NUTR 3300 - Principles of Quantity Food Production and Purchasing

• Demonstrate an understanding of food quality.
• Demonstrate principles of food purchasing and procurement used in quantity food production.
• Demonstrate the ability to deconstruct menus from a la carte to high volume institutional recipes.
• Demonstrate the ability to scale recipes and substitute ingredients to achieve nutrition outcomes.
• Identify equipment used in food production systems.
• Understand factors in menu development and forecasting.

NUTR 3350 - Introduction to Food Production

• Apply management and business theories and principles to culinary, professional, and kitchen environments, including effective communication, interpersonal skills, and effective team-building skills.
• Apply the principles of human resource management.
• Demonstrate ability to instruct others in a production kitchen environment.
• Demonstrate proficiency in basic culinary cookery techniques, food delivery styles, food presentation, and design.
• Demonstrate proficiency in scaling, standardizing, and costing recipes, menu management, and nutritional analysis.
• Determine costs of services or operations, prepare a budget, and interpret financial data.

NUTR 3500 - Contemporary School Nutrition

• Critically evaluate school nutrition menus, production, and service.
• Describe policy related to school nutrition.
• Develop a menu to meet school nutrition guidelines.
• Manage production of a school nutrition menu/meal.

NUTR 3600 - Nutrition Counseling

• Apply client centered counseling techniques which are relevant to diverse groups.
• Apply established guidelines to nutritional counseling scenarios.
• Demonstrate an understanding of counseling techniques to facilitate behavioral change.
• Demonstrate effective professional oral and written communication and documentation skills.
• Develop an educational session that is culturally sensitive and appropriate for the target population.

NUTR 3909 - Food and Nutrition Sciences Study Tour

• Describe the latest trends impacting the food, nutrition, and applied nutrition fields.

NUTR 3920 - Field Experience in Culinary and Environmental Nutrition

• The student will apply nutritional and environmental skills learned in the classroom to core business and administrative functions.
• The student will demonstrate critical thinking skills to a site supervisor in a professional setting.
• The student will demonstrate effective communication skills to a site supervisor in a professional setting.
• The student will demonstrate professionalism and proper business etiquette to a site supervisor.
• The student will identify an industry problem and use as a case study.
• The student will identify and follow the guidelines of various national organizations or councils within the food science industry.

NUTR 3921 - Dietetic Field Experience

• Describe and apply the food service operation principles and/or Nutrition Care Process in the specified setting.
• Identify key principles and analyze effectiveness of fiscal management procedures in the field site.
• Identify key principles and analyze effectiveness of human resources management in the field site.
• Identify mission and guiding principles of the community nutrition/school nutrition/food industry site.

NUTR 4000 - Nutrition in the Community

• Apply knowledge of the role of the environment, food and lifestyle choices to develop interventions to affect change and enhance wellness in diverse individuals and groups.
• Apply safety principles related to food, personnel, and consumers.
• Demonstrate assertiveness, advocacy, and negotiation skills.
• Demonstrate effective and professional oral and written communication and documentation.
• Develop an educational session/program/educational strategy for a target population.
• Develop outcome measures, use informatics principles, and technology to collect and anlyze data for assessment and evaluate data to use in decision making.
• Explain the impact of a public policy position on nutrition and applied nutrition practice.
• Explain the impact of health care policy and administration, different health care delivery systems, and current reimbursement issues, policies, and regulations on food and nutrition services.
• Identify and describe roles of others with whom registered dietitians and other nutrition/applied nutrition professionals collaborate in the delivery of food and nutrition services.
• Locate, interpret, evaluate, and use professional literature to make ethical evidence-based practice decisions.
• Use current information technologies to locate and apply evidence-based guidelines and protocols.
• Use the nutrition care process to make decisions, identify nutrition-related problems, and determine/evaluate nutrition interventions.

NUTR 4050 - Advanced Nutrition

• Students will be able to demonstrate knowledge of micronutrient classes, their chemical composition and functions in the body.
• Students will be able to discuss the general function of each micronutrient.
• Students will be able to discuss the nutrient composition of foods and state the best food sources of each micronutrient.
• Students will be able to explain and translate current research in the areas of nutritional genetics.
• Students will be able to discuss information related to integrative and functional nutrition.
• Students will be able to discuss information related to dietary supplements and complementary and alternative medicine.
• Students will be able to demonstrate appropriate technical writing and public speaking skills regarding a micronutrient or phytochemical.

