Credits: 3Graphical programming concepts. Display media and device characteristics. Point, line, and circle plotting. Coordinating systems and transformations. Polygon clipping and filling. Spline methods, hidden surface elimination, and shading. Prerequisites: CSC 300, MATH 125.
CSC 445 - Introduction to Theory of Computation (COM)
Credits: 3Introduction to a series of models for computation and their relationship to formal languages that are useful in the definition of programming languages along with a look at the theoretical limits of computers. Topics include finite and pushdown automata, Turing machines, grammars, decidability and computational complexity. Prerequisites: CSC 250, MATH 253, MATH 316.
Credits: 3Structure of algorithmic, conversational, list processing and string manipulation languages. Concepts and facilities of programming languages; structure of compilers, introduction to formal languages and parsing. Prerequisites: CSC 300, CSC 445.
Credits: 3Concepts in Artificial intelligence: programming in languages such as Prolog or LISP; knowledge representation; search algorithms. Prerequisites: CSC 250.
Credits: 3This course teaches the fundamental concepts of computer game programming using Windows and C/C++. The C/C++ languages are used for this course because they are the standard language used for most commercial games. In this course, students will learn how to design 2D games for Windows,
creating a simple game as part of the course.
Credits: 3A study of the functions and structures associated with operating systems with respect to process management, memory management, auxiliary storage management, and processor management. Topics include concurrent and distributed computing, deadlock, real and virtual memory, job and processor scheduling, security and protection. Prerequisites: CSC 300, CSC 314.
Credits: 3This course consists of two parts. The first part introduces how programming languages are designed, including an introduction to the concepts of parsing and compiling. Issues related to implementation such as type checking, binding, and memory management are discussed. Secondly, the course will survey the spectrum of programming languages paradigms, including traditional imperative, object oriented, functional, and logic languages. Prerequisites: CSC 300.
Credits: 3An introduction to the software engineering process, including lifecycle phases, problem analysis, specification, project estimation and resource estimations, design, implementation, testing/maintenance, and project management. In particular, software validation and verification as well as scheduling and schedule assessment techniques will be discussed. Prerequisites: CSC 300.
Credits: 3Analysis of current and future computer networks with emphasis on the OSI model. Local and wide area networks. TCP/IP, SNA, token ring, ethernet and other common networks will be covered. Protocol and interfaces within and across networks including the OSI layers, routers, bridges and gateway. Prerequisites: CSC 300.
Credits: 3The principles, methods and theories in teaching computer science subjects to secondary school students will be studied. Prerequisites: CSC 300.
Credits: 3Systems analysis covers concepts, skills, methodologies, techniques, tools and perspectives essential for systems analysts to successfully design information systems. Topics include requirements specifications, object-oriented analysis and design using the unified modeling language and project management.
Credits: 3The study of formalized database design. This course will focus on relational model design and the use of SQL. Students will use a modern relational database to implement designs and learn the basics of data management. Prerequisites: CSC 300.
Credits: 3The course is designed to illustrate the principles discussed in CSC 470. The students will be team leaders on a project that involves the system analysis, design, integration, testing, and maintenance of a large, real world software system. The students will also document the process of the real world software development. Prerequisites: CSC 470.
Credits: 1-6Includes Senior Project, and Capstone Experience. Independent research problems/projects or scholarship activities. The plan of study is negotiated by the faculty member and the student. Contact between the two may be extensive and intensive. Does not include research courses which are theoretical.
CTE 105 - Principles of Career and Technical Education
Credits: (1-3)A study of career and technical education terminology, service areas, instructional programs and basic principles of vocational technical education.
Credits: (1-32)(Name of technical program.) Granted to students who have: 1. successfully completed approved coursework related to a Technical Specialty from a vocational technical institute or school; 2. documentation of a chronological history of relevant occupational work experience leading to identifiable competencies completed in a Technical Specialty approved by granting institution; 3. successfully passed an occupational competency evaluation, such as: National Occupational Competency Testing Institute (NOCTI) exam for a specific Technical Specialty; and 4. validated military experiences that are related to a technical specialty.
