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Course Criteria
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3.00 Credits
Applies economic theories to solve various problems in financial management and investments using a hands-on approach in building financial spreadsheet models in Microsoft Excel. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Apply design thinking approach to the process of financial modelling. 2. Identify and prioritize assumptions that are necessary for the financial modeling, analysis and decision making. 3. Organize model input data. 4. Apply advanced MS Excel modeling techniques and tools. 5. Apply sensitivity and scenario analysis to the financial models in order to improve financial decisions. 6. Synthesize and summarize model outputs, determining key findings that support the decision of the model user. 7. Apply VBA programming techniques in MS Excel for financial models. 8. Prepare graphical illustrations of model outputs. 9. Implement MS Excel error checking and debugging tools. Prerequisites: Acceptance into MAcc program.
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3.00 Credits
This course is for those seeking Dual Immersion Education endorsement. Emphasizes the theoretical and practical background about Dual Immersion Education. Overview of Dual Language Immersion Education, program models, teaching and learning issues in Dual Language Immersion Programs, and challenges of Dual Language Immersion Programs will be addressed to assist the success of prospective immersion teachers in the classroom. Eligible languages include Spanish, French, Mandarin Chinese, German, and Portuguese. Dual listed with SPAN 4000 and EDUC 4700 (students may only take one course for credit). **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss theoretical principles and research findings that underlie dual language and immersion education. 2. Explain differences and similarities between one-way, two-way, developmental bilingual, and indigenous language immersion programs. 3. Summarize key principles of first and second language learning in dual language and immersion classrooms. 4. Discuss the social and political contexts for dual language education and their implications for classrooms and programs. 5. Synthesize lessons that can be learned from dual language and immersion programs around the world and based on class observation in the DLI schools in the Valley. Prerequisites: Must be admitted to Utah Tech teacher preparation program or have a Utah teaching license; instructor permission required. FA
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3.00 Credits
Designed for students intending to teach Modern Languages at primary or secondary schools. Students learn about a wide variety of approaches and methods of language teaching: from teaching trends in the early 20th century to current communicative approaches, as well as a broad range of alternative methods (e.g. Total Physical Response, Suggestopedia, Community Language Learning, Multiple Intelligences, Competency-Based Language Teaching etc.) Also looks critically at traditional dichotomies: explicit versus implicit language instruction, grammar versus communication, foreign language versus mother tongue. The concepts of language awareness, language learning reflection, and learner autonomy will be examined as indicators of a shift in language teaching towards learner centered approaches. In addition, we will also discuss the implications for teachers of recent concerns about standards, assessment, and continuing professional development. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Comprehend how to write objectives for a foreign language course by submitting original language objectives individually. 2. Rank the different methods for teaching foreign languages by criticizing these methods in groups. 3. Propose a lesson plan by explaining each step in a lesson individually. 4. Combine different methods for teaching foreign languages by preparing a lesson individually. 5. Blend all the knowledge of activities for a L2 classroom by building a portfolio individually. FA
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4.00 Credits
For beginning students interested in the French language. Native-speakers and students who have acquired proficiency in this language through extended residence, military service, church missions, or other methods may not enroll in this class. Speaking, listening, reading, and writing activities are used to develop communicative skills. Cultural awareness is also a component of this class. A variety of teaching methods are employed, including drills, videos, and work in pairs. This course partially qualifies students to receive an Associate of Arts or Bachelor of Arts degree. Successful completers are prepared to take FREN 1020. Placement in foreign language classes is at the discretion of the Department Chair. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Communicate minimally by answering direct questions with only 2 or 3 words or giving an occasional stock answer. 2. Supply limited information and other basic biographical information. FA
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4.00 Credits
For students interested in the French language who have completed FREN 1010 or who have equivalent experience (approximately two years of high school French). Native-speakers and students who have acquired proficiency in this language through extended residence, military service, church missions, or other methods may not enroll in this class. Emphasizes developing communicative competence, including speaking, listening, reading, and writing, as well as cultural awareness. Varied methods are used to teach the class, including videos and drilling concepts. Students using 1020 as an entry level class may receive vertical credits for FREN 1010 upon passing 1020 with a C grade or higher. This course partially qualifies students to receive an Associate of Arts or Bachelor of Arts degree. Successful completers are prepared to take FREN 2010. Placement in foreign language classes is at the discretion of the Department Chair. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Manage successfully a number of uncomplicated communicative tasks in straightforward situation. 2. Express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Prerequisite: FREN 1010 or instructor permission. SP
