning objectives, methods to be used, works to be completed, completion dates, grading criteria, and a prospective bibliography. The learner must get contract approval from the guiding faculty member, his or her academic advisor, and the dean of the School of Business before the contract is fi led with the registrar. May be repeated for credit.
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3.00 Credits
3 Cr. This course considers the origin, nature and value of philosophy as a discipline unique in its method of exposing the underlying values in the human experience. With specifi c regard to the history of the Western philosophical tradition, this course aims at the development of a broad and coherent world-view. G3, G9
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3.00 Credits
3 Cr. This course will examine different forms of reasoning, such as deductive and inductive arguments, syllogisms, informal fallacies, explanation, justifi cation, and basic logical proofs, in order to enable students to better evaluate and compose good arguments. G3, G9
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3.00 Credits
3 Cr. The course "Teaching, Thinking, and Community" explores one of the most innovative forms of pedagogy to develop in the last 50 years, which unites together the educational philosophy of John Dewey with social learning theories to create a novel approach to reasoning, communication and reading comprehension that uses philosophical themes and interests as the cornerstone of its pedagogical approach. The name of the pedagogy is Philosophy for Children (PFC), and the goal of the class is to introduce students to both the educational theory and practice of Philosophy for Children. The principle pedagogical approach of Philosophy for Children is termed the "Community of Inquiry," which focuses on facilitating dialogues with children that invite them to refl ect on the logical, ethical and aesthetic dimensions of their experience. There is a service-learning component embedded in the course, which will give students the opportunity to implement Philosophy for Children with local middle school-age youth. G3, G9
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