Course Legend |
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DFulfills Domestic Diversity Requirement |
GFulfills Global Diversity Requirement |
+Mixed Honors/non-Honors course |
#Mixed Honors/non-Honors/graduate course |
Course Descriptions
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Course Descriptions
ACCT 23020: Introduction to Financial Accounting
Instructor: Linda Zucca, Ph.D., Case Western Reserve University
This course is designed to provide students with an understanding of the principles and concepts of financial accounting, which will allow them to analyze financial statements in order to make business and economic decisions. The course emphasizes the areas of 1) the basic accounting equation, 2) the effects of transactions on financial statements, 3) the interrelationships among financial statements, and 4) the interpretation of financial statements. In this course short lectures are supplemented with active learning tasks, group work, and discussions.Additionally, students may complete business writing assignments, real world cases, group presentations, written exams, and quizzes.
Text:
This course is designed to provide students with an understanding of the principles and concepts of financial accounting, which will allow them to analyze financial statements in order to make business and economic decisions. The course emphasizes the areas of 1) the basic accounting equation, 2) the effects of transactions on financial statements, 3) the interrelationships among financial statements, and 4) the interpretation of financial statements. In this course short lectures are supplemented with active learning tasks, group work, and discussions.Additionally, students may complete business writing assignments, real world cases, group presentations, written exams, and quizzes.
Text:
- Harrison, Horngren and Thomas, Financial Accounting, Prentice Hall
BSCI 40195: Mechanism of Disease: Obesity
Instructor: Colleen Novak, Ph.D., Michigan State University
We will begin by discussing the definition, demographics, epidemiology, clinical assessment, and health risks of obesity and other metabolic diseases. The different, interacting causes of obesity will be examined, including genetic, epigenetic, physiological, behavioral, molecular, environmental, and psychological underpinnings of disruptions in energy balance. Then, we will compare different treatment options for obesity, including diets, exercise and physical activity, pharmacological, surgical, counseling, and social policy interventions. Eating disorders may also be discussed. Honors students will be assigned additional readings as well as a presentation, and be expected to enrich class discussions.
We will begin by discussing the definition, demographics, epidemiology, clinical assessment, and health risks of obesity and other metabolic diseases. The different, interacting causes of obesity will be examined, including genetic, epigenetic, physiological, behavioral, molecular, environmental, and psychological underpinnings of disruptions in energy balance. Then, we will compare different treatment options for obesity, including diets, exercise and physical activity, pharmacological, surgical, counseling, and social policy interventions. Eating disorders may also be discussed. Honors students will be assigned additional readings as well as a presentation, and be expected to enrich class discussions.
BUS 10123: Exploring Business
Instructor: Eric Von Hendrix, MBA, Indiana University
The Exploring Business course provides an introduction to the basic areas of business with an integrated perspective on how the various areas work together. The Honors section of Exploring Business will provide more in-depth study of the functional areas of business, such as accounting, finance, marketing and operations management. In addition, the honors section will utilize the case study method and team projects to provide students a hands-on, practical understanding of up-to-date actual and relevant business issues. Significant emphasis on written and oral communication skills. Open to any KSU major.
The Exploring Business course provides an introduction to the basic areas of business with an integrated perspective on how the various areas work together. The Honors section of Exploring Business will provide more in-depth study of the functional areas of business, such as accounting, finance, marketing and operations management. In addition, the honors section will utilize the case study method and team projects to provide students a hands-on, practical understanding of up-to-date actual and relevant business issues. Significant emphasis on written and oral communication skills. Open to any KSU major.
CLAS 41097: Sexuality and Gender in the Greco-Roman World
Instructor: Jennifer Larson, Ph.D., University of Wisconsin-Madison
This course is intended for upper-division undergraduates who have a basic knowledge of ancient Greek and Roman history and culture. (There is no required prerequisite, but you should have done reading on the subject or taken courses such as "The Greek Achievement" or "The Roman Achievement" before attempting this course.) Although notions of masculinity, femininity and sexuality are often considered "fixed by nature" within individual cultures, they vary greatly by culture and are to a large extent products of individual cultures. We will be investigating how gender and sexuality were "socially constructed" by the Greeks and Romans. The course includes material that is sexually explicit, controversial and in some cases shocking to modern sensibilities; we will approach such material from a scholarly and professional perspective. Besides investigation of the culturally constructed nature of these ideas, our learning goals include critical examination of primary sources as evidence for ancient attitudes; noting and evaluating modern scholarly controversies regarding our topics of study, comparing and contrasting ancient and modern views, identifying key differences between the Greeks and Romans, and engaging with controversial subject matter in a way that demonstrates informed reflection on the course content. We will be using a standard textbook by Marilyn Skinner (2005) and a sourcebook translated by myself (2012) as well as numerous scholarly articles and books. The course will adopt a chronological approach, beginning with prehistory (did so-called "matriarchies" ever exist?) and moving up through the impact of Christianity on gender and sexuality during the Roman period.
The format will be divided between lecture/presentation and discussion. 40% of the grade will be derived from a discussion journal in which you engage with the material through written reflection; another 10% will come from your contributions in class. You will write 2 essays and give a presentation on a scholarly article. As honors students, you will have two additional assignments beyond those of the non-honors students (a research paper and 2 book reports on scholarly books).
This course is intended for upper-division undergraduates who have a basic knowledge of ancient Greek and Roman history and culture. (There is no required prerequisite, but you should have done reading on the subject or taken courses such as "The Greek Achievement" or "The Roman Achievement" before attempting this course.) Although notions of masculinity, femininity and sexuality are often considered "fixed by nature" within individual cultures, they vary greatly by culture and are to a large extent products of individual cultures. We will be investigating how gender and sexuality were "socially constructed" by the Greeks and Romans. The course includes material that is sexually explicit, controversial and in some cases shocking to modern sensibilities; we will approach such material from a scholarly and professional perspective. Besides investigation of the culturally constructed nature of these ideas, our learning goals include critical examination of primary sources as evidence for ancient attitudes; noting and evaluating modern scholarly controversies regarding our topics of study, comparing and contrasting ancient and modern views, identifying key differences between the Greeks and Romans, and engaging with controversial subject matter in a way that demonstrates informed reflection on the course content. We will be using a standard textbook by Marilyn Skinner (2005) and a sourcebook translated by myself (2012) as well as numerous scholarly articles and books. The course will adopt a chronological approach, beginning with prehistory (did so-called "matriarchies" ever exist?) and moving up through the impact of Christianity on gender and sexuality during the Roman period.
