Course Descriptions

This course focuses on promoting active learning, impacting learning engagement and improving learning outcomes with technology-based activities, games and simulations. Concepts are applied throughout the course as the student designs engaging learning experiences using current techniques and technologies. The course promotes active learning solutions based on proven design and development trends and research-based practices in engagement, game and simulation concepts.

This course addresses writing styles, formats and techniques for asynchronous learning solutions. Best practices for technical writing and writing for the web are explored. Storytelling as an instructional strategy is emphasized throughout the course and is examined as an important element for successful learning design.

This course addresses the integral role that the course management system (CMS) plays in today’s classroom, online instruction, and blended learning environments. As systems advance and become more affordable, educators and learners are embracing the CMS as the hub of educational coordination and activity. The student creates a learning solution that uses a CMS to implement advanced pedagogical approaches to help the student achieve a higher level of learning. Open source and industry leading software options are both considered.

This course is an in-depth discovery of planning, producing and facilitating synchronous face-to-face and online communication and learning events. Classroom facilitation techniques are examined in comparison and support of developing online facilitation skills. Creating audience engagement with effective content development, media and interactive elements in an online synchronous session are addressed. The producer’s role in facilitator and participant preparation, technology validation, logistics, in-session troubleshooting and post-session follow-up is also examined. Industry leading web conferencing and virtual classroom software and open source options are both considered.

The student creates and executes a detailed project plan to use as part of a real-world project that applies concepts and skills previously explored throughout the program. The student’s project will be customized to their particular area of interest in learning technologies. This experiential course also provides an opportunity to reinforce and demonstrate the eight University competencies, i.e., critical thinking, communication, teamwork and collaboration, entrepreneurship, information literacy, ethical decision making, global awareness, and civic engagement.

This course addresses the need to extend visual authoring and editing tools with scripting and programming to achieve advanced features. Proprietary languages are used along with program, platform and device independent languages to create dynamic data display and advanced interactions. Web-based, Windows OS and mobile device environments are considered.

This course investigates the benefits of and opportunities for integrating learning technologies into talent management activities like hiring, onboarding, knowledge management and competency-based employee evaluation and development. Compliance throughout the organization and training employees to utilize human resource tools are explored, as will integrating learning technologies with human resource information systems (HRIS) and enterprise resource planning (ERP) tools.

This course explores general privacy and security needs to ensure data protection in learning solutions in addition to specific requirements based on federal, state and industry regulations. Records and information management, export compliance and safe harbor/international trade agreements are also considered in the context of a global audience. Security and privacy strategies for media, access and reporting are examined, as well as developing contingency plans for security and privacy breaches.

This course explores the use of social learning and communication in organizations, the software tools used to enable online social interaction and the challenges of organizational implementation. Social learning technologies enable conversations, content creation, connections and collaboration in the organization. When socially-enabled, these activities can increase productivity, deliver knowledge at the time of need and address time and location challenges that exist in today’s organizations. The student identifies a learning or communication opportunity tp create a solution using social learning technologies. Open source and industry leading hardware and software options are both considered.

This course focuses on identifying, selecting, installing and maintaining a technology infrastructure to support technology-enabled learning solutions. Administrative and educational technology needs along with the need for assistive technology resources to support learners with special needs are specifically addressed within the examination of the overall infrastructure.

This course focuses on creating highly realistic patient simulation training experiences by organizing pre-programmed scenarios, programming custom events, using event handlers to create automatic responses and using trending to create dynamic simulations in a medical mannequin authoring system.

This course is a study of debriefing strategies to evaluate performance and enhance learning in medical mannequin simulations. The use of a video debriefing system with synchronized recordings and comment logs is combined with questioning, facilitation and collaboration techniques to increase the effectiveness of medical mannequin simulations.

This course is a study of software and hardware devices that are used to address accessibility requirements. Design fundamentals, built-in accessibility development functions, scripting solutions, accessibility devices and alternative delivery methods are explored in the context of achieving compliance with the 1998 amendment to Section 508 of the Rehabilitation Act of 1973 requiring electronic and information technology accessibility by government and government-subsidized organizations for persons with disabilities.