NUTR 4100 - Medical Nutrition Therapy II

• The student will be able to apply safety principles related to food, personnel, and consumers.
• The student will be able to demonstrate effective professional oral and written communication and documentation.
• The student will be able to demonstrate understanding and applying principles of the nutrition care process.
• The student will be able describe pharmacologic principles associated with the management of gastrointestinal, pulmonary, and wasting diseases and other metabolic and chronic disorders.
• The student will be able to describe the genetics associated with gastrointestinal, pulmonary, and wasting diseases and other metabolic and chronic disorders.
• The student will be able to develop an educational session or strategy for a target population.
• The student will be able to identify and describe roles of others with whom registered dietitians and other nutrition professionals collaborate in the delivery of food and nutrition services.
• The student will be able to Identify nutrition related problems, determine and evaluate nutrition interventions as they relate to gastrointestinal, pulmonary, and wasting diseases.
• The student will be able to locate and apply professional literature and evidence based guidelines and protocols in the nutrition management of nutritin support, gastrointestinal, pulmonary, and wasting diseases, using current technologies.
• The student will be able to make sound nutritional recommendations which are aligned with patient/client lifestyle, environmental, and food based influences.

NUTR 4200 - Experimental Foods

• Students will be able to demonstrate a synthesis of knowledge and a capacity to think critically with respect to the development and evaluation of food products.
• Students will be able to demonstrate effective use of recent research and theory in food science.
• Students will be able to demonstrate oral and written communication skills.
• Students will be able to demonstrate proficiency in food analysis, including proximate analysis.
• Students will be able to evaluate consumer information to determine if it is consistent with accepted scientific evidence.
• Students will be able to apply research methods used in food and nutrition related professions.

NUTR 4260 - World View of Nutrition

• Demonstrate understanding of the world’s food situation (production, consumption), based upon environmental, cultural, governmental, and economic factors.

NUTR 4300 - Whole Foods for Wellness Promotion

• Students will be able to describe the basic relationship between food and certain chronic diseases such as coronary heart disease, cancer, diabetes, and osteoporosis.
• Students will be able to differentiate between whole foods and processed foods used in food preparation.
• Students will be able to apply basic food and wellness information to their daily lives.
• Students will be able to examine current research on the impact of food and food components on wellness.
• Students will be able to orally communicate regarding a food or food component and its impact on wellness.

NUTR 4320 - Diabetes From Bench to Bedside

• Discuss the genetics and physiology of diabetes.
• Explain the medical and self-management of diabetes.
• Identify prevention strategies for development of diabetes.

NUTR 4400 - Research Design and Methods in Food and Nutrition Sciences

• Demonstrate assertiveness, advocacy, and negotiation skills appropriate to the situation.
• Demonstrate effective and professional oral and written communications.
• Demonstrate how to locate, interpret, evaluate, and use professional literature to make ethical evidence-based practice decisions.
• Use current information technology to locate and apply evidence-based guidelines and protocols.

NUTR 4900 - Special Topics in Nutrition

• Students will increase their knowledge in Nutrition.

NUTR 4901 - Food and Nutrition Sciences Senior Seminar

• Demonstrate effective professional oral and written communication.
• Demonstrate how to locate, interpret, evaluate, and use professional literature to make ethical evidence-based decisions.
• Demonstrate use of current information technologies to locate and apply evidence-based guidelines and protocols.
• Develop an educational session/program/educational strategy for a target population.
• Explain the impact of a public policy decision on nutrition and applied nutrition practice.
• Identify and describe the roles of others with whom Registered Dietitians and other nutrition/applied nutrition professionals collaborate in the delivery of food and nutrition services.
• Locate, understand, and apply established guidelines, including ethics, to a professional practice scenario.

NUTR 4902 - Seminar/Workshop in International Service in Food and Nutrition Sciences

• Demonstrate an understanding of concepts related to international service in food and nutrition sciences.

NUTR 4903 - Seminar in Institutional and School Nutrition Management

• Demonstrate understanding of topics related to institutional and school nutrition management.

NUTR 4904 - Seminar in Food and Nutrition Sciences

• Demonstrate understanding of topics related to food and nutrition sciences.