The format will be divided between lecture/presentation and discussion. 40% of the grade will be derived from a discussion journal in which you engage with the material through written reflection; another 10% will come from your contributions in class. You will write 2 essays and give a presentation on a scholarly article. As honors students, you will have two additional assignments beyond those of the non-honors students (a research paper and 2 book reports on scholarly books).
COMM 45007: Freedom of Speech
Instructor: David Trebing, Ph.D., Kent State University
Freedom of Speech is a senior-level course with senior-level expectations. Each student is expected to develop as a writer as well as know the topical material.
Some objectives are to develop an understanding of speech and the maturing individual, freedom of speech, and nature and responsibilities; to develop an awareness of specific issues and current controversies regarding freedom of speech in the United States and elsewhere; to develop an awareness of specific issues regarding local and regional free speech issues as well as those issues specific to various organizations and institutions.
Texts:
Freedom of Speech is a senior-level course with senior-level expectations. Each student is expected to develop as a writer as well as know the topical material.
Some objectives are to develop an understanding of speech and the maturing individual, freedom of speech, and nature and responsibilities; to develop an awareness of specific issues and current controversies regarding freedom of speech in the United States and elsewhere; to develop an awareness of specific issues regarding local and regional free speech issues as well as those issues specific to various organizations and institutions.
Texts:
- Tedford, T. L., & Herbeck, D. A., Freedom of Speech in the United States, 6th edition, State College, PA: Strata Publishing, 2009
- Outside readings from journals, law reviews, and court cases are assigned during the semester.
CS 23001: Human-Computer Interaction
Instructor: L. Gwenn Volkert, Ph.D., Wayne State University
Prerequisite: CS 23001
Human Computer Interaction (HCI) is a multidisciplinary area concerned with the design, evaluation, and application of usable, effective, and enjoyable technologies. The design and implementation of efficient, effective and user friendly computing systems depends upon understanding both the technology and its users. The study of Human-Computer Interaction (HCI) seeks to combine perspectives and methods of enquiry drawn from disciplines such as Psychology and Sociology with the tools, techniques and technologies of Computer Science to create an approach to design which is both relevant and practical. Interaction design is a user-¬‐centered approach to HCI that takes the interactive character of technologies seriously. The aim of this course is to introduce students to the techniques, ideas, and models involved in designing, building and evaluating interactive technologies.
Topics:
Honors students will be expected to meet as a group with the instructor as needed (most likely 3 or 4 meetings). The topics of these meetings will be determined by the goals of the honors students enrolled after completing a short survey at the beginning of the course. These group meetings will be supplemented by on-line discussions using the Blackboard Discussion Tool.
Prerequisite: CS 23001
Human Computer Interaction (HCI) is a multidisciplinary area concerned with the design, evaluation, and application of usable, effective, and enjoyable technologies. The design and implementation of efficient, effective and user friendly computing systems depends upon understanding both the technology and its users. The study of Human-Computer Interaction (HCI) seeks to combine perspectives and methods of enquiry drawn from disciplines such as Psychology and Sociology with the tools, techniques and technologies of Computer Science to create an approach to design which is both relevant and practical. Interaction design is a user-¬‐centered approach to HCI that takes the interactive character of technologies seriously. The aim of this course is to introduce students to the techniques, ideas, and models involved in designing, building and evaluating interactive technologies.
Topics:
- Introduction to interaction design
- Physical capabilities that inform interaction design: color perception, ergonomics
- Cognitive models that inform interaction design: attention, perception and recognition, movement, and memory.
- Principles of good design and good designers; engineering tradeoffs
- Elements of visual design (layout, color, fonts, labeling)
- Low-fidelity (paper) prototyping
- Designing for user (accessibility, adoption and appropriation)
- Introduction to information visualisation
- Formal methods in HCI
- User interface software architecture
- Demonstrate, in writing, knowledge of the main issues and problems in HCI.
- Design, implement and evaluate effective and usable graphical computer interfaces (GUIs).
- Describe and apply core theories, models and methodologies from the field of HCI.
- Describe and discuss current research in the field of HCI.
- Describe special considerations in designing user interfaces for differently-abled populations (e.g blind, motion-impaired) or differently-aged populations (e.g. children, 80+)
- Implement simple graphical user interfaces using available programming tool kits (e.g., Java Swing, Visual Basic)
Honors students will be expected to meet as a group with the instructor as needed (most likely 3 or 4 meetings). The topics of these meetings will be determined by the goals of the honors students enrolled after completing a short survey at the beginning of the course. These group meetings will be supplemented by on-line discussions using the Blackboard Discussion Tool.
CS 49995: Parallel and Distributed Algorithms
Instructor: Johnnie Baker, Ph.D., University of Texas at Austin
Prerequisite: CS 46101
Note: Since CS 46101 is currently offered only each fall, most of our undergraduate students do not take this course until the Fall 2013 semester of their senior year. Taking both this course and CS46101 in the same semester will be a heavy load, but doable by good students. Students who already have a “B” or higher grade in CS46101 or who have taken one of my other parallel courses should be prepared for this course.
Parallel and distributed algorithms are the key ingredient to being able to efficiently solve a wide range of problems on various parallel and distributed computing systems. In this course, we will look at some examples of algorithms which are designed for each of several different parallel and distributed models of computation. These algorithms will be evaluated using not only running time, but a few other metrics like speedup, cost, and scalability. The algorithms considered will be basic algorithms such as shortest path, minimal spanning tree, convex hull, and matrix multiplication, Also, potential limits on the use of parallelism such as Amdahl’s and Gustafson’s laws will also be discussed. This course will not involve learning any programming languages or any coding.
Prerequisite: CS 46101
Note: Since CS 46101 is currently offered only each fall, most of our undergraduate students do not take this course until the Fall 2013 semester of their senior year. Taking both this course and CS46101 in the same semester will be a heavy load, but doable by good students. Students who already have a “B” or higher grade in CS46101 or who have taken one of my other parallel courses should be prepared for this course.
