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Course Criteria
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3.00 Credits
The course is designed to provide participants with the theory and skills to manage interpersonal communication conflict and negotiation in an entrepreneurial environment. Various negotiation styles will be discussed and applied to case studies and the participants' current professional relationships. The role of ethical conflict resolution, negotiation and decisionmaking will be emphasized. Existing and emerging entrepreneurs will apply conflict management and negotiation principles to interactions with current or likely future internal and external stakeholders.
Prerequisite:
Introduction to Entrepreneurship (ENTR 501)
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3.00 Credits
As a culmination to the graduate-level certificate program in Entrepreneurship, this capstone course focuses on tying together the functional aspects of an entrepreneurial initiative to position it for growth and longevity. The course immerses the student in entrepreneurship through experiential learning and covers entrepreneurial thinking among students to develop the necessary real-world skills for founding and growing an entrepreneurial venture.
Prerequisite:
ENTR 501,510, 511 or permission of Faculty
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1.00 Credits
The development and exchange of scholarly information and the scope of the work shall include the exploration of current topics in entrepreneurship, which will require course registrants to engage in research and scholarly exchanges through class discussion, projects, reports, and/or papers.
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3.00 Credits
Methods of statistical analysis and risk assessment applied to environmental science, including characteristics of environmental quality data; statistical measures and distributions; identifying system changes; hypothesis testing of environmental quality; risk, hazards and exposures; bioassays. Team-taught. Offered periodically.
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3.00 Credits
A capstone course devoted to the definition and assessment of an environmental problem from watershed, airshed, biodiversity and human health perspectives. Case studies will be used as models of how environmental problems can be defined/documented and solutions can be implemented. Student teams will define a problem and implement a solution using interdisciplinary approaches while working with a faculty team. Students are encouraged to take this course at the conclusion of the minor.
Prerequisite:
12 credits of environmental science minor.
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3.00 Credits
Designed to provide an overview of the field of early childhood education. Historical, theoretical and philosophical influences on past and current approaches to teaching young children will be traced and analyzed. The course introduces students to the early childhood education profession, developmental characteristics of young children (birthage 9), developmentally appropriate practices (NAEYC, 2009), and an overview of effective curriculum, instruction and assessment of young children. In the concurrent field experience, students reflect on their ability to cope with classroom reality as they affirm or change their choice of teaching as a profession.
Prerequisite:
Act 34 Clearance, Act 151 Clearance and Act 114 FBI Clearance.
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3.00 Credits
Serves as an introduction to students enrolled in the Integrative Science, Technology, Engineering & Math (STEM) Education Methods Minor. Students will learn basic information regarding integrative STEM education and examine various curricular models.
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3.00 Credits
Introduces topics in the field of teaching reading in early childhood, including emergent literacy, approaches to reading instruction, word recognition and vocabulary development, comprehension instruction, assessment techniques and reading instruction for the multicultural and the exceptional child. Supplemented by a field experience.
Prerequisite:
ELED 210 or ERCH 110, Act 34 Clearance, Act 151 Clearance and Act 114 FBI Clearance.
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3.00 Credits
The intent of this course is to teach students about fundamentals of electricity, mechanisms, fluidics (liquids and gases under pressure), computer-control, and structures. Content will be delivered through a series of hands-on activities that will allow the students to immerse themselves in the content through problem-based learning by doing. Simple knowledge and skill building activities will lead to more complex open-ended problem solving and prototyping activities to build deeper understandings of scientific, technological, engineering, and mathematical (STEM) concepts for teachers of young children. Cross-listed with EDTE 290, students may not receive credit for both courses.
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3.00 - 12.00 Credits
Co-op experience in Early Childhood Education
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