Credits: 2This course is the first class in a two-year mentorship/practicum program designed for new faculty entering secondary and post-secondary education. Course content will focus on teaching and learning, philosophy, curriculum development, assessment and evaluation, program planning and management, and individual and organizational development.
Credits: 2This course is the second class in a two-year mentorship/practicum program designed for new faulty entering secondary and post-secondary education. Course content will focus on teaching and learning, philosophy, curriculum development, assessment and evaluation, program planning and management, and individual and organizational development, but at higher cognitive, affective, and psychomotor levels than CTE 201.
Credits: (1-3)Coordinated work experience in an occupation related to a specific vocational education content area. Prior application is required. Prerequisites: Permission of instructor.
Credits: 2This class is the third class in a two-year mentorship/practicum program designed for new faculty in their second year in secondary and postsecondary education. Course content will focus on teaching and learning, philosophy, curriculum development, assessment and evaluation, program planning and management, and individual and organizational development, but at higher cognitive, affective, and psychomotor levels than CTE 201 and 202. Emphasis will be placed on developing leadership skills and abilities in the education profession.
Credits: 2This course is the fourth class in a two-year mentorship/practicum program designed for new faculty in their second year in secondary and postsecondary education. Course content will focus on teaching and learning, philosophy, curriculum development, assessment and evaluation, program planning and management, and individual and organizational development, but at higher cognitive, affective, and psychomotor levels than CTE 201, 202 and 301. Emphasis will be placed on developing leadership skills and abilities in the education profession.
Credits: (1-3)Coordinated work experience in an occupation related to a specific vocational education content area. Coordinated plan must build upon CTE 208 and substantiate a progressive educational experience. Prior application is required. Prerequisites: Prior approval of instructor.
Credits: (1-3)Objectives, principles, methods and practices to be used in the teaching of adult classes. Emphasis will be placed upon classes for retraining and upgrading adults in skilled or technical occupations.
CTE 313 - Organization and Coordination of Cooperative Educational Programs
Credits: 3The development of an effective cooperative relationship between school based coordinator and the business/industrial sponsor; the selection, orientation and training of sponsors; reporting and record keeping; the evaluation and selection of students; and program evaluation.
Credits: 3Introduction to vocational education for learners with special needs. Historical and current issues and trends, including review of existing programs.
Credits: 2Study of instructional materials, sources and application; emphasis on principles for making resources useful to CTE teachers. Construction and application of materials required.
Credits: (1-3)The basic elements of organizing and managing a vocational program, the selection of equipment, faculty development, legal responsibilities of laboratory instructors, inventory, storage control and safety.
Credits: (5-6)(Registration is initiated by submitting CTE Form No. 149 to the Coordinator of Vocational Technical Teacher Education.) Manufacturers, industries, and service firms offer many special technical courses that are available to vocational trade, industrial and technical instructors or prospective instructors. Some of these courses are suitable for college credit, and upon approval credit may be granted. The following guidelines are used to award such credit: 1. The student must submit CTE Form No. 149 to receive approval for registration. 2. The student must make all the necessary arrangements with the industrial firm offering the industrial training session. 3. Credit is awarded on the basis of one-half credit for twenty hours of attendance.
CTE 405 - Philosophy of Career and Technical Education
Credits: 2Overview of vocational-technical and practical arts education, its place in the community and school; organization and characteristics of instructional programs at secondary, post-secondary and adult levels in agriculture, family and consumer sciences education, business and office, industrial, health, and distributive education; career education; legislation; and current trends and issues. Prerequisites: Sophomore in education. Notes: For prospective teachers and guidance personnel.
Credits: (1-3)Coordinated work experience in an occupation related to a specific vocational education content area. Coordinated plan must build upon CTE 308 and substantiate a progressive educational experience. Prior application is required. Prerequisites: Prior approval of instructor.
CTE 420/520 - Entrepreneurship in Career and Technical Education
Credits: 3This course is designed to help educators in all areas of vocational education to incorporate basic concepts of entrepreneurship into the curriculum. Topics include: small business plans, government regulations, site locations, record keeping, financing, legal considerations, business promotions, managing human resources, small business contributions to the economy and economic development, educational resources for entrepreneurship, placement of the entrepreneurship concept in vocational education programs and review of basic concepts related to entrepreneurship such as business ownership options and entrepreneur characteristics.
