CLWR 5820 - Thinking About Death: Belief and Practice

• Describe and analyze texts, images, tombs, modes of burial and grave goods.
• Engage modern theories and approaches to the analyses of beliefs and practices concerning death.
• How how beliefs and burial practices in different cultures shape the portrayal of the dead in painting and sculpture.

CLWR 5900 - Special Topics in World Religions

• Students will increase their knowledge in Classics and World Religions.

CLWR 5930 - Independent Study

• Improved ability to organize complex materials.
• Improved clarity in writing.
• Improved research skills.

COED 5212 - Coaching the Elite Athlete

• Students will be able to compare the characteristics of novice and expert performers.
• Students will be able to explain the differences between talent identification, selection and development.
• Students will be able to analyze the coaches’ role and influence on the development of elite athletes.
• Students will be able to assess how physical, psychological, tactical, social, political and cultural factors may impact the development of expertise.
• Students will be able to formulate a management and leadership strategy for use with elite athletes/teams.
• Students will be able to design effective practice sessions/programs for elite athletes/teams.
• Students will be able to critique the methods researchers use to examine sport expertise.

COED 5213 - Dynamics of Skill Acquisition

• Students will be able to assess skills in various sports.
• Students will be able to critique the theoretical principles that underpin linear and non-linear approaches to skill development.
• Students will be able to analyze how feedback assists skill development of athletes.
• Students will be able to investigate how attentional focus impacts athlete skill development.
• Students will be able to apply best practices associated with skill acquisition when coaching athletes/teams.

COED 5300 - Readings in Coaching Education

• Students will be able to to analyze and assess historical trends and developments in sports coaching research, policy, and practice.
• Students will be able to critique the perspectives of sports coaching outlined in the research literature.
• Students will be able to compare the major research paradigms and methodologies used in sports coaching research.
• Students will be able to examine the factors that influence the process of becoming and developing as a sports coach.
• Students will be able to justify future directions for sports coaching research, policy, and practice.

COED 5305 - Contemporary Issues in Athletic Coaching

• Students will be able to compare different learning theories.
• Students will be able to apply learning theory when examining coaching behavior and practice.
• Students will be able to examine a contemporary coaching issue from the perspective of a range of stakeholders.
• Students will be able to justify the application of learning theory in their current coaching practice.

COED 5900 - Special Topics in Coaching Education

• Students will be able to discuss the importance of the special topic to the field of athletic coaching education.
• Students will be able to evaluate the theoretical aspects of the selected topic and constructively criticize competing theories or explanations.
• Students will be able to apply theoretical knowledge to professional or personal experiences or contexts.
• Students will be able to critically reflect on their current coaching practice based on the special topic course content.

COED 5901 - Coaching Symposium

• Students will be able to build a community of practice.
• Students will be able to debate best coaching practices.
• Students will be able to critically reflect on their current coaching practice.
• Students will be able to apply best coaching practices.
• Students will be able to justify potential changes that can be made to their coaching practice.

COED 5911 - Instructional Experience

• Students will be able to apply theoretical knowledge of teaching/coaching in an academic/college teaching environment.
• Students will be able to plan, design and implement teaching activities.
• Students will be able to critique their current teaching/coaching capabilities in relation to theory.
• Students will be able to formulate a theoretically-informed action plan for the future development of their coaching practice.

COED 6050 - Coaching Athletes with Disabilities

• Students will be able to demonstrate an understanding of the historical foundations, legislation, theories, and philosophies impacting people with disabilities.
• Students will be able to identify definitions, characteristics, etiological factors, and contraindicated activities of specific disabilities pertaining to coaching and sport contexts.
• Students will be able to analyze the participant-related, task-related and contextual barriers impacting inclusion of athletes with disabilities in physical activity and sport.
• Students will be able to differentiate sport organizations, classification requirements and integration spectrums for athletes with disabilities.
• Students will be able to critically reflect on evidence-based coaching practices for high performance disability sport, elite sport development and Paralympic Games.

COED 6100 - Coaching Workshop I

• Students will be able to develop strategies to identify and access specific coaching education resources.
• Students will be able to identify, summarize, and appraise current coaching issues.
• Students will be able to compare and contrast specific coaching models and methods.
• Students will be able to critically reflect on the qualities and principles of effective coaching.
• Students will be able to build competency in the use of learning management systems.

COED 6101 - Coaching Workshop II

• Students will be able to appraise advanced tactical coaching practices.
• Students will be able to identify, summarize, and critique current coaching issues that may impact their future development.
• Students will be able to observe and assess coaching performance.
• Students will be able to critically reflect on the principles of effective coaching.
• Students will be able to justify the use of specific coaching models and methods in their coaching practice.
• Students will be able to formulate a professional development plan.

COED 6110 - Foundations of Coaching I

• Students will be able to identify the skills and qualities associated with effective coaching.
• Students will be able to construct their coaching philosophy.
• Students will be able to justify how the management of their athletes/team will change during different seasons of the coaching cycle.
• Students will be able to explain how they will create a positive, athlete-centered learning environment based on the developmental needs of their athletes/team.
• Students will be able to examine how developmental change influences cognitive, psychomotor, and social-emotional learning.
• Students will be able to apply effective coaching practices to facilitate athlete/team development.

