Courses with a CBLR attribute have the following Learning outcome:By the end of the semester, the student will be able to integrate scholarly information from readings, labs, lectures and/or classroom discussions with knowledge gleaned from their community engagement experiences |
Community-Engaged Learning courses offered in Fall 2024 include:
BIOL 310 – Aging and Age-Related Disease: In this course, we will study aging as a developmental process defined by changes in the anatomy, physiology, and biochemistry of the brain as well as age-associated changes in behavior. We will also examine the biological basis of neurological disorders, such as Alzheimer’s disease, associated with the brain’s aging process. The basis for our learning will be the formation of questions, discussions and review of the current literature, and field experiences with aging populations. [W]
1.000 Credit hours
EDUC 250 – Curriculum and Instruction: This course, designed for students interested in the field of teaching, focuses on curriculum design and construction, and the conceptual and practical knowledge of teaching methods. The use of technology for instruction and accommodations for students with special needs are addressed. The course includes a field experience with 24 hours of observation and opportunities for practice teaching at a local high school. 1.000 Credit hours
ENG 350 – Writing and Rhetoric: Community-Focused Writing: Exploration of topics in writing, literacy, language use, and argument from a range of theoretical and practical perspectives. The course examines how humans use written language to communicate ideas, to argue points, to create identities, to educate each other, and to maintain social structures. Students learn to think about such uses in sophisticated ways and gain a better understanding of their own experiences with written language. [W] 1.000 Credit hours
EGRS 451 – Engineering & Society: This seminar focuses on how engineering impacts society as well as how society impacts the practice of engineering. Students apply the knowledge they have gained from both engineering and non-engineering courses to evaluate these impacts. Students play an active role in leading sessions, presenting results, organizing class participation, and discussing project results. This is the capstone seminar for the Bachelor of Arts in Engineering. [W] 1.000 Credit hours
PSYC 230 – Lifespan Development I: This course uses a biopsychosocial perspective to examine theories of development from the prenatal stage of development to late life. We will examine processes underlying physical, cognitive, neurological, social and personality development over the lifespan. Classic and current research is highlighted to show how evidence is generated in developmental science. Practical application is emphasized. 1.000 Credit hours
PSYC 242 – Educational Psychology: This course introduces students to the theory and research underlying instructional practice. Topics include cognitive and behavioral approaches to learning, components of effective teaching, classroom motivation, measurement and testing issues, and consideration of individual differences. 1.000 Credit hours
PSYC 342 – Practicum in Psychology: An experientially based course in which students apply their knowledge from academic course work to a field setting and explore research relevant to their field activities. The internship site matches the student’s interest (e.g., human service agency; personnel department, etc.). Field supervision/seminar. [W] Prerequisite: Psychology major or minor, junior or senior status, and permission of instructor
1.000 Credit hours