This course explores the options available for eLearning design, development and implementation with existing enterprise applications and systems. Leveraging existing enterprise resource planning, asset management, communication and collaboration systems as resources for creating and managing learning solutions can decrease costs and create cross-functional process and technology synergies. The enterprise application landscape as it applies to the design, development and management of eLearning is examined within the context of creating an eLearning solution. Industry leading software and open source options are both considered.

The course explores the evolving role and nature of learning management (LMS) and learning content management systems (LCMS) to support learning in organizations. The Shared Content Object Reference Model (SCORM), Content Object Repository Discovery and Registration/Resolution Architecture (CORDRA) and the Aviation Industry CBT (Computer-Based Training) Committee (AICC) standards will be examined and applied as part of designing and creating learning objects that can be incorporated into an LCMS and administered by an LMS. Industry leading software and open source software are both examined.

Systems built for asynchronous eLearning development will be explored in a hands-on environment. The storyboarding, content management, asset management and team communication elements of eLearning authoring systems are also examined within the context of analyzing the systems’ abilities to enhance the instructional design process in a team environment.

An in-depth exploration of instructional design strategies and techniques are explored in a project-based group environment. Selecting media, identifying learning objectives, writing assessment instruments and creating a detailed instructional plan are examined as part of the complete design and development of a learning solution.

This course explores the benefits of visually representing ideas, concepts and processes to improve the results of learning and communication. The history of visualization for learning and communication along with the current research and trends in using visuals to improve learning and communication are explored. Techniques and technologies for brainstorming, mind mapping, creating instructional and curricular design, thinking creatively, planning, creating visuals and delivering visual learning and communication are applied in individual and group projects throughout the course.

An in-depth exploration of advanced eLearning application development is explored in a project-based group environment. Interactivity, personalization, data flow and management and system integration will be examined as part of developing an advanced eLearning application.

A graduate student pursuing the Pennsylvania Department of Education Instructional Technology Specialist (ITS) K-12 instructional certificate is required to create an ePortfolio. The ePortfolio presents the student’s knowledge and performance in the competencies required by the ITS guidelines.

The student conducts learning technology-related activities at an organization to apply concepts and skills previously explored throughout the program. This experiential course also provides an opportunity to demonstrate and further develop the eight University competencies, i.e., critical thinking, communication, teamwork and collaboration, entrepreneurship, information literacy, ethical decision making, global awareness, and civic engagement. This course is required for and limited to Pennsylvania School Teachers seeking the Instructional Technology Specialist Certification.

This course allows the student to pursue an area of interest that is within the broad scope of learning technologies. A faculty member will supervise this study.

This course is offered to the student who needs additional preparation in algebra or who has been away from mathematics for several years. Subject areas to be covered include arithmetic of whole numbers, fraction and decimals, ratios and percents, and basic algebraic concepts. Math study skills are an integral part of this course. Prepares the student for College Algebra. Credit does not count towards graduation requirements.

This course is required for the student who earned a grade of in progress (IP) in MATH 081 in a previous semester. The student has the opportunity to complete topics presented in MATH 081 under the supervision of an instructor on a scheduled basis.

This course covers topics related to Math. It is an in depth study of a selected specialized area and the content varies by semester.

This course covers topics related to Math. It is an in depth study of a selected specialized area and the content varies by semester.

This course is designed for the student with an elementary knowledge of algebra. Topics include properties of real numbers, problem-solving using equations and inequalities, algebraic functions, graphing, systems of equations and inequalities, polynomial functions and graphs, exponents and radicals, the binomial theorem, zeros of polynomials, inverse functions, and applications and graphs. Free on-line graphing and calculating utilities are used in lieu of a graphing calculator. This course meets a total of 4 hours per week to permit active learning activities each week driven by student interests or needs.