NUTR 4908 - Advanced Seminar in Food and Nutrition Sciences

• Demonstrate understanding of research and recent developments in food and nutrition sciences.

NUTR 4920 - Nutrition Counseling Practicum

• Deliver a nutrition education presentation for a target population.
• Demonstrate effective oral and written communication skills during the counseling process.
• Interpret medical, anthropometric, biochemical, clinical, dietary data throughout the counseling process.
• Provide individualized Medical Nutrition Therapy to clients consistent with cultural, socioeconomic, and physiological influences
• Utilize information technology in the Nutrition Care Process.

NUTR 4930 - Independent Study in Food and Nutrition Science

• Demonstrate understanding of food and nutrition science concepts in area of interest.

NUTR 4932 - Independent Study in Diabetes

• Demonstrate understanding of diabetes in area of interest.

NUTR 4947 - Studies in Food, Nutrition, and Applied Nutrition

• Demonstrate ability to locate, interpret, and evaluate and communicate quality, pertinent information related to a selected food or nutrition topic.
• Demonstrate effective and professional oral and/or written communication.

NUTR 4960 - Trends in Diabetes

• Discuss latest research trends and clinical management of diabetes.

NUTR 4970 - Seminar in Environmental Nutrition

• Students will be able to demonstrate effective professional oral and written communication that supports resume and portfolio development.
• Students will be able to locate, interpret, evaluate, and use professional literature to support decision making related to the interconnection of agriculture, food, and environmental science and policy.
• Students will be able to describe the steps that it takes to identify and study a relevant applied environmental nutrition problem.

OHS 2000 - Essentials of Occupational Hygiene and Professions

• Apply basic science principles to mitigate occupational environmental hazards.
• Describe regulations pertaining to workplace safety in US and corporate-controlled environments.
• Explain hazards in industrial environments and the controls used to reduce them.

OHS 2900 - Special Topics in Occupational Hygiene and Professions

• Students will increase their knowledge in Industrial Hygiene.

OHS 4000 - Occupational Hygiene and Professions Sampling and Analysis

• Ability to interpret and apply standard methods to hazardous materials sampling.
• Competency with basic equipment set up, calibration, sampling, and results interpretation.
• Familiarity with a wide range of health, safety, and environmental sampling equipment and techniques.
• Knowledge of applicable industrial hygiene sampling methods and their application.

OHS 4100 - Toxicology for the Health Sciences

• Demonstrate understanding of basic mechanisms of harm from hazardous materials.
• Describe hazardous chemical metabolism, biotransformation, and elimination.
• Explain essentials of toxicity testing on mammalian systems.

OHS 4200 - Industrial Ventilation with Laboratory

• Be able to accurately measure airflows and assess system operability.
• Know how to troubleshoot malfunctioning fumehoods and local exhaust systems.
• Understand uses, applications, and basic design of ventilation for contaminant control.

OHS 4300 - Laboratory Safety and Hygiene

• Ability to research and apply learning of new laboratory techinques to existing regulatory framework
• Describe the hazards of specific laboaratory types and techniques used in those settings
• Explain the laws and regulations that apply to research and industrial laboratories

OHS 4400 - Physical Hazards Evaluation and Control

• Describe ergonomic hazards, evaluation, and control.
• Describe hazards recognition, evaluation and control of noise.
• Explain the variety of factors affecting physical hazards and how to control them.

OHS 4500 - Public Health Emergency Response

• Ability to address facility hazardous materials management and reporting requirements.
• Demonstrate an understanding of specific laws aimed at community and public right to know.
• Demonstrate knowledge of the US incident response system and the role of PH officials in it.

OHS 4900 - Special Topics in Occupational Hygiene and Professions

• Students will increase their knowledge in Industrial Hygiene.

OHS 4930 - Independent Study

• Completion of all work agreed to with advisor.

OPIE D100 - Foundations in English CORE Skills

• Student asks someone to repeat what s/he has said, to speak more slowly, or to write something down to facilitate comprehension.
• Student understands English words, phrases, and expressions related to health and safety, food, numbers, money, weather, clothing, directions, university residence halls and off-campus housing, campus facilities and services, and relevant policies.
• Student understands and can produce words, phrases, and expressions related to basic life skills: e.g. greeting and leave-taking, asking/giving directions, interrupting, making/declining requests or invitations.
• Student uses learned target structures and vocabulary orally and in simple writing tasks to create sentences which express own ideas about familiar topics (e.g. personal experience), and to ask and answer information questions.
• Student uses learned target structures and vocabulary to comprehend slow but natural speech by a native speaker. Student can make himself/herself understood in a simple way, can ask for and give clarification.
• Student will demonstrate recognition, comprehension, and production of target structures, including sentence patterns, time, tense, and verb patterns, noun, pronoun, article, and determiner patterns.

