Credits: 3Continuation of first year Russian. More intensive drill of both grammar and conversation. Emphasis on conversation, grammar review, and the short story. Prerequisites: RUSS 102.
Credits: 3Continuation of first year Russian. More intensive drill of both grammar and conversation. Emphasis on conversation, grammar review, and the short story. Prerequisites: RUSS 102.
Credits: 3This course covers the basics of software engineering principles including different software development techniques, requirement analysis, project planning, software design and management. The user interface issues, specification and implementation of components, design quality and basic support tools are also covered. Prerequisites: “C” or better in CSC 300.
Credits: 3This course studies concepts and techniques of software project management and the testing of software. It covers verification, validation and maintenance methodologies for object-oriented, component-based, and web software. Topics include unit testing, integration testing, system testing, acceptance testing, regression testing, test plan, test case generation, coverage analysis, and complexity analysis. The course incorporates the use of software testing tools. Prerequisites: SE 305.
Credits: 3This course covers the major frameworks, methods, and approaches to designing, engineering, implementing, and testing user interfaces. It also covers human-machine interaction, design requirements, task analysis, and implementation of the user-interface. Prerequisites: SE 305.
Credits: 3The fundamental building blocks and patterns for construction of software systems are examined. The course covers the fundamental elements of software systems in the context of the design process. The conceptual, module interconnection and execution architecture of software are also discussed. The conceptual architecture describes the system in terms of its major design elements and the relationships among them. Prerequisites: CSC 346.
Credits: 3This course focuses on modern methods, techniques, and tools for specification, design, and implementation of embedded systems. An overview of the platforms, tools, and processes used in developing software for embedded systems. A hands-on approach experimenting with real-time embedded systems programming. Prerequisites: SE 306, EE 347 and EE 348.
Credits: 2This is a capstone senior design team project. Students will work as part of a team to develop solutions to problems posed by customers. The project may require considerable software development or evolution and maintenance of existing software products. Students will write the specifications and complete the initial design. Oral and written reports are required. Prerequisites: SE 306 and senior standing.
Credits: 2The objective of this course is to produce, test and present the design specified in Senior Design I. Each team will deliver a final working product, formal software development documentation, and give a final presentation on the project. Prerequisites: SE 464.
Credits: 1-5Includes directed study, problems, readings, directed readings, special problems and special projects. Students complete individualized plans of study which include significant one-on-one student-teacher involvement. The faculty member and students negotiate the details of the study plans. Enrollments are usually 10 or fewer students. Meetings depending upon the requirements of the topic.
Credits: 1-5Includes Current Topics, Advanced Topics, and Special Topics. A course devoted to a particular issue in a specified field. Course content is not wholly included in the regular curriculum. Guest artists or experts may serve as instructors. Enrollments are usually of 10 or fewer students with significant one-on-one student-teacher involvement.
Credits: 1-3Applied, monitored and supervised, field based learning experience for which the student may or may not be paid. Students gain practical experience; they follow a negotiated and or directed plan of study. A higher level of supervision is provided by the instructor in these courses than is the case with field experience courses.
Credits: 1Supervised students will observe and practice various teaching strategies in lab setting, middle schools, and high schools. Prerequisites: EDFN 338 or SEED 287 and EDFN 475. Corequisites: EPSY 302 and SEED 450.
SEED 400 - Curriculum and Instruction in Middle and Secondary Schools
Credits: 4Planning units and semester plans for use in student teaching. Includes goal-setting and evaluation/measurement methods. Admission to Professional Semester III. Required for Certification. Prerequisites: EDFN 338 or SEED 287 and EDFN 475, EPSY 302, SEED 314 and SEED 450. Corequisites: SEED 410 and SEED 488.
Credits: 2Focus on management strategies and models as vehicles for maintaining an effective learning environment. Law and foundations relevant to the classroom teacher. Admission to Professional Semester III. Required for Certification. Prerequisites: EDFN 338 or SEED 287 and EDFN 475, EPSY 302, SEED 314 and SEED 450. Corequisites: SEED 400 and SEED 488.
Credits: 3Students develop an understanding of the tools of inquiry of 7-12 sciences; the ability to design, deliver, and evaluate a variety of instructional strategies and processes that incorporate learning resources, materials, technologies, and state and national curriculum standards appropriate to 7-12 science, the ability to assess student learning in 7-12 science; and to apply theses knowledge, skills, and attitudes to real life situations and experiences.
Credits: 3Students develop an understanding of the tools of inquiry of 7-12 social science; the ability to design, deliver, and evaluate a variety of instructional strategies and processes that incorporate learning resources, materials, technologies, and state and national curriculum standards appropriate to 7-12 social science; the ability to assess student learning in 7-12 social science; and to apply these knowledge, skills, and attitudes to real life situations and experiences.