This course develops the properties, definitions and graphs of the algebraic, logarithmic and trigonometric functions and their inverses. The treatment emphasizes how to construct models of applications using the algebraic and transcendental functions.

The course introduces some of the major themes and ideas in mathematical reasoning and focuses on mathematical applications relevant to a non-physical science student. The content in the course will help the student to use mathematical concepts effectively in their respective disciplines. The course lays a lot of stress on geometry and trigonometry. Topics covered in the course includes plane geometry, transformational geometry, trigonometry, set theory, logic, and elementary graph theory. Offered Fall and Spring semester, annually.

This course provides the computer science student with an understanding of multiple mathematical concepts and methods which shape the foundation of modern information science in a form that is relevant and useful. Discrete mathematics plays a fundamental role for computer science which is similar to that played by calculus for physics and engineering. Many concepts in computer science are best understood from a perspective that requires expertise with mathematical tools and certain reasoning skills associated with mathematical maturity. The topics covered will draw on current material from several mathematical disciplines: graph theory, mathematical logic, and set theory.

This course introduces techniques to evaluate limits and covers continuity, special trigonometric limits, absolute value limits and differentiation of algebraic, trigonometric, and logarithmic functions. The course explores intermediate value theorem, mean value theorem, and extreme value theorem. Other topics for exploration are application and formal definition of derivative average rate of change versus instantaneous rate of change, velocity, and the introduction of the definite integral and its applications. A graphing calculator is required for this course.

As science and engineering disciplines grow so does the use of mathematics; new mathematical problems are encountered, and new mathematical skills are required. In this respect, linear algebra has an essential role in various engineering and scientific disciplines. This course develops the fundamental algebraic tools involving matrices and vectors to study linear systems of equations and Gaussian elimination, linear transformations, orthogonal projection, least squares, determinants, eigenvalues and eigenvectors and their applications. This course develops concrete computational skills along with theoretical considerations.

This course focuses on the exploration of differential calculus, the derivatives of all functions. An emphasis is placed on the rules of differentiation and their proofs. The course analyzes graphs of functions using the concept of derivative and its application and includes an introduction to integral calculus, integration properties, differential equations and notation. Problem solving is learned using elementary integration techniques, elementary trigonometric integration, and hyperbolic functions. A graphing calculator is required for this course.

This course develops vector algebra, the calculus of more than one variable; partial derivative; volume; surface and line integrals; the polar, cylindrical and spherical coordinate systems; and the theory of vector fields. It develops the theory of vector calculus and conservative vector fields which lead to the conservation laws of nature. In addition, the course fully treats the mathematical framework of defining geometry in three dimensions.

This course covers elementary topics from the probability and statistics of both discrete and continuous random variables. Topics include independence and dependence, mean, variance and expectation, and distributions of random variables. Statistics is applied to hypothesis testing. This course provides the student with a broad, general knowledge and understanding of statistics. The emphasis of this course is on the utility and practical application of statistics rather than on the mathematical derivation of statistical principles.

This first project in the student’s experiential program challenges the student to identify, investigate and analyze a particular topic in the program of study or a concentration. A key objective is to apply skills, methods, and knowledge obtained in prior courses with independent thinking and research; the final product represents the successful and purposeful application of knowledge. The project is undertaken with the close mentorship of a faculty member and may involve a community partner. Projects can involve scientific-based research or laboratory experiences, needs analysis or development plans for external organizations, or market studies and business plan proposals.

This course is an introduction to applied design of experiments and the statistical analysis of scientific data. It provides a detailed development of specific parametric and non-parametric statistical procedures and their application to various experimental designs. This course is well-suited for a student to apply sound data analysis technique to experimental data. Key course objectives are: designing experimental procedures to obtain the desired information, application of the statistical procedures consistent with the design, and to draw meaningful inferences from the results.

This course ensures that the computer science student reaches the level of mathematical maturity necessary for the study of Computer and Information Science. Topics covered draw on current material from the study of graphs, trees, relations, algorithms and models of computation.