Parallel and distributed algorithms are the key ingredient to being able to efficiently solve a wide range of problems on various parallel and distributed computing systems. In this course, we will look at some examples of algorithms which are designed for each of several different parallel and distributed models of computation. These algorithms will be evaluated using not only running time, but a few other metrics like speedup, cost, and scalability. The algorithms considered will be basic algorithms such as shortest path, minimal spanning tree, convex hull, and matrix multiplication, Also, potential limits on the use of parallelism such as Amdahl’s and Gustafson’s laws will also be discussed. This course will not involve learning any programming languages or any coding.
CS 49995: ST: Foundations of Peer-to-Peer Computing
Instructor: Javed Khan, Ph.D., University of Hawaii
In this course we study and learn about the design of the latest in cyber systems. Various cyber community computing systems such as peer-to-peer computing, crowdsourcing has quite conspicuously emerged as one of the most innovation rich areas in computer networking. It is perhaps the most significant development in computing since the web. Though it emerged as bold new service of the internet, but is gradually finding its base in rich formal foundation of distributed hashing, self-organization, complex networking, social science and graph theories. It has also become a breeding ground of technical innovations. This course will introduce architectures based on the formal foundation of theory of complex networks, distributed hashing and social engineering at advanced graduate level.
The course will be research intensive. Will require you to study technical papers and produce a creative project/paper.
There will be a two-stage project where you will build you will build a bit-torrent client. Advanced students might be able to build various optimized systems in second phase.
Texts:
In this course we study and learn about the design of the latest in cyber systems. Various cyber community computing systems such as peer-to-peer computing, crowdsourcing has quite conspicuously emerged as one of the most innovation rich areas in computer networking. It is perhaps the most significant development in computing since the web. Though it emerged as bold new service of the internet, but is gradually finding its base in rich formal foundation of distributed hashing, self-organization, complex networking, social science and graph theories. It has also become a breeding ground of technical innovations. This course will introduce architectures based on the formal foundation of theory of complex networks, distributed hashing and social engineering at advanced graduate level.
The course will be research intensive. Will require you to study technical papers and produce a creative project/paper.
There will be a two-stage project where you will build you will build a bit-torrent client. Advanced students might be able to build various optimized systems in second phase.
Texts:
- Class Notes & Research Papers
- Volume 31, Issue 2, Pages 187-418 (5 February 2008), Special Issue: Foundation of Peer-to-Peer Computing. Edited by Javed I. Khan and Adam Wierzbicki
- Volume 31, Issue 3, Pages 419-654 (25 February 2008), Special Issue: Disruptive networking with peer-to-peer systems, Edited by Javed I. Khan and Adam Wierzbicki
- Papers from IEEE P2P
CULT 29535: Education in a Democratic Society
Instructor: Natasha Levinson, Ph.D., University of Illinois
Education in a Democratic Society invites you into a conversation about the many purposes of schooling in our society, the political pressure increasingly placed on schools to improve the quality of American education, and the challenges new teachers face in an increasingly high pressured school environments. The course begins with a brief historical overview of the many purposes of schooling in the U.S. We explore the emergence and development of the common school, with a view to understanding the accomplishments, shortcomings and aspirations of public schooling. We then turn our attention to contemporary efforts to reform American education. We will try to understand what these efforts hope to accomplish.
In the second half of the course, the class will become an educational think tank which consults with school districts and advises them on aspects of district policy and practice that will need to change in light of these school reform initiatives. This part of the course is highly participatory, because the think tank has to research the issue in question, deliberate about the issues in question, and come to a collective decision about what the school district ought to do about the issue at hand.
The particular issues we will explore will be determined partly by the interests of the class and partly by contemporary events in the world of educational policy. We will settle these issues by week 5 of the course, after which the syllabus will be revised to reflect the policy issues we’ve decided to examine. This is a talkative class that requires active participation. Passive learners (if there is such a thing!) need not apply.
This course is open to education majors, undeclared majors and anyone else interested in educational policy and the role of schools in a democratic society.
Education in a Democratic Society invites you into a conversation about the many purposes of schooling in our society, the political pressure increasingly placed on schools to improve the quality of American education, and the challenges new teachers face in an increasingly high pressured school environments. The course begins with a brief historical overview of the many purposes of schooling in the U.S. We explore the emergence and development of the common school, with a view to understanding the accomplishments, shortcomings and aspirations of public schooling. We then turn our attention to contemporary efforts to reform American education. We will try to understand what these efforts hope to accomplish.
In the second half of the course, the class will become an educational think tank which consults with school districts and advises them on aspects of district policy and practice that will need to change in light of these school reform initiatives. This part of the course is highly participatory, because the think tank has to research the issue in question, deliberate about the issues in question, and come to a collective decision about what the school district ought to do about the issue at hand.
The particular issues we will explore will be determined partly by the interests of the class and partly by contemporary events in the world of educational policy. We will settle these issues by week 5 of the course, after which the syllabus will be revised to reflect the policy issues we’ve decided to examine. This is a talkative class that requires active participation. Passive learners (if there is such a thing!) need not apply.
This course is open to education majors, undeclared majors and anyone else interested in educational policy and the role of schools in a democratic society.
FDM 10010: Fashion Fundamentals
Instructor: Catherine Leslie, Ph.D., The Ohio State University
Introduction to the global fashion industry, from concept to consumer. Analysis of the business of fashion and how it is conceived, marketed, and sold. Exploration and critical analysis of current trends and best practices in design and merchandising. Overview of important resources, companies and personnel who impact the fashion industry. Application of classroom principles and concepts to real-life scenarios. Preliminary career exploration and independent research.
Introduction to the global fashion industry, from concept to consumer. Analysis of the business of fashion and how it is conceived, marketed, and sold. Exploration and critical analysis of current trends and best practices in design and merchandising. Overview of important resources, companies and personnel who impact the fashion industry. Application of classroom principles and concepts to real-life scenarios. Preliminary career exploration and independent research.
ENG 49095: Writing Internship
Instructor: Sara Cutting, MLS, Kent State University
The Writing Internship Program is a cooperative endeavor between students, the community, and the English Department. As such, it has a number of interrelated goals. Your own goals might include expanding your interests and experiences, finding out if you are suited for work as a professional or technical writer, and gaining valuable work experience before you graduate. For the community groups or businesses that place interns, the goals may be to maintain good relationships with the university, to introduce "fresh blood" and new ideas into their organizations, and (frankly) to acquire smart, energetic, able workers without cost.