SEED 420-420L - 5-12 Teaching Methods and Lab (COM)
Credits: 2This course is designed to provide general teaching methods and strategies for effective middle level and secondary education to prepare professionals for the 21st century who are caring, competent, and confident. It prepares prospective teachers to plan and develop instruction respecting learner differences as well as preparing appropriate methods for assessing student achievement. The nature of this course creates opportunities for prospective teachers to individualize the course content and learning activities to be responsive to the different education majors. The learning projects are built around the integration of technology, media, other instructional aids, and various resources relevant to the uniqueness of each content major. Corequisites: SEED 420L-420.
Credits: 3Students develop an understanding of the tools of inquiry of 7-12 language arts, integrating reading, writing, speaking, and listening; the ability to design, deliver, and evaluate a variety of instructional strategies and processes that incorporate learning resources, materials, technologies, and state and national curriculum standards appropriate to 7-12 language arts; the ability to assess student learning in 7-12 language arts; and to apply theses knowledge, skills, and attitudes to real life situations and experiences. Cross-Listed: ENGL 424.
Credits: 2This course explores methods for teaching middle and high school students to read, write, think, and learn in ways that allow them to master the subject matter and meaningfully apply their understanding. Participants learn to plan lessons that teach content and nurture greater literacy. Pre-, during-, and post-reading strategies and writing strategies are explored, along with assessment methods that give students a continual view of their literacy progress and achievement. Classroom adaptations for culturally and linguistically diverse populations in the content areas are also addressed.
Credits: 1This course is intended as an extension of the major specific content methods course where students will continue to examine effective instructional practice in relation to their clinical field experiences. With guidance from university faculty, the students will design an inquiry project and gather data to create a research paper and presentation. Corequisites: EDFN 454.
Credits: 2-16Students preparing for teaching in the secondary school will observe, participate, and teach under the supervision of the regular classroom teacher in an approved elementary school. An additional “Mandatory Fee” applies to this course.
Credits: 1-9Includes directed study, problems, readings, directed readings, special problems and special projects. Students complete individualized plans of study which include significant one-on-one student-teacher involvement. The faculty member and students negotiate the details of the study plans. Enrollments are usually 10 or fewer students. Meetings depending upon the requirements of the topic.
Credits: 1-5Includes Current Topics, Advanced Topics, and Special Topics. A course devoted to a particular issue in a specified field. Course content is not wholly included in the regular curriculum. Guest artists or experts may serve as instructors. Enrollments are usually of 10 or fewer students with significant one-on-one student-teacher involvement.
Credits: 1-12Applied, monitored and supervised, field-based learning experience for which the student may or may not be paid. Students gain practical experience; they follow a negotiated and or directed plan of study established between the student, instructor and field experience supervisor. Due to the presence of a field experience supervisor, a lower level of supervision is provided by the instructor in these courses than is the case in an internship or practicum course.
Credits: 3A study of present day problems in contemporary societies, such as racism, sexism, ageism, alcoholism, drug addiction, physical and mental health, war and environmental issues – their significance and current policies and action. Notes: Course meets SGR #3.
SOC 240 - The Sociology of Rural America (COM) [SGR #3]
Credits: 3Focus on rural society, rural communities, population composition and trends, social processes, social participation in rural organizations and agencies; American agriculture in a global context; and changing relationship between country and city in contemporary society. Notes: Course meets SGR #3.
Credits: 3This course will use a sociological perspective to explore domestic and global environmental issues. Students will examine how trends in demographics, attitudes, technology, and global politics influence the environment, and in turn influence human populations. Students will gain environmental literacy by examining how society affects the environment and how the environment affects society, from an individual to a global perspective and by completing an applied research project that investigates a local environmental issue.
Credits: 3Courtship and marriage period given special emphasis, as are problems of mate selection, marital adjustments, reproduction, child-parent relations, divorce, and later years of marriage. Notes: Course meets SGR #3.
Credits: 3A study of social services to children, family, aged, public welfare clients, mentally ill, and the criminal justice system, also includes history of social work methods. Prerequisites: SOC 100 or SOC 150.
Credits: 3This course explores sociological issues, theories, and research on the social worlds provided for and created by youth. The role of the community youth workers in assessing and addressing young people’s involvement in the community is discussed; the focus is on the importance of building community relationships, connections, and inter-linkages for the positive development, support, and well-being of children and youth. The implications of young people’s involvement for the success of community development efforts are also addressed. Prerequisites: SOC 100 or SOC 150.