OPIE D101 - Foundations in English Listening/Speaking

• Given a pre-listening activity, student can discern specific information needed to respond to follow-up questions or tasks.
• Student asks someone to repeat what s/he has said, to speak more slowly, or to write something down to facilitate comprehension.
• Student associates appropriate meaning with grammatical features (tense, number) and with basic stress and intonation patterns. Student comprehends short conversations about familiar topics.
• Student can produce in isolated words and carefully spoken sentences: phonemes, inflectional markers for tense and number, question forms, basic stress, and intonation patterns that are usually comprehensible to the general public.
• Student recognizes in isolated words and carefully spoken sentences: phonemes, inflectional markers for tense and number, question forms, basic stress, and intonation patterns.
• Student uses common grammatical forms (including tense, number, question forms) although with frequent errors.

OPIE D102 - Foundations in Reading and Writing

• Student is able to follow main and supporting ideas of a written passage by answering questions (Y/N, WH, T/F) and by recalling/retelling content.
• Student is able to use target vocabulary to discuss a reading passage and to communicate about familiar topics or personal experiences.
• Student uses a photo-dictionary to locate meanings of unfamiliar words or to search for the English names of familiar objects, actions, and descriptors.
• Student writes statements and questions related to class readings and writes sentences using target vocabulary.
• Students will demonstrate a knowledge of the conventions of English language writing, including the alphabet, spelling, capitalization, and sentence-level punctuation.
• Students will recognize, comprehend and accurately produce target English vocabulary and will develop sight recognition of these words in print.

OPIE D200 - Elementary Core Skills

• Student asks someone to repeat what he or she has said or asks him/her to speak more slowly (or write something down) to facilitate comprehension.
• Student can make himself/herself understood in a simple way and understands the other person when that individual speaks slowly and clearly.
• Student expresses information and asks questions about health, food, numbers, money, university residence halls and off-campus housing, relevant university and community policies, procedures, forms, campus facilities, and services.
• Student recognizes, comprehends, and produces target structures, including sentence patterns, time, tense and verb patterns, noun, pronoun, article, determiner patterns, modification, and relationship patterns.
• Student shares information and asks questions appropriate for communication with staff in Chubb Hall, the Office of Campus Safety, Alden Library, and campus sports and recreational facilities, e.g. the Ping Center, the Aquatic Center, Baker Univ. Center
• Student understands and uses words and expressions about health, food, numbers, money, university residence halls and off-campus housing, relevant university and community policies, procedures, forms, campus facilities, and services.
• Student understands and uses words, phrases, and expressions related to greeting and leave-taking, asking/giving directions, interrupting, making/declining requests or invitations, using the telephone, etc.
• Student uses learned target structures orally and in writing to create sentences which express his/her own ideas about familiar topics and topics from personal experience, to ask and answer information questions, to request and give clarification.

OPIE D201 - Elementary Listening/Speaking

• Given a pre-listening activity, student can discern specific information needed to respond to follow-up questions or tasks.
• Student asks someone to repeat what he or she has said or asks him/her to speak more slowly (or write something down) to facilitate comprehension.
• Student associates appropriate meaning with grammatical features, e.g. tense, number, question form, and basic stress and intonation patterns in carefully produced sentences.
• Student can initiate and sustain short, general conversations about familiar topics and can respond to questions based upon discourse which contains little or no unfamiliar language.
• Student can produce in isolated words and carefully spoken sentences: phonemes and grammatical features tense, number, question forms, and basic stress and intonation patterns that are usually comprehensible to the general public.
• Student comprehends short conversations about familiar topics and the gist of a short narration, description or dialogue, which contains some (a modest amount of) unfamiliar language.
• Student produces spontaneous speech in which articulation is usually comprehensible to native English speakers accustomed to speaking with English language learners.
• Student recognizes and comprehends in isolated words and carefully spoken sentences: phonemes, inflectional markers for tense and number, question forms, basic stress and intonation patterns, contractions, reductions, and word linking.