COED 6115 - Foundations of Coaching II

• Students will be able to explain the rationale of a models-based approach to coaching.
• Students will be able to compare and contrast a models-based approach to coaching to their current coaching practice.
• Students will be able to assess the viability of adopting a models-based approach to coaching.
• Students will be able to justify the adoption of a models-based approach to coaching.
• Students will be able to design coaching curriculum and instructional episodes based on a models-based approach.

COED 6120 - Management and Leadership in Sport

• Students will be able to compare different leadership theories and styles.
• Students will be able to explain how to build an effective team culture to successfully manage and provide leadership to a team/program/organizational culture.
• Students will be able to critique the concepts of emotional intelligence, problem solving, complexity, diversity, and crisis leadership.
• Students will be able to apply business philosophies in the administrative management of a sports team/program/organization.

COED 6130 - Finance for Sport Coaches

• Students will be able to describe and evaluate different methods of fundraising to manage the budget of an athletic sports team/program.
• Students will be able to examine critical financial management issues such as travel, facilities, equipment and personnel management.
• Students will be able to analyze and select the most appropriate stewardship technique for the financial management of their athletic sports team/program.
• Students will be able to design revenue and expense budgets for an athletic sports team/program.
• Students will be able to compare differences in motivation for a range of stakeholders who may participate in fundraising projects.

COED 6140 - Psychology of Coaching

• Students will be able to define and explain the psychological strategies utilized by successful sports performers to improve well-being and performance.
• Students will be able to compare how athletes with different personalities can influence athlete, team, and coach well-being and performance.
• Students will be able to critically analyze how key principles associated with motivation, confidence, concentration, group dynamics/team cohesion, injury, and career transition can be integrated in the design and delivery of coaching sessions/programs.
• Students will be able to assess and justify pertinent psychological skills interventions to impact athlete and team well-being and performance.

COED 6150 - Injury Prevention & Risk Management

• Students will be able to identify responsibilities for different members of a sports medicine team.
• Students will be able to explain intrinsic and extrinsic risk factors in sport and their causative factors in injury.
• Students will be able to critically analyze various physical, psychological, emotional, and environmental issues that impact athlete safety.
• Students will be able to articulate a return to play strategy for a previously injured athlete.
• Students will be able to integrate best practices related to athlete safety in the design and delivery of coaching sessions/programs.

COED 6160 - Performance and Conditioning for Athletic Coaches

• Students will be able to describe the structure, function, and neural control of exercising muscles and the adaptations that occur with performance conditioning.
• Students will be able to explain the role of bioenergetics, muscle metabolism, and hormonal regulation during sport performance.
• Students will be able to discuss the role of the cardiovascular and respiratory systems in sports performance and adaptations that occur via aerobic and anaerobic training.
• Students will be able to compare how individuals physiologically adapt to different training stimuli depending on their gender, age, and environmental factors.
• Students will be able to critically assess the physiological demands of different sports.
• Students will be able to apply the principles of performance conditioning in the design of coaching programs.

COED 6170 - Ethics and Diversity in Athletic Coaching

• Students will be able to identify current ethical and diversity issues in sport that present ethical and moral dilemmas for athletic coaches.
• Students will be able to compare how actions that are morally permissible in sports may be morally impermissible outside of sports and vice versa.
• Students will be able to debate a range of ethical and moral dilemmas confronting athletic coaches using various types of ethical analysis.
• Students will be able to provide critically reflective solutions to ethical and diversity issues in athletic coaching through the application of critical reasoning skills and ethical, psychological, and social theory.
• Students will be able to justify potential changes to their current coaching behaviors based on ethics and diversity topics.

COED 6180 - Utilizing Technology in Athletic Coaching

• Students will be able to justify appropriate technologies for use in their current coaching context.
• Students will be able to intentionally apply technology to impact athlete(s) learning.
• Students will be able to explain changes in their pedagogical content knowledge through appropriate technology use.
• Students will be able to assess athlete(s) learning through appropriate technology use.

COED 6190 - Coaching through Games

• Students will be able to identify the main components of Game-Based Approaches to coaching.
• Students will be able to compare Game-Based Approaches to traditional approaches of coaching sports.
• Students will be able to explain the relevant theories that underpin Game-Based Approaches.
• Students will be able to design and deliver coaching sessions/programs that integrate Game-Based Approaches.
• Students will be able to critically assess the impact of Game-Based Approaches on athlete and team well-being and performance.

COED 6200 - Research and Analysis Methods for Athletic Coaches

• Students will be able to analyze published empirical research relevant to a topic of study.
• Students will be able to compare a variety of practitioner research methods.
• Students will be able to design and conduct valid, reliable, and ethically sound practitioner research.
• Students will be able to critically reflect on the research process.

COED 6210 - Coaching Soccer: The Beautiful Game

• Students will be able to identify the skills, qualities, roles, and responsibilities associated with becoming an effective soccer coach.
• Students will be able to construct a personal soccer coaching philosophy to create a positive, athlete-centered learning environment.
• Students will will be able to apply athlete-centered coaching approaches to facilitate soccer player appropriate tactical and technical skill development progressions in soccer.
• Students will be able to explain the role reflection plays in learning how to be a better soccer coach.
• Students will be able to investigate effective healthy lifestyle practices of effective soccer coaches.