For the Department, the goals of the program include, of course, continued good relations with the community and successful placement of students into jobs after graduation. However, the most important goal of the program from our point of view is to enrich your education as a careful reader and competent writer, and to complement your classroom learning as a student of language and discourse.
For instance, your work as a writing intern should involve a great deal of writing, and this writing may differ in important ways from the writing you do in most courses. In fact, the program provides opportunities for you to gain experience in "real-life" writing situations. As an intern, you are placed into an internship position in Kent either working for a news organization, gathering information and writing weekly columns of events or feature articles; working for an on-campus office organization, writing public relations documents or reporting of Kent State activities for the public; or working for a public service organization, providing services and information to the community. From the variety of writing projects you will be working on, you can learn about researching stories and conducting interviews, writing copy, editing, and layout of a final document. Moreover, your "audience" will consist not of a teacher (whom you know) or even your contemporaries (such as your classmates). Your notions of readers will enlarge to include multiple audiences—your immediate supervisor and other members of the organization, as well as some segment of "the public" whose interests you must meet and whose backgrounds, knowledge, and values may be quite different from your own. This kind of writing, in a rich and immediate rhetorical situation, will teach you a great deal about writing itself and about the functions and uses of writing in particular contexts.
The requirements of the course include both job-related and academic responsibilities. Students enroll for 3 credit hours, and the workload includes approximately 10 hours per week "on the job," in addition to coursework requirements (periodic meetings, mid-term, a completion of English coursework above freshman level—usually 30064 or 30065—a completed application which includes writing samples and faculty recommendations, and interviews with the Internship Program Director and site supervisors).
Questions about the Writing Internship program should be directed to:
Sara Cutting
Writing Internship Program Director
Department of English
(330) 672-1745
The Writing Internship Program is a cooperative endeavor between students, the community, and the English Department. As such, it has a number of interrelated goals. Your own goals might include expanding your interests and experiences, finding out if you are suited for work as a professional or technical writer, and gaining valuable work experience before you graduate. For the community groups or businesses that place interns, the goals may be to maintain good relationships with the university, to introduce "fresh blood" and new ideas into their organizations, and (frankly) to acquire smart, energetic, able workers without cost.
For the Department, the goals of the program include, of course, continued good relations with the community and successful placement of students into jobs after graduation. However, the most important goal of the program from our point of view is to enrich your education as a careful reader and competent writer, and to complement your classroom learning as a student of language and discourse.
For instance, your work as a writing intern should involve a great deal of writing, and this writing may differ in important ways from the writing you do in most courses. In fact, the program provides opportunities for you to gain experience in "real-life" writing situations. As an intern, you are placed into an internship position in Kent either working for a news organization, gathering information and writing weekly columns of events or feature articles; working for an on-campus office organization, writing public relations documents or reporting of Kent State activities for the public; or working for a public service organization, providing services and information to the community. From the variety of writing projects you will be working on, you can learn about researching stories and conducting interviews, writing copy, editing, and layout of a final document. Moreover, your "audience" will consist not of a teacher (whom you know) or even your contemporaries (such as your classmates). Your notions of readers will enlarge to include multiple audiences—your immediate supervisor and other members of the organization, as well as some segment of "the public" whose interests you must meet and whose backgrounds, knowledge, and values may be quite different from your own. This kind of writing, in a rich and immediate rhetorical situation, will teach you a great deal about writing itself and about the functions and uses of writing in particular contexts.
The requirements of the course include both job-related and academic responsibilities. Students enroll for 3 credit hours, and the workload includes approximately 10 hours per week "on the job," in addition to coursework requirements (periodic meetings, mid-term, a completion of English coursework above freshman level—usually 30064 or 30065—a completed application which includes writing samples and faculty recommendations, and interviews with the Internship Program Director and site supervisors).
Questions about the Writing Internship program should be directed to:
Sara Cutting
Writing Internship Program Director
Department of English
(330) 672-1745
FDM 20013: History of Costume
Instructor: Jean Druesedow, AM, Indiana University
The focus of this course will be the chronological study of historic costume and accessories from pre-history through the present day. It will include a consideration of the political, economic, and social history that influenced past fashions. The Honors section includes greater opportunity to study actual garments in the classroom. Honors students will write short reports that relate specific historic fashions to clothing currently on the market.
Texts:
The focus of this course will be the chronological study of historic costume and accessories from pre-history through the present day. It will include a consideration of the political, economic, and social history that influenced past fashions. The Honors section includes greater opportunity to study actual garments in the classroom. Honors students will write short reports that relate specific historic fashions to clothing currently on the market.
Texts:
- Totora, P., & K. Eubank, Survey of Historic Costume, 5th ed., New York: Fairchild Publications, 2009
- Boucher, François, 20,000 Years of Fashion: The History of Costume and Personal Adornment (optional)
HIST 41077: Great Depression in America
Instructor: Kenneth Bindas, Ph.D., The University of Toledo
This course will examine the impact and meaning of the Depression era, suggesting that the crisis helped to usher in a new way of imagining American society. Beginning with an overview of modernism, modernity and the modern age, we will explore how the New Deal fits into these theories, how specific programs operated under their ideals, and finally, how American society adapted and accepted this ‘modern’ vision. We will explore the meaning and effect of Youth as a case study, working with a variety of secondary and primary source materials, including oral histories, period literature, popular music, and documentary photographs, to explore modernism and its meaning during this transformative era and its long-term historical impact. Research papers will focus on Youth and place it within the larger construct of the reformation of American society that was the Depression era.
Honors students will be expected to meet individually with the Professor to discuss the application of learning assignments to their own majors and the creation of a 'special project,' to be defined in discussion with the Professor, to augment the research paper that all students in the class will create.
This course will examine the impact and meaning of the Depression era, suggesting that the crisis helped to usher in a new way of imagining American society. Beginning with an overview of modernism, modernity and the modern age, we will explore how the New Deal fits into these theories, how specific programs operated under their ideals, and finally, how American society adapted and accepted this ‘modern’ vision. We will explore the meaning and effect of Youth as a case study, working with a variety of secondary and primary source materials, including oral histories, period literature, popular music, and documentary photographs, to explore modernism and its meaning during this transformative era and its long-term historical impact. Research papers will focus on Youth and place it within the larger construct of the reformation of American society that was the Depression era.
