This course provides an overview of the software design field: software design overview, software design process, a survey of software design method (such as structured design methods, object-oriented design methods, concurrent design methods), design reviews, as well as discussing current topics such as aspect-oriented programming, refactoring, and design patterns. Testing and validation techniques are emphasized through the course. Program designs are developed and validated throughout the course. Readings and summaries of current and seminal journal papers and texts are required.

This course is designed to further develop your intermediate receptive and expressive language ability in American Sign Language (ASL). You will learn to translate and produce narrative language, temporal & distributional inflections, ASL numbers and ASL classifiers. Instruction includes an upper intermediate level vocabulary, the structure of the language, as well as an expanded exposure to ASL literature. ASL IV is taught solely in ASL by a native speaker of ASL to communicate as recommended by American Sign Language Teachers Association (ASLTA).

This course brings together the role of the biological processes that influence hunger with the physiological responses to cues in the social and neighborhood environment that influence what we eat. The connection between what we eat and lifelong health consequences of dietary patterns can be seen at the individual, familial, and community level. Topics in this course will include hunger and satiety, taste preferences and food aversions, food policy, sustainability, the role of the food environment, and nutrition policy.

This advanced participatory seminar focuses on the latest in nutrition and food systems research. Students will be expected to apply their knowledge of effective scientific communication, responsible conduct of research, and methods and technologies in nutrition and food systems through weekly readings, presentations, and class discussions.

A study of literature and related materials for use with young people in grades 6-12. Emphasis is placed on the special characteristics and needs of young people and the evaluation of materials for this age group.

The purpose of this course is to prepare literacy professionals to facilitate positive change in school and community settings through program development and evaluation, mentoring, and advocacy.

This course focuses on understanding the role of the school district superintendent in leading system-wide change and innovation, educational reform in national, state and local contexts and change models and processes. Students will collaborate with a superintendent mentor in completing field-based, work-embedded assignments. Preqeq: Admission to the Superintendent Certification Program or consent of the instructor.

This 1-credit hour course is part of a three-course sequence designed to addresses ethical, behavioral, and professional conduct for behavior analysts. This course will address content related to the BACB Disciplinary and Ethical Standards and Disciplinary Procedures, as well as the Guidelines for Responsible Conduct for Behavior Analysts. This course prepares students to apply for the Board Certified Behavior Analyst exam. (Must be taken as Co-Requisite to EDS 612: Practicum in Special Education).

An advanced class in topics related to Very Large Scale Integration. Example topics are advanced simulation, yield impact, memory design, statistical analysis and data reduction.

Computer aided design of Very Large Scale Integration (VLSI) circuits. Topics include: VLSI technologies, CMOS circuit characteristics, computer aids in the design of VLSI circuits, use of various CAD tools for layout, circuit design, logic design, and functional design, and the use of VLSI circuits in the system design. A design project is required.