COED 6220 - Concepts of Soccer Player Development

• Students will be able to analyze Long Term Player Development (LTPD) as it relates to players under age 12.
• Students will be able to critically appraise which teaching/coaching approaches/methods/styles are effective for soccer players under age 12 based on their growth, maturation, motor, and psycho-social development.
• Students will be able to design safe, athlete-centered, age-appropriate, inclusive, theme-based youth soccer practice plans.
• Students will be able to explain the role of competition in player development.

COED 6230 - Reading, Writing and Applying Research for Sport Coaches

• Students will be able to analyze published empirical research relevant to a topic of study.
• Students will be able to assess a range of philosophical approaches underlying the research process and their associated epistemological standpoint.
• Students will be able to assess validity, reliability, and ethical issues when conducting research.
• Students will be able to design and conduct applied research.
• Students will be able to critically reflect on the research process.

COED 6240 - Social Dynamics in Sports Coaching

• Students will be able to identify and apply the key social theories in relation to various sports coaching environments.
• Students will be able to critically examine the key social theories in relation to the complexities of the different stakeholders (i.e. assistant coaches, athletic directors, athletes) involved within the different sports coaching environments.
• Students will be able to critically analyze how principal themes from social theories, such as power, interaction, knowledge and learning, can inform a coaches current and future sport coaching practice.

COED 6250 - Soccer: The Global Game

• The student will be able to explain the origins of the sport of soccer.
• The student will be able to explain the role that FIFA and other governing bodies have on the sport.
• The student will be able to identify elements in the growth of soccer over time and relate them to their current coaching situation.
• The student will demonstrate understanding of the rules of soccer through a rules test at their level of coaching.
• The student will report on the impact of the sport of soccer on the youth player.
• The students will be able to recognize the impact that soccer has globally by describing how the sport shapes various cultures and societies.

COED 6270 - Advanced Soccer Player Development

• Students will be able to create an appropriate player development environment for advanced players that includes game understanding, intensity, quality of play and competitiveness.
• Students will be able to demonstrate principles of attacking and defending in all areas of the field.
• Students will be able to demonstrate tactical understanding by selecting appropriate formations and systems of play.
• Students will be able to create a diagram of effective set piece options including goal kick, indirect kick, direct kick, penalty kick and corner kick opportunities.
• Students will be able to explain the principles of effective goalkeeping.
• Students will be able to identify a proper competitive environment, preparation and organization of practice, strong player/coach relationships and create an overall plan for team success.

COED 6280 - Leadership and Team Dynamics in Soccer

• Students will be able to assess their own leadership behavior.
• Students will be able to identify factors or barriers that limit/decrease and that enhance/increase the motivation of players, staff, and others connected to a soccer coaching environment.
• Students will be able to explain how they will integrate a variety of team related tasks including scheduling, travel, equipment purchasing, and recruiting into their coaching practice.
• Students will be able to critically analyze a variety of effective team building strategies for use with their soccer players.
• Students will be able to justify their use of practice and game management coaching strategies.
• Students will be able to apply leadership theory to their soccer coaching practice.

COED 6300 - Training and Conditioning for Soccer Coaches

• Students will be able to describe the anatomical, biomechanical, and neural control of exercising muscles.
• Students will be able to explain the structure, function, and bioenergetics of exercising muscles and the adaptations that occur with soccer-specific training and conditioning based on gender, age, and other environmental factors.
• Students will be able to conduct a needs analysis for soccer players.
• Students will be able to explain the principles of training.
• Students will be able to describe the concept of periodization as it applies to the demands of soccer at their developmental level of coaching.
• Students will be able to develop a periodized soccer conditioning program that reflects the demands of soccer at their developmental level of coaching..

COED 6320 - Sport Performance for Athletic Coaches

• Students will be able to describe how different training methods develop the aerobic and anaerobic performance of teams/individual athletes.
• Students will be able to critique different software technologies used to quantify training load.
• Students will be able to apply different training methods for the development of aerobic and anaerobic performance.
• Students will be able to assess team/individual athlete conditioning status and development through application of appropriate testing and evaluation.
• Students will be able to design and implement periodized conditioning programs for teams/individual athletes according to the demands of their sport.
• Students will be able to discuss the role of sports performance directors in sports organizations.

COED 6330 - Analysis of Sport Performance for Coaches

• Students will be able to describe the importance of sports performance analysis.
• Students will be able to compare different technological tools used to evaluate and assess performance in various sports.
• Students will be able to design and utilize systematic observation tools to critically analyze coaching behaviors and athlete/team performance.
• Students will be able to integrate performance analysis into their coaching practice.

COED 6340 - Performance Recovery: Strategies for Coaches

• Students will be able to describe the importance of performance recovery strategies in the development of athletic performance.
• Students will be able to examine the fundamental concepts of fatigue and recovery.
• Students will be able to differentiate between post-competition fatigue and overtraining.
• Students will be able to discuss how to apply different strategies to prevent, measure, and control fatigue in athletes/teams.
• Students will be able to assess the impact of different post training and competition recovery strategies on athletic performance.
• Students will be able to critique different fueling, refueling and hydration guidelines in athletic performance.
• Students will be able to discuss the impact of sleep and travel on athletic performance.