Credits: 3This course provides an overview of the experience of selected cultural and racial groups in human and social services. It promotes an understanding of group differences and the impact of those differences on the delivery of human services. Students will learn how to apply practical skills and methodologies related to effective human resource work in diverse employment settings and social service delivery to members of diverse population.
Credits: 3This course helps students develop a practical understanding of how sociologists do sociology. It also provides a hands-on foundation for the further exploration of sociological methods and theories. Course goals will be met by focusing on contemporary social issues, engaging students in class exercises, and supervising student projects.
Credits: 1-3Opportunity to gain service learning and/or mentoring experience. Prerequisites: Major or minor, minimum GPA of 2.0 to enroll. Notes: Graded S/U.
Credits: 1-12Applied, monitored, and supervised field-based learning experience for which the student may or may not be paid. Students gain practical experience; they follow a negotiated and/or directed plan of study. A higher level of supervision is provided by the instructor in these courses than is the case with field experience courses.
Credits: 3The research process; selection and formulation of research problems; concepts, propositions and scientific theories; elementary research design; data collection procedures and computer applications. Course research projects when possible.
Credits: 3Method for data manipulation and presentation; discussion of principles for selection of analysis techniques; index and scale construction; tabular presentation and interpretation; and oral and written report development.
Credits: 3A seminar focusing on the problems associated with violent behaviors in American households. Special attention will be devoted to the structural, cultural and social-psychological factors contributing to the abuse and battering of family members. In addition, the use of force as a problem solving mechanism will be examined. Cross-Listed: WMST 325.
Credits: 3A social psychological exploration of the factors linking self and society, with an examination of the social construction of reality. Prerequisites: SOC 100 or SOC 150.
Credits: 3A survey of contemporary ethnic and racial groups and selected minorities in South Dakota, the United States and other countries; special attention will be given to sociological concepts and theories relevant to intergroup dynamics, social structures, and communication.
Credits: 3Focuses on theories of crime, juvenile delinquency and justice, laws, systems of criminal behavior, victimization, and corrections. Prerequisites: SOC 100 or SOC 150.
Credits: 3Focus on human behavior in work environments. Topics include social organization of work; managing human resources; management-labor relations; role of pay and benefits; problems of personnel adjustment; and work related social tensions and conflict. Prerequisites: SOC 100 or SOC 150.
Credits: 3An up-to-date examination of the victim-offender relationship, including: characteristics of those victimized; forms of victimization; the role of the victim in contributing to their own injuries and losses; and, state and federal programs designed to ameliorate physical, emotional and economic suffering.
Credits: 3The focus of this course is on documentation requirements in the delivery of services in various agency settings, particularly as they relate to case notes, progress reports, treatment plans, assessments, research activities, and professional correspondence. This is a writing intensive course. Prerequisites: SOC 270.
Credits: 3Focus is on the development and maintenance of the family as a social institution with emphasis on comparative family systems and the contemporary American family from the standpoint of social class, ethnic background and family crises. Prerequisites: SOC 100 or SOC 150.
Credits: 3A review of social welfare legislation; current trends and issues in, and implementation and administration of, social policy in a variety of practice areas. Prerequisites: SOC 100 or SOC 150 and SOC 270.
Credits: 3This course examines the nature of negatively evaluated behaviors and the process by which customs, rules and normative structure of society are constructed. Prerequisites: SOC 100 or SOC 150.
Credits: 3This is an introduction to the classics in social theory, various schools of social thought, and modern developments in the discipline. It also covers the major ideas of the classical and modern theorists, the social environment in which they wrote, and the implications of their contributions. Prerequisites: SOC 100 or SOC 150.
Credits: 3The course will examine explanations of drug use and the social construction of drug policies. Students will discuss the methods used to study patterns of drug use and theories of drug abuse and take an in-depth look at the histories, pharmacologies, and patterns associated with the most popular drugs. Students will study the social control of drugs, the connections between drugs and crime, and the causes and consequences of modern U.S. international drug policies. Cross-Listed: CJUS 416-516.
Credits: 3Emphasis is on the emergence of leadership patterns, group dynamics, small groups, and leadership in management. Prerequisites: SOC 100 or SOC 150.
Credits: 3A study of the urban community, focusing on its development, social structures and institutional patterns. Prerequisites: SOC 100 or SOC 150.
Credits: 3An investigation of industrial societies with attention given to social trends creating industrialization, the development of organizations, the evolution of work-roles, international relations between industrial and non-industrial nations, and the future of industrial societies.
Credits: 3A study of the youthful offender and the causes and consequences of delinquent behavior; preventive and rehabilitation programs are also discussed. Prerequisites: SOC 100 or SOC 150.