Honors students will be expected to meet individually with the Professor to discuss the application of learning assignments to their own majors and the creation of a 'special project,' to be defined in discussion with the Professor, to augment the research paper that all students in the class will create.
FIN 36053: Business Finance
Instructor: Natalya Schenk
Prerequisite: ECON 22061 and ACCT 23020
Analysis of financial decisions within business enterprise and interface of firms with the capital markets. Primary emphasis on principles related to basic valuation concepts.
Four exams will be given, including a comprehensive final. Honors students will complete two additional special projects. One is an independent research paper dealing with a relevant topic chosen by the student in consultation with the instructor. The other involves interfacing with a practitioner within the business community and reflecting on the exchange of ideas in written form.
Prerequisite: ECON 22061 and ACCT 23020
Analysis of financial decisions within business enterprise and interface of firms with the capital markets. Primary emphasis on principles related to basic valuation concepts.
Four exams will be given, including a comprehensive final. Honors students will complete two additional special projects. One is an independent research paper dealing with a relevant topic chosen by the student in consultation with the instructor. The other involves interfacing with a practitioner within the business community and reflecting on the exchange of ideas in written form.
JMC 26001: Newswriting
Instructor: Candace Bowen, M.A., Northern Illinois University
Prerequisite: JMC 20003, JMC 20006 (Honors students may take concurrently)
Co-requisite: COMM 21000
This course will introduce you to significant elements of covering and writing news including: timeliness and context (what makes news), basic reporting skills (gathering and evaluating information), understanding principles of accuracy and fairness, and learning basic multimedia storytelling skills. The emphasis throughout this course is on clear, concise writing. At the end of this course, you should be able to recognize and write different types of news stories on deadline. You should be able to put stories into context for your audience, produce and package them for maximum impact and you should be grounded in the journalistic tenets of accuracy, objectivity and ethics.
COURSE OBJECTIVES
Prerequisite: JMC 20003, JMC 20006 (Honors students may take concurrently)
Co-requisite: COMM 21000
This course will introduce you to significant elements of covering and writing news including: timeliness and context (what makes news), basic reporting skills (gathering and evaluating information), understanding principles of accuracy and fairness, and learning basic multimedia storytelling skills. The emphasis throughout this course is on clear, concise writing. At the end of this course, you should be able to recognize and write different types of news stories on deadline. You should be able to put stories into context for your audience, produce and package them for maximum impact and you should be grounded in the journalistic tenets of accuracy, objectivity and ethics.
COURSE OBJECTIVES
- Know where and how to find news and develop story ideas.
- Conduct interviews; find and develop good sources for basic news stories.
- Learn how to effectively interview live sources and how to evaluate other sources such as reports, documents, press releases, websites.
- Think, organize and package reporting for print and consider multimedia storytelling options.
- Report and write good multi-source news stories.
- Report and write good news stories for online and broadcast.
- Understand and use different social media for journalism and PR.
- Use proper AP style and grammar in all journalistic writing.
- Harrower, Tim, Inside Reporting: A Practical Guide to the Craft of Journalism (Paperback); 2nd ed., McGraw-Hill, 2011
- The Associated Press Stylebook and Libel Manual from The Associated Press, New York, 2011
JMC 28001: Principles of Public Relations
Instructor: Stephanie Smith, MPA, Harvard University
Principles of Public Relations is the foundational course for students majoring in the field and a stimulating elective for those who seek a better understanding of the strategic communications, persuasion, and relationship-building practices used by businesses and organizations.
Course objectives: This course provides a basic understanding of the public relations profession and the strategies and tactics used by its practitioners. Students will examine public relations in practice through relevant case studies and exercises. Students will gain an appreciation of the history, growth, and societal impact of public relations, as well as fundamental theories of communications and public opinion theory. They will develop an appreciation of public relations ethics and law. This course will introduce students to public relations career paths in the business, nonprofit, and public sectors. Finally, Principles of Public Relations introduces students to the global practice of PR and global issues that influence cross-cultural communications.
Students in this class are challenged to apply PR theory to practice with a wide variety of assigned clients. In addition, each student will be required to select a client to represent throughout the semester. Course assignments will require students to write clearly, cogently, frequently, and on deadline – all critical public relations skills.
Students will learn and apply primary and secondary PR research skills, including surveys, polling, focus groups, and interviews.
This class uses several forms of instruction: in-class lecture with emphasis on discussion and debate; individual exercises that focus on learning application, critical thinking, problem-solving, creativity, and writing; and team exercises that require students to work together on PR problems.
Principles of Public Relations is the foundational course for students majoring in the field and a stimulating elective for those who seek a better understanding of the strategic communications, persuasion, and relationship-building practices used by businesses and organizations.
Course objectives: This course provides a basic understanding of the public relations profession and the strategies and tactics used by its practitioners. Students will examine public relations in practice through relevant case studies and exercises. Students will gain an appreciation of the history, growth, and societal impact of public relations, as well as fundamental theories of communications and public opinion theory. They will develop an appreciation of public relations ethics and law. This course will introduce students to public relations career paths in the business, nonprofit, and public sectors. Finally, Principles of Public Relations introduces students to the global practice of PR and global issues that influence cross-cultural communications.
Students in this class are challenged to apply PR theory to practice with a wide variety of assigned clients. In addition, each student will be required to select a client to represent throughout the semester. Course assignments will require students to write clearly, cogently, frequently, and on deadline – all critical public relations skills.
Students will learn and apply primary and secondary PR research skills, including surveys, polling, focus groups, and interviews.
This class uses several forms of instruction: in-class lecture with emphasis on discussion and debate; individual exercises that focus on learning application, critical thinking, problem-solving, creativity, and writing; and team exercises that require students to work together on PR problems.
JMC 40010: Ethics and Issues in Mass Communication
Instructor: Janet Leach, M.A., Kent State University
Prerequisite: 18 hours in JMC, senior standing, 3.0 GPA. Prefer students to be in last two semesters.
The goal of this course is to help identify media ethics dilemmas and refine ethical problem-solving skills for media practitioners whose decisions have power and influence on vast and varied audiences. The course introduces applied ethics through theory, real-world case studies, in-depth discussion, activities and projects. It is the Writing-Intensive Course for all JMC undergraduates so writing skills are emphasized and writing competency is expected. Participation is imperative. Requirements include written learning logs (5-10), quizzes (5-10), reading and writing case studies, “journal” assignments, supplemental reading(s), possible blogging or discussion boards, and a research paper.