COED 6400 - Coaching Performance Evaluation

• Students will be able to explain their philosophy of coaching.
• Students will be able to formulate a series of linked coaching sessions focused on a particular technical/tactical theme.
• Students will be able to design developmentally appropriate session plans based on contemporary theories of coaching.
• Students will be able to apply effective instructional pedagogies and behavior management techniques during coaching sessions.
• Students will be able to assess athlete learning.
• Students will be able to critically analyze and reflect on their coaching practice using contemporary theories of coaching.
• Students will be able to identify opportunities for growth and continued development in their coaching practice.

COED 6900 - Special Topics in Coaching Education

• Students will be able to discuss the importance of the special topic to the field of athletic coaching education.
• Students will be able to evaluate the theoretical aspects of the selected topic and constructively criticize competing theories or explanations.
• Students will be able to apply theoretical knowledge to professional or personal experiences or contexts.
• Students will be able to critically reflect on their current coaching practice based on the special topic course content.

COED 6920 - Practicum

• Students will be able to apply theoretical concepts in a coaching environment.
• Students will be able to critique their current coaching capabilities.
• Students will be able to analyze and reflect on their practicum experience.
• Students will be able to formulate an action plan for the future development of their coaching practice.

COED 6930 - Guided Independent Study

• Students will be able to identify an appropriate topic of interest.
• Students will be able to negotiate, manage, and present personal learning outcomes related to a topic of interest.
• Students will be able to critically review relevant literature in the selected topic.
• Students will be able to select appropriate methods of data collection and analysis to investigate their chosen topic.
• Students will be able to apply theoretical knowledge to professional or personal experiences or contexts.
• Students will be able to critically appraise the application of theory in a selected area of study.

COED 6940 - Research Dynamics: Planning, Participation, and Actualization of the Research Process

• Students will be able to find, select and evaluate research literature.
• Students will be able to critique contemporary theoretical concepts in coaching.
• Students will be able to demonstrate autonomy and self-direction in planning, justifying, and conducting research.
• Students will be able to solve complex problems associated with conducting research.
• Students will be able to critically reflect on the research process.

COED 6941 - Special Problems

• Students will be able to justify how the professional development event/program will contribute to their continued growth.
• Students will be able to formulate a plan for the critical work they will accomplish through the professional development program.
• Students will be able to critically reflect on the professional development program.

COED 6950 - Thesis

• Students will be able to apply an autonomous approach to their own learning.
• Students will be able to identify and critique relevant research within a topic of interest.
• Students will be able to formulate research questions and hypotheses.
• Students will be able to construct a data collection protocol.
• Students will be able to conduct ethically responsible research.
• Students will be able to collect, analyze, and interpret data.
• Students will be able to discuss their findings with reference to an underpinning theoretical/conceptual framework.
• Students will be able to articulate new ways of looking at a topic based on their research and intellectual insights.

COMM 5000X - Immersive Media and Instructional Design

COMM 5011 - Crisis Communication Seminar

• Students will be able to define a crisis and identify the four fundamental categories of crises.
• Students will be able to identify and define the two major types of crises.
• Students will be able to develop the crisis communication plan as the key component within the overall crisis plan.

COMM 5012 - Media for Non-Journalists Seminar

• Students will be able to promote a finding, idea, or concept.
• Students will be able to demonstrate an understanding of media messaging.
• Students will be able to demonstrate best practices for giving an effective interview.

COMM 5013 - Media for STEM Professionals Seminar

• Students will be able to promote a finding, idea, or concept without scientific jargon.
• Students will be able to demonstrate an understanding of media messaging.
• Students will be able to demonstrate best practices for giving an effective interview.

COMM 5018 - Strategic Communication Seminar

• Students will be able to define and discuss the importance of strategic thinking in developing a strategic communication plan.
• Students will be able to identify and analyze necessary information to develop a strategic recommendation.
• Students will be able to evaluate and assess when a strategic recommendation is required.
• Students will be able to create a formal strategic recommendation.

COMM 5210 - Virtual Reality Production - Sound & Image

• Students will be able to design and create immersive audio assets for digital environments.
• Students will be able to design and create immersive audio assets for 360-degree stories.
• Students will be able to recognize and demonstrate the difference between immersive audio and more traditional forms of sound design and music recording.
• Students will be able to identify technical boundaries in the medium of immersive audio and will be able to design ways to push these boundaries.
• Students will be able to analyze and critique projects based upon industry trends and professional practices.
• Students will be able to analyze workflow strategies for immersive audio assets.
• Students will be able to strategize and distribute immersive audio content via the web.

COMM 5220 - Virtual Reality Production: 360-Degree Storytelling

• Students will be able to design and create 360-degree stories for both fiction and non-fiction.
• Students will be able to recognize and discuss the difference between 360-degree storytelling and more traditional forms of storytelling.
• Students will be able to identify storytelling boundaries within virtual reality and will be able to design ways to push these boundaries.
• Students will be able to analyze and critique peer projects based upon industry trends and professional practices.
• Students will be able to analyze distribution strategies and generate marketing and distribution strategies based on 360-degree content needs.
• Students will be able to distribute 360-degree content across various platforms.

COMM 5230 - Virtual Reality Production: Interactive

• Students will be able to design interactive patterns.
• Students will be able to design and reproduce interactive techniques according to industry guidelines.
• Students will be able to recognize, utilize and synthesize software, hardware, and sample codes to create VR and AR assets and workflow.
• Students will be able to analyze and critique peer projects based upon industry trends and professional practices.
• Students will be able to analyze tracking, calibration, and interactive systems for virtual reality projects.