CTE 425/525 - Development of Career and Technical Education Thought and Practice
Credits: 3Philosophy, origins, and development of vocational, technical and practical arts, educations at adult, postsecondary, secondary, and pre-vocational levels. Current and emerging principles, practices, and issues are stressed.
Credits: 3This course emphasizes the organization of cooperative work experience in vocational education programs: agriculture, marketing education, health occupations, family consumer sciences education, business education, and trade and industrial. Emphasizes strategies and techniques for coordinating classroom instruction with on-the-job work experience. Topics include: program organization, coordinator responsibilities, student selection, placement, advisory councils, public relations, training stations, training plans, legal aspects, and program and student evaluation.
Credits: 2Industrial accident prevention considering the nature and extent of the accident problem. Emphasis upon the development of a safety program for instructional programs and industrial management.
Credits: (1-4)This course is designed for Career and Technical Educators. The purpose of this course is to aid the educator in staying current with new technologies and methodologies occurring in business and industry. Approval is required from the Coordinator of Career and Technical Education (CTE) at least two weeks prior to the educational experience. To receive graduate credit a student will need to complete a paper reviewing the educational experience. Complete details on receiving undergraduate and graduate credit for the Technical and Industrial Experiences course are included in the application materials. (Appropriate forms and related paperwork can be acquired from the Coordinator of CTE.)
Credits: (1-3)Techniques and media for communicating with the public information on different types of advisory committees used in vocational technical education and industrial firms.
Credits: (1-3)Methods, procedures and techniques utilized by the vocational technical educator in arranging and conducting conferences with industrial personnel.
Credits: 3Analyzing jobs and evaluating employee performance for purposes of training, promotion, salary adjustments, and establishing hiring criteria.
Credits: 8Full time off-campus supervised teaching in a secondary or post-secondary Vocational Technical setting for 10 weeks. Student teaching fee assessed.
Credits: 1Basic skills course required of all physical education and public recreation majors. Includes analysis, skill development, and leadership of round, folk, square and social dances, traditional and contemporary.
Credits: 1Credit earned by active participation in academic sponsored dance performance activities. Prerequisites: Consent. Notes: May be repeated for up to 8 credits.
Credits: 1Folk dances from around the world, including cultural background, costumes, skill differences for elementary, middle and high school, or adults.
DANC 241-241L - Creative Movement for Children and Lab
Credits: 2Theory and laboratory class which studies how creative movement activities meet special needs of children. Emphasis is on a problem-solving approach. Consideration is given to developmental stages of children, basic elements of dance, creative movement, games, rhythms and manipulatives, plus teaching methods, structuring and presenting lessons. Corequisites: DANC 241L-DANC 241
Credits: 2Technical dance training in intermediate and advanced structures of Classical Ballet and Jazz. Prerequisites: DANC 230 or Instructor Consent.
Credits: 2Theory and practice of teaching the various dance forms: social, square, folk, modern, rhythmic games, creative dance for children. Experience in lesson planning. Unit and general curriculum requirements K-12. Prerequisites: DANC 130, DANC 240.
Credits: 2Dance exploration in many genres of dance for the musical theatre. Prerequisites: DANC 230 and 231, or DANC 330 and 331, or Instructor Consent.
Credits: 2First-year experience course designed to introduce students to academic success strategies including the development of critical thinking and study skills, identification of campus resources, guidance in academic planning and engagement, time management and goal setting. Students will also investigate wellness topics, contemporary issues, diversity, and the land-grant mission of SDSU. In addition, this course is designed to expose students to the discipline-specific careers and their role in society. Notes: **Course meets IGR #1
DS 130-130L - Introduction to Dairy Science and Lab
Credits: 3Essentials of successful dairy farm operation, production testing, feeding, and management of dairy herd. Composition of milk; testing of milk for milk fat, milk solids and quality; and an examination of nutritive value of dairy products. Fall and Spring. Corequisites: DS 130L-DS 130.