This course serves as an introduction to Ordinary Differential Equations (ODEs) and their applications. Topics include: Existence, uniqueness and the stability of solutions; first and second order ODEs; applications; the Laplace transform; numerical methods; systems of ODEs and solutions of linear equations with constant coefficients. Developing applied models taken from a wide variety of fields and learning to communicate your understanding by writing effective arguments are key objectives of this course.

An internship allows the student to put theory into practice. The student applies classroom experiences to the workplace at an off-site placement, where ideas are tested and competencies and skills are developed. Throughout the internship, the student works regularly with a faculty supervisor, the Office of Experiential Programs, and a site supervisor who guides the learning process. The student integrates the collective observations, analyses, and reflections of the experiential team into an internship portfolio that showcases the accomplishments of the experience. The unique portfolio is constructed throughout the internship and represents the evolutionary and dynamic nature of the learning process.

This course covers the math methodologies that underlie the techniques of scientific computing and related numerical methods. Topics include: direct and iterative methods for linear systems, eigenvalue decompositions and factorizations, stability and accuracy of numerical algorithms, the IEEE floating-point standard, sparse and structured matrices, and linear algebra software. Other topics may include memory hierarchies and the impact of caches on algorithms, nonlinear optimization, numerical integration, FFTs, and sensitivity analysis. Problem sets will involve use of C++ programming language. The course is intensely practical with solved examples and graded exercises.

This course involves applications of mathematics to real-world problems drawn from industry, research, laboratories, the physical sciences, engineering and scientific literature. Techniques used include parameter estimation, curve fitting, calculus, elementary probability, optimization, computer programming, and ordinary and partial differential equations. People routinely solve problems using estimation, probability, optimization, and simulation or modeling techniques without considering themselves mathematicians. This course broadensand strengthens the exposure of the interested student to applications of mathematics frequently seen in industry, science, and government. The student planning to pursue a career in industry, science, or government will synthesize mathematical skills appropriate to these fields from topics learned in a variety of more elementary mathematics courses.

This course covers emerging topics in mathematics. It is an in-depth study of a selected specialized area of mathematics and the content varies by semester.

Several topics in advanced calculus are developed in this course including functions of a complex variable, infinite series, Fourier series, Partial Differential Equations, Probability Theory and Mathematical Statistics. Applied problems arising from many fields of science and data analysis are treated using the mathematical topics covered. Computer Aided Software is used to supplement the material in each topic.

This project must be in the student’s program of study or concentration(s). It should demonstrate application of the skills, methods, and knowledge of the discipline to solve a problem or answer a question representative of the type to be encountered in the student’s profession. As with Project I, this is undertaken with the close mentorship of a faculty member and may involve a community partner. The ideal project has a clear purpose that builds directly upon the learning that occurs within the student’s first project and internship.

This is an applied statistics course with probability theory being presented but applicable statistics is emphasized. The course covers the statistical methods and models that practitioners require for use in their professions and is an applied course in regression, analysis of variance, and linear models which includes experience with the SAS statistical software package. Topics include descriptive statistics/data summaries, inference in simple and multiple linear regression, residual analysis, estimation and testing of hypothesis, transformations, polynomial regression, model building with real data, nonlinear regression and linear models. The course is not matematically advancd but covers a large volume of material.

This course focuses on entrepreneurship and innovation. The goal is to improve the participant’s understanding, insight, and skill as a potential entrepreneur. The key skill areas addressed in this course are creativity, critical thinking, collaboration and communication. The topic of ethical decision making as a component of entrepreneurship is also addressed. This course is designed for the student who is interested in defining and transforming a creative, problem solving idea into a sustainable business or program.