COMM 5250 - Virtual Reality: Project Development

• Students will be able to communicate effectively with clients to discuss societal issues that can be addressed with immersive media technologies.
• Students will be able to recognize and define problems that can be addressed with virtual reality technologies.
• Students will be able to develop, analyze, and critique solutions to problems that can be addressed with virtual reality technologies.
• Students will be able to develop team-based solutions to production, design, and distribution problems associated with immersive media projects.
• Students will be able to create a production plan and assessment strategy for immersive media projects.

COMM 5300 - Crisis Communication and Planning

• Students will be able to define a crisis and identify known elements including the four fundamental categories of crises and the two major types of crises.
• Students will be able to develop a crisis plan outline and a crisis communication plan for an organization.
• Students will be able to develop a crisis plan follow-up calendar and a responsible person(s) checklist.

COMM 5310 - Crisis Communication Strategy

• Students will be able to develop key messages and theme baselines before a crisis.
• Students will be able to communicate with speed, accuracy, and credibility within a crisis.
• Students will be able to monitor information and counter misinformation in a crisis
• Students will be able to communicate beyond the crisis with cause marketing.

COMM 5320 - Social Analytics in Crisis Communication

• Students will be able to collect, clean, analyze, and present social data from a crisis situation.
• Students will be able to apply data analytics concepts, theories, and evaluation methods to real-world current and past problems.
• Students will be able to employ data storytelling.
• Students will be able to find useful patterns in data.
• Students will be able to discover relationships between actors and influencers on social media in a crisis situation.

COMM 5400 - Media Today and Tomorrow

• Students will be able to demonstrate knowledge about the breadth of the definition of media and who constitutes media in the early 21st Century.
• Students will be able to demonstrate techniques on how a person can relate directly with the news media and reporters
• Students will be able to demonstrate knowledge of current and emerging social media and the demographics of each.
• Students will be able to exhibit techniques of how to communicate with the general public without going through reporters and mainstream media.
• Students will be able to demonstrate knowledge of how to differentiate between factual news, opinions, analysis and “fake news.”

COMM 5401 - Introduction to Media for STEM

• Students will be able to demonstrate knowledge about the breadth of the definition of media and who constitutes media in the early 21st Century.
• Students will be able to demonstrate techniques on how a STEM professional can relate directly with the news media.
• Students will be able to demonstrate knowledge of current and emerging social media and the demographics of each.
• Students will be able to exhibit techniques of how to communicate with the general public.
• Students will be able to demonstrate knowledge of how to differentiate between factual news, opinions, analysis and “fake news.”

COMM 5410 - Crafting a Positive Media Message

• Students will be able to explain how journalists get information and how the student can become a source of information
• Students will be able to define a brand and deliver it in multiple ways
• Students will be able to demonstrate how to handle media corrections and media errors
• Students will be able to write and deliver an effective pitch
• Students will be able to write and promote an op-ed piece
• Students will be able to demonstrate how to incorporate social media in the messaging process

COMM 5411 - Crafting a Positive Media Message for STEM

• Students will be able to demonstrate how journalists get information.
• Students will be able to define a brand and deliver it in multiple ways.
• Students will be able to describe STEM-based research projects without jargon.
• Students will be able to write and deliver an effective pitch.
• Students will be able to write and promote a STEM-themed op-ed piece.
• Students will be able to translate STEM jargon into understandable news items.

COMM 5420 - Mastering the Media Interview

• Student will be able to demonstrate knowledge of crafting and delivering a sound bite for broadcast media.
• Student will be able to develop an idea for a podcast and learn the elements of creating, producing, and promoting a podcast.
• Student will be able to prepare for a broadcast or print interview to maximize effectiveness.
• Student will be able to exhibit the differences between broadcast and print interviewing techniques.

COMM 5421 - Mastering the STEM Media Interview

• Student will be able to demonstrate knowledge of crafting and delivering a sound bite without jargon for broadcast media.
• Student will be able to develop an idea for a podcast and learn the elements of creating, producing, and promoting a STEM-based podcast.
• Student will be able to prepare for a broadcast or print interview to maximize effectiveness.
• Student will be able to exhibit the differences between broadcast and print interviewing techniques.

COMM 5610 - Assessing Digital Media Transformation & Innovation

• Students will be able to describe current shifts in media and digital technologies.
• Students will be able to assess business implications for specific communication industry environments.
• Students will be able to use a communication industry model framework to critique incremental and disruptive innovation within the communications and media industries.
• Students will be able to develop and analyze solutions to communication industry-related problems that can be addressed using new digital media technologies.
• Students will be able to assess proposed plans based on communication industry criteria and potential benefits to employees and consumers.
• Students will be able to create a business model canvas for a new or innovative product, service, or idea within the realm of digital media and communications.

COMM 5611 - Leading Digital Media Transformation and Innovation in Organizations

• Students will be able to demonstrate knowledge of major theories of communication related to leadership and organizational change.
• Students will be able to demonstrate knowledge of organizational culture and its effect on digital media transformation and innovation efforts.
• Students will be able to demonstrate the ability to synthesize relevant literature in order to analyze and assess the culture and readiness for transformation or innovation within a media team and/or larger organization.
• Students will be able to demonstrate the ability to apply principles of effective communication and leadership in a research project focused on digital media transformation and innovation efforts.