Honors students are required to do all the work described above and two to three additional assignments that usually include an additional essay or book report, a podcast and a multimedia project with a presentation to the rest of the class.
Texts:
Prerequisite: 18 hours in JMC, senior standing, 3.0 GPA. Prefer students to be in last two semesters.
The goal of this course is to help identify media ethics dilemmas and refine ethical problem-solving skills for media practitioners whose decisions have power and influence on vast and varied audiences. The course introduces applied ethics through theory, real-world case studies, in-depth discussion, activities and projects. It is the Writing-Intensive Course for all JMC undergraduates so writing skills are emphasized and writing competency is expected. Participation is imperative. Requirements include written learning logs (5-10), quizzes (5-10), reading and writing case studies, “journal” assignments, supplemental reading(s), possible blogging or discussion boards, and a research paper.
Honors students are required to do all the work described above and two to three additional assignments that usually include an additional essay or book report, a podcast and a multimedia project with a presentation to the rest of the class.
Texts:
- Patterson and Wilkins, Media Ethics, Issues, and Cases, 7th edition, McGraw-Hill, 2010
- Rushworth Kidder, How Good People Make Tough Choices, Resolving the Dilemmas of Ethical Living, Fireside,1995 – OR – David Callahan, The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead, Houghton Mifflin Harcourt, 2004
- Rachels and Rachels, Elements of Moral Philosophy, 6th edition, McGraw-Hill, 2010
- Randy Pausch with Jeffrey Zaslow, The Last Lecture, Hyperion, 2008
- Lee Wilkins and Clifford Christians, eds., Handbook of Media Ethics, Taylor & Francis Group, 2009
JMC 4005: Adult Swim
Instructor: Ron Russo, M.A., Cleveland State University
The only adult swim college course in the world is here at Kent State! Designed for all majors.
Each week we will critically review some of this network’s programming, about 35 TV shows for the semester, including music, books, and games. Primarily cartoons such as “Family Guy,” “Aqua Teen Hunger Force,” "King of the Hill," and “Robot Chicken,” but also some live action with Tim & Eric, John C. Reilly, “Delocated,” etc. An Honors only class.
Options for final paper / project: you can write your own script and/or storyboard for a show; create an animatic; create a short live-action or animated comedy film; compose a chapbook; perform a song(s) from a show; recreate costumes and/or do a costume analysis; create architectural drawings of sets; execute an artwork based on a character or show; record an animated voice demo; write a research paper; etc. So, you can tailor your project to your major or area of interest!
Texts:
The only adult swim college course in the world is here at Kent State! Designed for all majors.
Each week we will critically review some of this network’s programming, about 35 TV shows for the semester, including music, books, and games. Primarily cartoons such as “Family Guy,” “Aqua Teen Hunger Force,” "King of the Hill," and “Robot Chicken,” but also some live action with Tim & Eric, John C. Reilly, “Delocated,” etc. An Honors only class.
Options for final paper / project: you can write your own script and/or storyboard for a show; create an animatic; create a short live-action or animated comedy film; compose a chapbook; perform a song(s) from a show; recreate costumes and/or do a costume analysis; create architectural drawings of sets; execute an artwork based on a character or show; record an animated voice demo; write a research paper; etc. So, you can tailor your project to your major or area of interest!
Texts:
- Russo, Ron, Adult Swim and Comedy, 3rd edition, 2012
- Oblong, Angus, Creepy Susie and 13 Other Tragic Tales for Troubled Children; a Ballantine book published by Random House, 1999
MCLS 20000: Global Literacy and Cultural Awareness
Instructor: Erik Angelone, Ph.D., University of Heidelberg
The goal of this course is to improve your understanding of cross-cultural interactions. It will make you better able to function in a globalized environment and to understand the hidden cultural factors that shape your behaviors, beliefs, and lifestyles, as well as those of others. Real-world critical incidents, case studies, and original interviews will provide you with concrete examples and scenarios to solve problems, increase cultural awareness, and successfully adapt to a variety of intercultural contexts.
Course Objectives:
Upon successful completion of this course, you will be able to:
The goal of this course is to improve your understanding of cross-cultural interactions. It will make you better able to function in a globalized environment and to understand the hidden cultural factors that shape your behaviors, beliefs, and lifestyles, as well as those of others. Real-world critical incidents, case studies, and original interviews will provide you with concrete examples and scenarios to solve problems, increase cultural awareness, and successfully adapt to a variety of intercultural contexts.
Course Objectives:
Upon successful completion of this course, you will be able to:
- Describe how cultural orientation shapes your own verbal and non-verbal behaviors and those of people from other cultures.
- Better determine why cultural misunderstandings occur and develop strategies to avoid them.
- Understand how your own culture is perceived by others.
- Apply theoretical models for understanding cultural dynamics.
- Develop strategies for functioning both professionally and personally in culturally globalized settings.
MIS 24053: Computer Applications
Instructor: Geoffrey Steinberg, Ph.D., Temple University
Students in the Honors section will explore the Internet and the wide variety of services that it provides. Students will learn various search strategies to employ while "surfing" and will also learn how to publish their own information for the world to share. Different types of data (text, numeric, graphic, sound, and video) will be investigated and discussed. The students working as one team will develop a web-based database driven web-site for a real client. All work will be conducted in the College of Business computer lab and on an Internet server provided by Dr. Steinberg.
The material in this special section is supplemental to the regular MIS 24053 section. Students in this section will be expected to complete all assignments that the main 24053 section requires. The main section covers Windows, spreadsheet, database, e-mail, data communications, and Internet.
NOTE: Lecture is a mixed Honors/non-Honors student class; separate lab time is all Honors.
Students in the Honors section will explore the Internet and the wide variety of services that it provides. Students will learn various search strategies to employ while "surfing" and will also learn how to publish their own information for the world to share. Different types of data (text, numeric, graphic, sound, and video) will be investigated and discussed. The students working as one team will develop a web-based database driven web-site for a real client. All work will be conducted in the College of Business computer lab and on an Internet server provided by Dr. Steinberg.