Credits: 3An examination of the history of adult and juvenile treatment and punishment. Emphasis is upon contemporary community based treatment as well as traditional prison-based incarceration. The process of sentencing, particularly the role of the pre-sentence investigation (PSI) is covered. Special attention is devoted to internship and career possibilities in the corrections arena. Prerequisites: SOC 351.
Credits: 3A study of human populations with respect to size, distribution, and structure, with emphasis on theories of population growth and decline, population policies, and impacts on the environment. Prerequisites: SOC 100 or SOC 150.
Credits: 3Female and male roles in relation to one another in a changing world are foci of this course. The nature of gender roles, their origin and maintenance, institutional features, and their variations over time and across cultures are examined. Prerequisites: SOC 100 or SOC 150.
Credits: 3This course gives students experience in integrating theory and data analysis. Students will produce an original research project that demonstrates student abilities to conduct a literature review, compose a research question(s) and hypotheses, conduct statistical testing from databases and qualitative coding of relevant transcripts/documents from ICPSR. The area of specialization of the course instructor (i.e., gender, environment, community development, criminology and deviance) will dictate the focus of the course. This course is for majors only. Prerequisites: SOC 307 and SOC 308.
Credits: 1-3A highly focused, and topical course. The format includes student presentations and discussions of reports based on literature, practices, problems, and research. Seminars may be conducted over electronic media such as internet and are at the upper division graduate levels. Enrollments in generally limited to fewer than 20 students.
Credits: 1-3Includes directed study, problems, readings, directed readings, special problems and special projects. Students complete individualized plans of study which include significant one-on-one student-teacher involvement. The faculty member and students negotiate the details of the study plans. Enrollments are usually 10 or fewer students. Meetings depending upon the requirements of the topic. Prerequisites: Written permission.
Credits: 1-3Includes current topics, advanced topics and special topics. A course devoted to a particular issue in a specified field. Course content is not wholly included in the regular curriculum. Guest artists or experts may serve as instructors. Enrollments are usually of 10 or fewer students with significant one-on-one student/teacher involvement.
Credits: 1-12Applied, monitored and supervised, field-based learning experience for which the student may or may not be paid. Student gain practical experience; they follow a negotiated and or directed plan of study. A higher level of supervision is provided by the instructor in these courses than is the case with field experience courses. Prerequisites: Written permission.
Credits: 1-12Applied, monitored and supervised, field-based learning experience for which the student may or may not be paid. Students gain practical experience; they follow a negotiated and or directed plan of study established between the student, insructor and field experience supervisor. Due to the presence of a field experience supervisor, a lower level of supervision is provided by the instructor in these courses than is the case with an internship or practicum course. Prerequisites: Written permission.
Credits: 1-12Applied, monitored and supervised, field-based learning experience for which the student may or may not be paid. Students gain practical experience; they follow a negotiated and or directed plan of study established between the student, instructor and field experience supervisor. Due to the presence of a field experience supervisor, a lower level of supervision is provided by the instructor in these courses than is the case with an internship or practicum course. Prerequisites: Written permission.
Credits: 4Introduces the fundamental elements of Spanish sentence structure and vocabulary. Promotes speaking, listening and writing within a cultural context. Class work may be supplemented with required aural/oral practice outside of class. Notes: Course meets SGR #4.
Credits: 4Introduces the fundamental elements of Spanish sentence structure and vocabulary. Promotes speaking, listening, and writing within a cultural context. Class work may be supplemented with required aural/oral practice outside of class. Prerequisites: SPAN 101. Notes: Course meets SGR #4.
Credits: 3Medical Spanish I will introduce students to anatomical vocabulary and medical terminology in Spanish as well as to culturally appropriate communication between health-care providers and patients. The students will systematically learn the elementary grammar structures, providing a linguistic base of knowledge. In addition, the curriculum will involve a community component. The course is intended for students with little or no prior knowledge of Spanish.
SPAN 199 - Introductory Spanish for Criminal Justice
Credits: 3An introduction to Spanish within the context of the criminal justice environment. Objectives include developing a rudimentary ability to use and understand limited Spanish in everyday conversations, and to ask and answer basic, mostly memorized questions using specialized law enforcement vocabulary in Spanish. The course promotes students’ awareness of, sensitivity to, and appreciation for Spanish-speaking communities.
Credits: 3Students use previously learned elements of fundamental Spanish to improve speaking, reading, writing, and listening skills. Authentic materials promote the understanding of Hispanic culture. Prerequisites: SPAN 102. Notes: Course meets SGR #4.
Credits: 3Continuation of 201 with more emphasis on using grammar structures in an interactive way. Further study of the Hispanic world. Students planning to major or minor in Spanish are encouraged to take 212 concurrently. Prerequisites: SPAN 201. Notes: Course meets SGR #4.