COMM 5800 - Strategic Communication Fundamentals

• Students will be able to identify the basic concepts and foundational theories associated with strategic communication.
• Students will be able to define individual job functions across both in-house and external public relations/advertising agencies.
• Students will be able to identify and describe the components of integrated marketing communications programs.
• Students will be able to articulate effective communication strategies and explain the ways in which a strategic communication professional can increase productivity through relationship building within internal and external groups.
• Students will be able to explain how database marketing, as well as data coding, analysis and mining, influence continued positive working relationships with clients.
• Students will be able to analyze and critique social media marketing strategies and comprehensive digital marketing programs.
• Students will be able to analyze and critique the effectiveness of integrated marketing communication programs.

COMM 5812 - Promoting Digital Media Transformation & Innovation

• Students will be able to identify and critically analyze branding and integrated marketing communication strategies.
• Students will be able to implement qualitative research methods to conduct research and apply the findings to target audiences.
• Students will be able to implement quantitative research methods to conduct research and apply the findings to target audiences.
• Students will be able to develop a strategic communications campaign proposal that promotes digital media transformation within an organization.
• Students will be able to apply storytelling techniques to create a strategic communications campaign proposal for an innovative product, service, or idea within the realm of digital media and communications.

COMM 5830 - Media Planning Fundamentals

• Students will be able to identify the phases of development in a comprehensive paid media plan.
• Students will be able to demonstrate understanding of the roles of media strategist and media planner in the context of a media agency.
• Students will be able to differentiate between the objectives and strategies used in advertising compared to media.
• Students will be able to delineate the strategies used when developing challenging media plans.
• Students will be able to define and apply the terms commonly used in the media profession, including industry jargon.
• Students will be able to demonstrate professional writing skills used in advertising, public relations and digital agencies.
• Students will be able to assess legal and ethical issues in media planning.
• Students will be able to apply analytic skills to set media budgets, assess media exposure levels, and critique buying options.
• Students will be able to develop a comprehensive media plan.

COMM 6000 - Introduction to Graduate Research in Communication

• Students will be able to define the field of communication
• Students will be able to describe research concerns and standard methodologies within areas of the communication discipline
• Students will be able to analyze and critique communication research
• Students will be able to design a research project intended to address a specific communication issue, using an appropriate methodology
• Students will be able to identify and describe communication problems and/or concepts in a variety of cultural, social, and professional contexts
• Students will be able to identify underlying assumptions about communication in different professional settings
• Students will be able to articulate how communication processes dynamically interact with cultural, professional, and organizational norms

COMM 6960 - Master’s Capstone

• Students will be able to identify and research field-specific communication problems
• Students will be able to develop appropriate solutions to communication problems using field-specific communication theories, concepts, and skills
• Students will be able to develop and advance arguments at a graduate level through written and oral presentation
• Students will be able to explicate one’s role in enacting and influencing communication dynamics
• Students will be able to integrate knowledge learned throughout the MS program by articulating connections within and across the curriculum

COMS 5070 - Effective Classroom Communication for Teachers and Trainers

• Although indirectly, improve the communication of your students.
• Examine how communication impacts student learning and satisfaction.
• Investigate how communication operates in the classroom and in training environments.
• Understand/appreciate the importance of effective communication in the classroom and in training environments.

COMS 5071 - Nonverbal Communication for Teachers and Trainers

• Define the nature of implicit messages stemming from nonverbal communication.
• Indirectly, to improve personal and students’ use of nonverbal communication.
• Recognize the role of teacher communciation behaviors in framing implicit messages.
• To recognize the functions of nonverbal behaviors used during communication.
• To recognize the scope of nonverbal behaviors used by people during communication.

COMS 5072 - Communicating in Your Workplace: Strategies for Teachers and Administrators

• To examine the impact of these variables on various relationships including superior:subordinate, peer:peer, and employee:constituencies.
• To familiarize teachers, administrators, and future organization employees with major variables in the organizational communication process.
• To investigate the ways those variables operate in the organization, especially the educational organization.
• To provide the tools/information needed to modify the impact of these variables in the educational institution/organization for increased student learning and employee satisfaction.

COMS 5073 - Effective Listening and Small Group Communication for Teachers and Trainers

• Apply principles of effective instruction in practicum environment.
• Distinguish between effective and ineffective strategies in improving listening and small group behavior in the classroom or training context.
• Distinguish between types of listening and provide an example of each (e.g., reasons, product, process).
• Distinguish the stages of group development/decline and provide an example of each stage.
• Produce a contemporary, viable lesson plan to teach a facet of listening or small group behavior.

COMS 5074 - Family Communication for Teachers and Trainers

• To get a broad overview of theories of Family Communication.
• To train teachers to understand classroom issues related with family.
• To train trainers to understand issues of work and family stress in organizational settings.

COMS 5075 - Instructional Communication Assessment for Teachers and Trainers

• Become critical consumers of assessment information.
• Demonstrate competency in developing and critiquing methods of assessing student achievement, including selected-response assessments, essay assessments, performance assessments, and personal communication assessments.
• Experience working with and learning from others.
• Increase awareness of the forces influencing changes in assessment practices based on current knowledge of historical, political, social, and cultural influences.
• Understand and evaluate grading practices in terms of what they measure, what they tell you, and how the information can be used.