The material in this special section is supplemental to the regular MIS 24053 section. Students in this section will be expected to complete all assignments that the main 24053 section requires. The main section covers Windows, spreadsheet, database, e-mail, data communications, and Internet.
NOTE: Lecture is a mixed Honors/non-Honors student class; separate lab time is all Honors.
MIS 44285: Integrated Business Policy and Strategy
Instructor: Aviad Israeli, Ph.D., Kent State University
Prerequisite: Must have applied for December graduation
This is a "capstone" course. Unlike other business courses that concentrate narrowly on a particular business function, this course takes a broader perspective and is concerned with making the total organization successful. A basic understanding of the basic business disciplines is therefore assumed, as students will build upon prior work completed in economics, finance, marketing, organizational behavior, etc. This course will provide an opportunity for integrating the previous material and delving into it in greater depth.
Through a presentation of theory and discussion of business cases, the course will teach managerial decision making by practicing critical thinking and debating. The overall goal being to develop participants’ ability to understand how different organizations choose to compete in a given marketplace, and understand why some succeed and others fail, the course will present a number of theoretical concepts, principles and analytical frameworks, as well as some practical managerial ideas and devices, not excluding reward systems and governance mechanisms.
The course pedagogy will combine lectures on strategic management theory and discussion of relevant business cases. Through the use of the case-method, students are placed “in the shoes” of practitioner general managers and asked to analyze business situations and make recommendations for action. Finally, honors students are expected to meet with the professor and participate in designing one or two research projects that would be matched to their abilities and interests -- or occasionally be complementary to them. Grades will be awarded on the basis of exam performance, written case analyses, honors research project(s) and active participation in class discussions.
TEXT:
Prerequisite: Must have applied for December graduation
This is a "capstone" course. Unlike other business courses that concentrate narrowly on a particular business function, this course takes a broader perspective and is concerned with making the total organization successful. A basic understanding of the basic business disciplines is therefore assumed, as students will build upon prior work completed in economics, finance, marketing, organizational behavior, etc. This course will provide an opportunity for integrating the previous material and delving into it in greater depth.
Through a presentation of theory and discussion of business cases, the course will teach managerial decision making by practicing critical thinking and debating. The overall goal being to develop participants’ ability to understand how different organizations choose to compete in a given marketplace, and understand why some succeed and others fail, the course will present a number of theoretical concepts, principles and analytical frameworks, as well as some practical managerial ideas and devices, not excluding reward systems and governance mechanisms.
The course pedagogy will combine lectures on strategic management theory and discussion of relevant business cases. Through the use of the case-method, students are placed “in the shoes” of practitioner general managers and asked to analyze business situations and make recommendations for action. Finally, honors students are expected to meet with the professor and participate in designing one or two research projects that would be matched to their abilities and interests -- or occasionally be complementary to them. Grades will be awarded on the basis of exam performance, written case analyses, honors research project(s) and active participation in class discussions.
TEXT:
- C W Hill & G R Jones: Essentials of Strategic Management 3rd edit. (2012) South-Western/ CENGAGE
NURS 20020: Foundations of Assessment and Communication in Nursing
Instructor: Staff
The course content for Honors NURS 20020 is parallel to the content of non-Honors NURS 20020. This Honors course is for nursing students enrolled in the first nursing course having a laboratory component. Students enrolled in the Honors program will be socialized to the greater context of professional nursing and role development by engaging in an Honors Colloquium. Each student explores a specialty in nursing of particular interest to that student. Students have the opportunity to learn about scholarly faculty projects and consider potential mentored opportunities for Honors theses or projects within the College of Nursing.
NOTE: This is a mixed Honors/non-Honors student class. Only Honors students participate in the colloquium on Tuesdays.
Texts:
Same as texts required for non-Honors NURS 20020
The course content for Honors NURS 20020 is parallel to the content of non-Honors NURS 20020. This Honors course is for nursing students enrolled in the first nursing course having a laboratory component. Students enrolled in the Honors program will be socialized to the greater context of professional nursing and role development by engaging in an Honors Colloquium. Each student explores a specialty in nursing of particular interest to that student. Students have the opportunity to learn about scholarly faculty projects and consider potential mentored opportunities for Honors theses or projects within the College of Nursing.
NOTE: This is a mixed Honors/non-Honors student class. Only Honors students participate in the colloquium on Tuesdays.
Texts:
Same as texts required for non-Honors NURS 20020
NURS 20030: Foundations of Nursing Intervention
Instructor: Staff
The course content for Honors NURS 20030 is parallel to the content of non-Honors NURS 20030. This Honors course is for nursing students enrolled in the second nursing course having a clinical component. Each student or small group explores a patient problem and evidence based practice interventions to address the concern. Students choosing to pursue an Honors thesis or project begin working with a faculty mentor with whom they will complete their work. Honors Colloquium participation continues.
NOTE: This is a mixed Honors/non-Honors student class. Only Honors students participate in the colloquium on Thursdays.
Texts:
Outlined in course syllabus for N20030; syllabus is available on WebCT.
The course content for Honors NURS 20030 is parallel to the content of non-Honors NURS 20030. This Honors course is for nursing students enrolled in the second nursing course having a clinical component. Each student or small group explores a patient problem and evidence based practice interventions to address the concern. Students choosing to pursue an Honors thesis or project begin working with a faculty mentor with whom they will complete their work. Honors Colloquium participation continues.
NOTE: This is a mixed Honors/non-Honors student class. Only Honors students participate in the colloquium on Thursdays.
Texts:
Outlined in course syllabus for N20030; syllabus is available on WebCT.
NURS 31095: Research to Practice: Briding the Gap
Instructor: Staff
Honors students read and critique current nursing research. Students present research on topics, as assigned. Group class and online discussions focus on the relevance of research findings to practice and whether clinical practice should be revised based on the evidence from the literature.
The purpose of this course is to offer junior level Honors students a forum in which their clinical judgment skills are challenged, knowledge of current nursing research is enhanced and desire to incorporate research evidence into practice is encouraged.
The course objectives are:
Students in the course will be evaluated using multiple methods including class participation, presentation of research topics, as assigned, and discussion depth and clarity.
NOTE: The above information is subject to change once an instructor has been assigned.
Honors students read and critique current nursing research. Students present research on topics, as assigned. Group class and online discussions focus on the relevance of research findings to practice and whether clinical practice should be revised based on the evidence from the literature.