OPIE D202 - Elementary Reading/Writing

• In a written text, student recognizes transition words (chronological, spatial, example, cause/effect, general to specific) and can identify basic cohesive devices (pronoun reference, articles, coordinators , etc.)
• Student can read and report on a book from the OPIE leisure reading collection (selected from levels 1 - 3) in Alden Library.
• Student demonstrates understanding of the meaning of practiced vocabulary, uses word analysis together with context clues to determine meaning, and uses photo and beginner English-English learner’s dictionaries to find meanings of unfamiliar words.
• Student follows main and supporting ideas in a target passage by answering questions (Y/N, WH, T/F), recalling / retelling content, recalling facts, and resequencing information.
• Student uses learned target structures and vocabulary to create sentences which express his/her own ideas about familiar topics and topics grounded in personal experience.
• Student uses learned target structures and vocabulary to ask and answer information questions.
• Student uses learned target structures and vocabulary to meet a variety of practical writing need, e.g. taking brief messages, completing forms, and writing short, simple letters. Student writes statements and questions related to class readings.
• Students comprehends basic organizational patterns of a text indicated by learned transition words (chronological, spatial, example, cause/effect) and understands relationships indicated by basic cohesive devices (pronouns, logical connectors, etc.)
• With assistance, student edits his/her own writing for learned target structures and vocabulary.
• With guidance and feedback student writes a simple paragraph (100 - 125 words) on familiar topics in the following rhetorical modes: 1. Description 2. Narration.

OPIE D300 - Intermediate Core Skills

• Student accurately produces target structures: sentence patterns, time, tense, and verb patterns; noun and pronoun patterns, modification and relationship patterns, article and determiner use.
• Student develops (explains) a thesis statement with at least three supporting paragraphs that contain a clear topic sentences and relevant /logical supporting details.
• Student produces previous target patterns (OPIE 0200) with increasing accuracy, i.e., sentence patterns; time, tense, and verb patterns; noun/pronoun patterns; article and deternminer patterns; modification and relationship patterns.
• Student uses learned target structures and vocabulary to write 3 - 5 paragraphs which express his/her own ideas about familiar topics and topics grounded in personal experience. Student edits own writing with assistance.
• Student uses learned target structures to create sentences which express his/her own ideas about familiar topics and topics grounded in personal experience, to participate orally in university and community contexts, and to ask and answer questions.
• Student uses learned target structures to participate orally in both simulated and authentic university and community contexts, including: health, safety, housing, using the library and other campus facilities.
• With guidance and feedback student writes a simple paragraph (100 - 125 words) on familiar topics in the following rhetorical modes: 1. Description 2. Narration.

OPIE D301 - Intermediate Listening/Speaking

• Student can respond to questions based upon discourse (5- 10 minutes), which contains little or no unfamiliar language. Student participates confidently in formal and informal conversations for social and classroom purposes.
• Student comprehends the gist and basic organizational pattern of of a short narration, description, dialogue, or mini-lecture which contains some (a modest amount of) unfamiliar language.
• Student demonstrates basic interactional comprehension, i.e. contractions and reductions, main ideas and most details in conversational discourse on a variety of topics beyond the immediate situation.
• Student demonstrates basic transactional comprehension, i.e. identifies and understands key words in a short piece of extended discourse, some transition signals, and cohesive devices in a short piece of simple extended discourse.
• Student produces spontaneous speech in which articulation is usually comprehensible to native English speakers accustomed to speaking with English language learners.
• Student recognizes, comprehends, and can produce in isolated words and carefully spoken sentences: phonemes, inflectional markers for tense and number, question forms, basic stress, and intonation patterns.
• Student shares information and asks questions appropriate for communication with staff in Chubb Hall, the Office of Campus Safety, Alden Library, and campus sports and recreational facilities, e.g. the Ping Center, the Aquatic Center, Baker Center.
• Student successfully performs basic interactional tasks, i.e. student is able to ask for information and respond to questions on a variety of topics and politely interrupt someone, complain, or disagree.
• Student successfully performs basic transactional tasks, i.e. student responds orally to comprehension questions, states and supports his/her point of view in response to class material.