COMS 5076 - Children’s Conflict and Mediation for Teachers and Trainers

• Demonstrate an understanding of the ethical and communication dilemmas that confront peer mediators.
• Describe the development of conflict management skills and the communication skill deficits that one might expect to find with children as they age/mature.
• Describe the different communication skills that serve crucial roles in training students as mediators and demonstrate an understanding of how one might approach training the students in those skills.
• Describe the dynamics of dispute mediation as that process is practiced within elementary and secondary schools within the United States.
• Describe the factors that contribute to and/or undercut successful peer mediation programs.
• Identify the major sources of the conflicts that appear within the school/community environment, the ways in which those conflicts are played out, and the effect of those conflicts on the learning environment.

COMS 5077 - Communicating with Diverse Students for Teachers and Trainers

• Become familiar with the study of culture and communication from an instructional communication perspective.
• Become more willing, self-reflective, flexible, and open communicators in diverse classrooms.
• Increase sensitivity to the complexity of interactions with diverse students.
• Recognize the influence of one’s own cultural groups on communication with diverse students.

COMS 5100 - Field Research Methods in Communication

• Articulate research findings in oral and written forms.
• Distinguish, criticize, and evaluate different types of applied communication research.
• Isolate worthy problem statements, research questions, and/or hypotheses.
• Understand methods to analyze different sorts of research information and data.
• Understand methods to design and execute rigorous and sound applied communication research.
• Understand the essentials of theories and their importance in the research process.
• Use the library and other resources to gather primary & secondary sources of information.

COMS 5200 - Cross-Cultural Communication

• To interrogate the role that language, both verbal and non-verbal, play in cross-cultural communication processes.
• To review contemporary theories that bridge culture and communication.
• To review cross-cultural conflict and understand the role of dialogue and deliberation in managing such conflict.
• To understand the integral relationship between culture and communication.

COMS 5220 - Facilitating Difficult Conversations

• Students will be able to explain public dialogue and deliberation theories and concepts
• Students will be able to analyze group facilitation principles and practices
• Students will be able to apply their facilitation skills
• Students will be able to design and facilitate a challenging conversation in their own life
• Students will be able to evaluate their performance as a group facilitator using criteria from the course

COMS 5300 - Communication and the Campaign

• To allow students the opportunity to conduct research on past and present campaigns in an attempt to gain an understanding of what works or worked, why, and what we can learn from these discoveries.
• To develop, through practical experience, organizational, interpersonal, group planning, team building, and decision-making skills needed to conduct successful campaigns.
• To overview the literature on campaigns and review methods and approaches to campaign design and evaluation.
• To provide hands-on experience in planning, coordinating, promoting, and staging campaigns for established client organizations with Ohio University or the Athens community.

COMS 5310 - Theories of Argument

• Access and annotate recent research in public Argument Studies.
• Enumerate the foundations and assumptions of Argumentation Studies.
• Explain the relationship between Argumentation Studies and Rhetorical Studies.
• Produce an analysis of a contemporary act of argumentation.

COMS 5320 - Responsibilities and Freedom of Speech in Communication

• Articulate a personal code of communication ethics to guide the personal and professional communication decisions they will make in functioning as members of a free society.
• Identify the strains and potential conflicts between “rights” of speech and press as developed in US law and the less well articulated, but equally basic, rights to have personal freedom of religion, equal opportunities, and privacy.
• Summarize the historical development of free speech and press in the United States.

COMS 5630 - Rhetoric and Electronic Media

• Apply those theories to examples of various electronic media (radio, television, e-mail, the World Wide Web, and interactive CD-ROM), including a project of the student’s choice and development.
• Demonstrate ability to evaluate, both orally and in writing, the utility and relevance of existing knowledge on meaning making in electronic media.
• Demonstrate understanding of the body of theory on the relation of communication technologies to meaning-making.

COMS 5900 - Topics in Communication Studies

• Students will increase their knowledge in Communication Studies.

COMS 6000 - Introduction to Graduate Study

• Students will be able to appraise critically the quality of published research in both quantitative and qualitative arenas.
• Students will be able to distinguish between different approaches to communication study.
• Students will be able to distinguish between different areas of study within the field of communication.
• Students will be able to locate resources that would add to your understanding of the different methodological approaches to communication research.
• Students will be able to locate resources that would add to your understanding within each sub-area within communication studies.
• Students will be able to outline key features of what constitutes a “communication theory” and distinguish it from praxis.

COMS 6010 - Theories of Communication

• Comprehend and identify major theorists and theories in communication.
• Develop one’s own assumptions about theorizing.
• Evaluate systematically the value of any theory.
• Identify usefulness of theories in communication contexts.
• Understand and identify the assumptions inherent in every theory.

COMS 6020 - Language and Symbol Systems

• Analyze, compare and contrast, and synthesize key issues and conceptions of language, nonverbal communication, and symbol systems.
• Define and explain basic terms, principles, and theories of language and symbol systems in the communication field.
• Locate and evaluate scholarship addressing language, nonverbal communication, and symbol systems, and apply that material to develop and pursue original research questions.