The purpose of this course is to offer junior level Honors students a forum in which their clinical judgment skills are challenged, knowledge of current nursing research is enhanced and desire to incorporate research evidence into practice is encouraged.
The course objectives are:
- Critically analyzes contemporary nursing research articles
- Presents research findings, relevance and applicability to practice
- Discuss implications of evidence for nursing practice
Students in the course will be evaluated using multiple methods including class participation, presentation of research topics, as assigned, and discussion depth and clarity.
NOTE: The above information is subject to change once an instructor has been assigned.
NURS 40872: Introduction to Nursing Research
Instructor: Staff
The course content for Honors NURS 40872 is parallel to the content of non-Honors NURS 40872. This Honors course is for students in the third semester of the nursing sequence concurrently enrolled in one of the four statistics courses required in the College of Nursing curriculum. Faculty-led project participation continues during this term. Honors students register for Introduction to Nursing Research and receive focused material to enhance their abilities to conduct a successful honors project. Students explore opportunities to contribute to the faculty-led project and develop preliminary plans to conduct an independent honors project within the scope of the faculty member’s expertise. Initial honors project planning occurs.
The course content for Honors NURS 40872 is parallel to the content of non-Honors NURS 40872. This Honors course is for students in the third semester of the nursing sequence concurrently enrolled in one of the four statistics courses required in the College of Nursing curriculum. Faculty-led project participation continues during this term. Honors students register for Introduction to Nursing Research and receive focused material to enhance their abilities to conduct a successful honors project. Students explore opportunities to contribute to the faculty-led project and develop preliminary plans to conduct an independent honors project within the scope of the faculty member’s expertise. Initial honors project planning occurs.
NURS 41095: Integration Leadership/Management
Instructor: Staff
Honors students read and critique current nursing research focusing on research design, study purpose, setting, and population. Students present research findings. Group class and online discussions focus on the relevance of research findings to practice and implications for leading change based on evidence.
The purpose of this course is to challenge senior-level Honors students in a forum that encourages scholarly inquiry, actively engages them in discourse on contemporary nursing practice, and stimulates a commitment to lifelong professional learning.
The course objectives are:
Students in the course will be evaluated using multiple methods including class participation, presentation of research topics, and discussion depth and clarity.
Honors students read and critique current nursing research focusing on research design, study purpose, setting, and population. Students present research findings. Group class and online discussions focus on the relevance of research findings to practice and implications for leading change based on evidence.
The purpose of this course is to challenge senior-level Honors students in a forum that encourages scholarly inquiry, actively engages them in discourse on contemporary nursing practice, and stimulates a commitment to lifelong professional learning.
The course objectives are:
- Critically analyze methods used in contemporary nursing research
- Explore strategies to assist work groups with changing practice
- Demonstrate leadership skills for implementing evidence-based patient centered care
Students in the course will be evaluated using multiple methods including class participation, presentation of research topics, and discussion depth and clarity.
SOC 42095: Sociology of Food
Instructor: Susan Roxburgh, Ph.D., University of Toronto
Food is essential, but like every other aspect of our lives, the meaning of food and the experience of its preparation and consumption are socially determined. In this course we'll explore the social dimensions of food consumption and production. We will consider the following questions and answer them by developing an understanding of sociological concepts and theories: What do our meals reveal about us - about our history, culture, our gender and race/ethnicity, socio-economic status, religious beliefs, and our family life? How does food consumption differ in different societies? How do the media and corporations influence our food choices? What does food mean/symbolize and in what ways are these meanings manipulated and why? How is food production carried out in different contexts and what can we learn about the social organization of work from studying food production? How does what we eat contribute to local and global environmental problems?
COURSE OBJECTIVES:
Food is essential, but like every other aspect of our lives, the meaning of food and the experience of its preparation and consumption are socially determined. In this course we'll explore the social dimensions of food consumption and production. We will consider the following questions and answer them by developing an understanding of sociological concepts and theories: What do our meals reveal about us - about our history, culture, our gender and race/ethnicity, socio-economic status, religious beliefs, and our family life? How does food consumption differ in different societies? How do the media and corporations influence our food choices? What does food mean/symbolize and in what ways are these meanings manipulated and why? How is food production carried out in different contexts and what can we learn about the social organization of work from studying food production? How does what we eat contribute to local and global environmental problems?
COURSE OBJECTIVES:
- To explore the social meanings and the structural relations of power regarding the production, distribution, preparation and consumption of food.
- To develop a sociological understanding of the structure of a globalized, industrialized agriculture and food system and the impacts on farmers, consumers and communities.
- To develop a better understanding of how sociological concepts, theories, methods, and findings can be applied to the study of food.
- To further our appreciation for the value of sociology and sociological perspectives in examining our world.
- To develop an appreciation for the multiple ways in which sociology can be applied to the study of food.
VCD 40053: GD Studio-Glyphix
Instructor: Staff
Prerequisite: Junior Standing
Students are selected by portfolio review and VCD faculty recommendations. A "realistic" graphic design studio in which students, under the direction of a "creative director" (VCD faculty member) solve "real" problems in a "real" studio environment for "real" clients. Students participate in staff meetings, client meetings and presentations, vendor meetings, field trips to service bureaus and printers, photo shoots, and press checks. Students prepare production schedules, requests for quotations, budgets, thumbnails, roughs, comprehensives, and finished art. Students are exposed to the day-to-day operations of a design studio.
Prerequisite: Junior Standing
Students are selected by portfolio review and VCD faculty recommendations. A "realistic" graphic design studio in which students, under the direction of a "creative director" (VCD faculty member) solve "real" problems in a "real" studio environment for "real" clients. Students participate in staff meetings, client meetings and presentations, vendor meetings, field trips to service bureaus and printers, photo shoots, and press checks. Students prepare production schedules, requests for quotations, budgets, thumbnails, roughs, comprehensives, and finished art. Students are exposed to the day-to-day operations of a design studio.
VCD 45000: Graphic Design Perspectives
Instructor: Staff
Comprehensive exploration of design through history. Topics include the development of fonts, print processes, illustration, photography, corporate design, modern art and design and the various trends that were woven into these topics.
Comprehensive exploration of design through history. Topics include the development of fonts, print processes, illustration, photography, corporate design, modern art and design and the various trends that were woven into these topics.