OPIE D302 - Intermediate Reading/Vocabulary

• Student accurately guesses the thesis and rhetorical framework of a 4-5 paragraph text by skimming the passage and scans a passage quickly to locate answers to a set of pre-reading questions, and takes and uses notes to later state those answers.
• Student demonstrates s/he has learned targeted basic vocabulary by giving synonyms or definitions and using the vocabulary in an appropriate context. Student determines meaning of new words using context clues and word analysis.
• Student distinguishes fact from opinion and distinguishes between explicit and implicit information of a carefully studied passage.
• Student follows main and supporting ideas by answering questions, recalling / retelling content, explaining time relationships between events, choosing the most accurate paraphrase of central idea, and completing a partial outline of a text.
• Student produces simple oral paraphrases of information from a passage and begins to produce oral summaries of assigned passages and pleasure reading material.
• Student will use the university library to find and borrow leisure reading material and will read and report on a book at level 2-3 from the OPIE leisure reading collection.

OPIE D400 - High-Intermediate Core Skills

• Student appropriately uses target structures: articles and determiners, modification patterns, gerunds and infinitives, passive voice, subordination, perfect tenses, and quantity expressions. Student distinguishes sentences from fragments and run-ons.
• Student produces previous (OPIE 0200) target patterns with increasing accuracy, i.e. sentence patterns; time, tense, and verb patterns; noun/pronoun patterns; article patterns; modification and relationship patterns.
• Student uses learned target structures and vocabulary to write 4 to 5 paragraphs which express his/her ideas about familiar topics. Student orders ideas/information in a logical way: chronological, topical, or spatial order, and order of importance.
• Student uses learned target structures to create sentences which express his/her own ideas about familiar topics and topics grounded in personal experience, to ask and answer information questions, and to request and give clarification.
• Student uses learned target structures to participate orally in both simulated and authentic university and community contexts, including: health, safety, housing, using the university library, and other campus facilities.
• Student uses target structures and vocabulary to indicate cause and effect and to make comparisons and to show contrasts. Student uses different types of support (examples, facts, description, and quotes) and transition words to show organization.
• With guidance and feedback student writes paragraph (100 - 125 words) on familiar topics in the following rhetorical modes: description, narration, describing a process, giving instructions, and retelling (summarizing) a story.
• With instructor guidance and feedback, student writes, revises, and edits essays of at least 4- 5 paragraphs and writes sentence and paragraph-length summaries of non-academic texts.

OPIE D401 - High-Intermediate Listening/Speaking

• Student basic interactional comprehension (contractions, reductions, main ideas and most details in conversation) and basic transactional comprehension (key words, transition signals, and cohesive devices in simple discourse).
• Student comprehends the gist and basic organizational pattern of of a short narration, description, dialogue, or mini-lecture with a small amount of unfamiliar language and can respond to questions based upon discourse with little unfamiliar language.
• Student produces spontaneous speech which is usually comprehensible to native English speakers accustomed to speaking with English language learners and participates confidently in formal and informal conversations for social and classroom purposes.
• Student provides oral paraphrases of statements and questions and oral summaries of activities, reading passages, and listening assignments.
• Student recognizes, comprehends, and can produce in isolated words and carefully spoken sentences: phonemes, inflectional markers for tense and number, question forms, basic stress, and intonation patterns.
• Student shares information and asks questions appropriate for communication with staff in Chubb Hall, the Office of Campus Safety, Alden Library, and campus sports and recreational facilities, e.g. the Ping Center, the Aquatic Center, Baker Center.
• Student successfully performs basic interactional tasks (Student can ask for information and respond to questions on a variety of topics, politely interrupt someone, complain, or disagree).
• Student successfully performs basic transactional tasks, i.e. Student responds orally to comprehension questions, states and supports his/her point of view in response to class material.
• Student understands the basic organizational pattern of a short (5-minute) mini-lecture and begins to record main points and supporting details from a short academic lecture.