COMS 6100 - Measurement Methodology in Communication

• Conduct and interpret statistical analyses of data including but not limited to correlational procedures, analysis of variance procedures, and factor analyses.
• Critically analyze scales, instruments, exams, and other measurement techniques using appropriate standards for assessing validity and reliability.
• Identify and employ techniques for creating effective attitudinal scales and other instruments used in communication research.
• Identify and employ techniques for creating effective classroom exams and assessments.
• Use concepts discussed in class to critically evaluate communication research in terms of methodological rigor and other criteria relevant to social scientific scholarship.

COMS 6150 - Corporate Communication

• Students will be able to analyze corporate image repair strategies.
• Students will be able to assess the role of language in constructing corporate identity.
• Students will be able to create risk management protocols in addressing emergencies.
• Students will be able to develop appropriate image repair strategies for hypothetical image crises.

COMS 6200 - Communication in Social Conflict

• Critique the dominant methodological approaches to the study of communication and conflict management.
• Employing one or more theories of communication and conflict/conflict management, critically analyze an interpersonal conflict, a family conflict, an organizational conflict, and a community conflict.
• Identify and discuss the factors that shape cultural and gender-based differences in approaches to conflict.
• Identify and discuss the major theories and theorists that have shaped our understanding of communication within conflict and conflict management.

COMS 6209 - Communicating and Organizing

• To become familiar with the history of the field of organization communication through reading foundational source material.
• To conduct original, independent, observation and interview-based research in a local service organization. The research report should be suitable for presentation at a regional communication conference.
• To review a sample of current topics in the field of organization by reading current research reports and theoretical articles.

COMS 6210 - Negotiation and Mediation

• Critique the dominant methodological approaches to the study of communication within negotiations and dispute mediations.
• Employing one or more theories of communication and negotiation or mediation analyze either a negotiation or a dispute mediation.
• Identify and discuss the factors that shape cultural and gender-based differences in approaches to negotiation and/or mediation.
• Identify and discuss the major theories and theorists that have shaped our understanding of communication within the processes of negotiation and dispute mediation.
• Outline a communication skill training program for dispute mediators.
• Outline a training program focused on negotiation communication skill development.

COMS 6220 - Nonverbal Communication

• Student will learn how nonverbal communication impact of relationships between genders on romantic and non-romantic relationship.
• Student will learn the concepts of nonverbal and verbal immediacy.
• Student will learn the importance of nonverbal communication in intercultural communication situations.
• Students will learn how nonverbal behaviors affect human communication and how to change our nonverbal communication to improve effective communication.
• Students will learn to define the general terms related to the academic study of nonverbal communication.
• Students will learn to identify the major categories of nonverbal communication such as: physical appearance, gestures, movement, facial behavior, eye behavior, vocal communication, space and territoriality, touch, physical surrounding, and time.

COMS 6230 - Gender and Communication

• Students will convey personal standpoint on issues relevant to gender and communication in reflection papers.
• Students will identify and describe prominent theories related to gender and communication.
• Students will research a selected topic related to gender communication to demonstrate comprehension, synthesis, organization, and writing skills in their final papers.

COMS 6240 - Communication in the Family

• To explore specific communication phenomenon in the family.
• To get a broad overview of communication research related to family interaction.
• To understand family processes in diverse contexts.
• To understand theories of family communication and interaction.

COMS 6250 - Seminar in Instructional Communication

• Analyze theories connecting communication and learning.
• Evaluate common methods for assessing cognitive, affective, and behavioral learning.
• Explore empirical research on classroom communication including but not limited to: teacher immediacy, compliance gaining, emotion, notetaking, clarity, communication apprehension, information processing.
• Plan and execute a study exploring classroom communication.

COMS 6260 - Communication Audits in Organizations

• Apply thematic analysis to the qualitative data.
• Complete a communication audit using three of the five components of the ICA Communication Audit Package.
• Develop tools to assess communication using qualitative and quantitative methods.
• Understand the literature regarding the assessment of communication in organizations.
• Use SPSS to analyze the quantitative data.

COMS 6270 - Instructional Training and Development in Communication

• Define and explain various aspects of learning including the information processing model as well as humanistic and critical criticisms of that model.
• Describe the characteristics of adult learners that make them distinct from and similar to college-aged learners.
• Enact components of a training program that have been planned and agreed upon by you and other members of your training team.
• Explain the importance of training and development programs in various contexts including but not limited to private and public sector organizations, not-for-profit organizations, and community service groups.
• Work with a training team to prepare lessons for training and development programs.

COMS 6300 - Communication and Persuasion

• To be able to describe and contrast key theories of persuasion.
• To be able to evaluate key theories of persuasion based on available research.

COMS 6320 - Rhetoric, Culture, and Social Critique

• Apply principles of criticism to cultural rhetoric.
• Critically evaluate specific genres/types of discourse emanating from cultural groups.
• Define and explain the relationship between rhetoric and culture.
• Distinguish between and among various contemporary perspectives on rhetoric and culture.

COMS 6330 - Modern Rhetoric

• Students will be able to differentiate specific rhetorical positions taken by such theorists as Campbell, Blair, and Whately.
• Students will be able to recognize major shifts in rhetorical theorizing in moving from classical to more contemporary understandings of rhetoric’s role.
• Students will recognize differences between speculative, critical, canonical and performative approaches as reflected in the modern period.