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4.00 Credits
For intermediate-level students who have taken FREN 1020, or for students who have had equivalent experience (four or more years of high school French). Native-speakers and students who have acquired proficiency in this language through extended residence, military service, church missions, or other methods may not enroll in this class. Continued emphasis on communicative competence. Grammatical structures will be reviewed, conversation will be emphasized, and reading and writing will receive increased focus, as well as cultural awareness. A variety of teaching methods are employed, including drills, videos, conversational activities, reading, and lecture. Students using 2010 as an entry level class may receive vertical credits for lower level classes upon passing 2010 with a C grade or higher. This course partially qualifies students to receive an Associate of Arts or Bachelor of Arts degree. Successful completers are prepared to take FREN 2020. Placement in foreign language classes is at the discretion of the Department Chair. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Handle successfully a limited number of uncomplicated communicative tasks. 2. Create with the language. 3. Ask and answer simple questions in straightforward survival situations. Prerequisite: FREN 1020 or instructor permission. FA
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4.00 Credits
For intermediate-level students who have taken FREN 2010. Continued emphasis on communicative competence. Grammatical structures will be reviewed, conversation will be emphasized, and reading and writing will receive increased focus, as well as cultural awareness. A variety of teaching methods are employed, including drills, videos, conversational activities, reading, and lecture. Students using 2010 as an entry level class may receive vertical credits for lower level classes upon passing 2010 with a C grade or higher. This course partially qualifies students to receive an Associate of Arts or Bachelor of Arts degree. Placement in foreign language classes is at the discretion of the Department Chair. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Handle successfully a variety of uncomplicated communicative tasks in straightforward survival situations. 2. Maintain a conversation limited to predictable and concrete exchanges. 3. Express personal meaning by creating with the language. Prerequisite: FREN 2010 or instructor permission. SP
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1.00 Credits
Open to all students interested in working with yeast and non-yeast breads. Techniques of basic bread making are taught through practical application. Some lecture, but the primary focus is on actual preparation and evaluation of bread dough products. Successful students should be able to trouble shoot problems and prepare a variety of breads. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Develop skills in basic principles and techniques of bread making. 2. Learn about the different types of bread. 3. Know the nutritive value of bread. 4. Learn how to evaluate bread products. Course fee required. FA, SP
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1.00 Credits
A First Year Experience course designed to help student adapt to college life and become integrated into Utah Tech University. Students will refine academic skills, create and foster social networks, learn about university resources, and explore different fields of study, degree options, and career opportunities. Sections offered by academic departments will include information pertinent to that discipline, while open major sections will include information about choosing a major or area of study. Multiple listed with all other sections of First Year Experience (all 1001 courses, ENGR 1000). Students may only take one FYE course for credit. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Apply strategies for success in the college setting including managing time, managing finances, taking advantage of course syllabi, reading textbooks, taking meaningful notes, talking to professors, writing papers and taking exams. 2. Access the programs and facilities which Utah Tech University offers including the Library, Financial Aid Office, Tutoring Center, Writing Center, Advisement Center, Employment Office, Career Center, Disability Resource Center and others. 3. Understand what degrees are offered and some of the career paths one can take in Education, this includes knowing what General Education is, and how to fulfill the GE requirements; and learn how to construct a graduation plan with goals for the future. 4. Interact in positive and constructive ways by participating in group discussions, peer interactions, professional networking, participate in a study group, and gain an appreciation for non-academic activities on campus. 5. Assess individual learning style, engage in critical thinking, and get involved in service learning; and learn how to deal with stress and stay healthy and safe at college. FA
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3.00 Credits
A study of physical, psychological, social-psychological, and social dimensions of aging and the application of principles and strategies to facilitate adaptation to aging. Emphasis is placed on methods of gathering knowledge, the current knowledge base, and strategies for adaptation in the later stages of the life cycle. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify and describe the physical, psychological, and social aspects of adult development and aging and apply appropriate theories to each domain. 2. Identify and describe cultural, ethnic, and gender differences among aging populations. 3. Observe and analyze a community agency, site, or program that focuses on meeting the needs of aging adults. 4. Research and interpret a current central issue or problem related to adult development and/or adult aging. 5. Practice and utilize essential skills, abilities, and attitudes when working with aging adults.
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