This course is an Entrepreneurship Immersion Summer Camp for High School students. The goal of this camp is to introduce students to the ideas of entrepreneurship, enhance their communication, planning and execution skills, that are needed for starting a new private business. Throughout this camp the student will learn firsthand how to generate and develop new business ides, conduct product and market analysis, create marketing and communication plans, and how to pitch their ideas to potential investors. The ideas will be evaluated by a panel of judges, who will determine the winners of the competition. Coaching, computers, and other resources will be available to the attendees. Limited to the Dual Enrollment student. Offered Summer Semester, annually.

This course is designed for the student who demonstrates an interest in an area of study not offered or who wishes to pursue a discipline in greater depth than possible through existing courses. An independent study counts as an elective and may not be used for accelerated or remedial credit. A learning contract between the student and instructor defines the responsibilities of the parties and specifies the learning objectives and standards for successful completion of the project. A calendar of meeting times and deadlines shall be a part of that contract.

The goal of this course is to introduce entrepreneurship concepts by providing insight into entrepreneurial processes-from finding and evaluating good business opportunities to new venture start-up and growth issues-and entrepreneurial behavior, a critical success factor in new venture creation. The student will learn how businesses are structured and study data from business operations. The student will analyze and evaluate business data to make decisions. The student will learn how to use spreadsheets for analysis to make informed decisions, use written communication to justify those decisions, and deliver oral presentations to communicate those decisions.

This course is designed for the student who demonstrates an interest in an area of study not offered or who wishes to pursue a discipline in greater depth than possible through existing courses. An independent study counts as an elective and may not be used for accelerated or remedial credit. A learning contract between the student and instructor defines the responsibilities of the parties and specifies the learning objectives and standards for successful completion of the project. A calendar of meeting times and deadlines shall be a part of that contract. Offered as needed.

The main objective of this course is to introduce the current as well as emerging Internet and Web technologies that enable and drive the modern enterprises. The student is exposed to the key building blocks (enterprise applications, computing platforms, databases, and networks) of the modern Internet-Web infrastructure. Through experiments and examples, the main ideas of the Internet, the ISPs, wireless networks, Classical Web, Semantic Web, XML, Web 2.0, social networking, wireless web, and mobile apps are explained. The course exposes the student to the main apsects of web-based software development processes through simple hands-on projects. The student is introduced to the basic software concepts by developing simple web sites by using HML5 and CSS3 and then using Javascript, Java applets, XML and XSL to introduce more sophisticated features. The student also has an opportunity to develop a simple web portal that involves simple database queries by using SQL.

The student is provided with analytical tools to understand and synthesize the most current applications of theories and concepts in business management and is exposed to the debate on the dynamic of busniess environment, evolving business models, economic systems, and scale of domestic and global competition in the market place.

The student learns the basic concepts and standards underlying managerial accounting systems. The student learns how to produce income statements, balance sheets, and cash flow statements. The student also learns how these documents describe the state of the firm in terms of revenue recognition, inventory, long-lived assets, present value, and long-term liabilities. The emphasis of this course is for the student to understand the internal operations of a firm and how those operations are reflected in documentation

Marketing is defined as the process of getting the right products to the right people, at the right place, time, and price by using the most effective promotional course of action. Marketing is also defined as providing goods and services that meet or exceed expectations of potential consumers’ needs and wants. The student will learn what makes a company embrace ethics in professional decision-making; what encourages corporations to become socially responsible; what the processes are for product concepts, product development, and types of consumer products and services; how companies research the market, configure market segmentation, and target their market; and how companies develop online marketing strategies in order to target consumers and businesses.

This course will provide the student with the skills and knowledge needed to employ research methodologies in a business setting.  Traditional experimental and quasi-experimental approaches will be covered.  The student will learn to use the scientific method to develop assessment tools, for market testing and product development, and to engage in targeted marketing.

This course covers the use of entrepreneurial capabilities to develop new ventures, products, and processes. These concepts can be used with start-ups or within an established organization. The student is introduced to some of the core concepts and analytical tools used in entrepreneurship as part of a strategy for growth, updating a company’s offerings, or developing totally new products. In order to instantiate these changes, the student will integrate services, markets, internal processes, quality, community relationships, and customer experience.