OPIE D402 - High-Intermediate Reading/Vocabulary

• Student accurately identifies the thesis and rhetorical framework of a 4-8 paragraph text by skimming the passage and scans a passage quickly to locate answers to a set of pre-reading questions, and takes and uses notes to later state those answers.
• Student demonstrates s/he has learned targeted basic vocabulary by giving synonyms or definitions and using the vocabulary in an appropriate context. Student determines meaning of new words using context clues and word analysis.
• Student distinguishes fact from opinion and distinguishes between explicit and implicit information of a carefully studied high intermediate level passage.
• Student follows main and supporting ideas of a text by answering questions, recalling/retelling content, explaining time relationships between events, choosing most accurate paraphrase of central idea, and completing a partial outline of the text.
• Student produces simple oral paraphrases of information from a passage and begins to produce oral summaries of assigned passages and pleasure reading material.
• Student uses the university library to find and borrow leisure reading material and will read and report on a book at level 3-4 from the OPIE leisure reading collection. Student successfully uses an English-English learner dictionary.
• Student will demonstrate increased reading speed and improved comprehension through regular use of individualized reading lab materials.

OPIE D500 - Advanced CORE Skills

• Student accurately produces target structures in controlled activities: active/passive, complementation, subordinate and reduced clauses, time/tense and verb pattersn, noun/pronoun, article/determiner, modification & relationship patterns.
• Student appropriately communicates relationships among pieces of information in extended discourse, i.e. time sequences, cause/effect, condition, contrast, coordination, concession, description, exemplification, and parts of a series.
• Student comprehends overall organization and main ideas of an authentic academic reading passage, minor points, and supporting details; student distinguishes fact from opinion and explicirt from implicit informations, recognizes author’s purpose.
• Student demonstrates comprehension of target vocabulary by identifying/producing synonyms or definitions, using the vocabulary approriately, and responding correctly to comprehension questions. Student effectively uses an English-English dictionary.
• Student identifies main ideas from a reading selection whether stated explicitly or not by answering questions, recalling/retelling content, explaining time relationships between events, and choosing most accurate paraphrase of central idea.
• Student outlines and summarizes a passage that has been surveyed, read, and discussed.
• Student uses Alden Library to borrow and read material from levels 4 - 5 of the OPIE leisure reading collection and demonstrates familiarity with the library’s periodicals and reference collections.
• With guidance from instructor, feedback on drafts, and opportunities for revision and editing, student writes expository essays of at least 5 paragraphs (400 - 600 words) and paragraph-length summarties of academic and non-academic texts.

OPIE D600 - Pre-Academic Core Skills

• Student accurately produces target structures in controlled activities: active/passive, complementation, subordinate and reduced clauses, time/tense and verb patterns, noun/pronoun, article/determiner, modification & relationship patterns.
• Student comprehends overall organization and main ideas of an authentic academic reading passage, minor points, and supporting details; student distinguishes fact from opinion and explicit from implicit information, recognizes author’s purpose.
• Student demonstrates comprehension of target vocabulary by identifying/producing synonyms or definitions, using the vocabulary approrpiately, and responding correctly to comprehension questions. Student effectively uses an English-English dictionary.
• Student identifies main ideas from a reading selection whether stated explicitly or not by answering questions, recalling/retelling content, explaining time relationships between events, and choosing most accurate paraphrase of central idea.
• Student outlines and summarizes a passage that has been surveyed, read, and discussed. Student expands knowledge of common academic vocabulary through practice with the Academic Word List.
• Student produces previous target patterns (i.e. sentence, verb, noun/pronoun, article, modification and relationship) with increased accuracy. Student distinguishes sentences from fragments & run-ons.
• Student reports information from other sources in controlled activities, e.g. appropriate use of direct quotes, accurate punctuation, use of indirect speech shows accurate verb, pronoun, and time-word forms.
• Student uses Alden Library to borrow and read material from levels 4 - 6 of the OPIE leisure reading collection and demonstrates familiarity with the library’s periodicals and reference collections.
• Student uses learned target structures to participate orally in a variety of academic contexts, to paraphrase and to summarize, and to write academic essays.
• With guidance from the instructor, feedback on drafts, and opportunities for revision and editing, student writes expository essays of at least 5 paragraphs (400-600 words) and paragraph-length summaries of academic and non-academic texts

OPIE D701 - Academic Listening/Note-taking/Speaking

• Student accurately records main points and supporting details from short academic mini-lectures.
• Student converses in group activities in a clearly participatory manner, supports assertions during group discussions, and integrates his/her point of view with information from other sources.
• Student demonstrates awareness of his/her pronunciation weaknesses, including stress and intonation, and regularly tries to self-correct.
• Student identifies organizational structure, understands supporting information, and recognizes and understands transition devices which signal changes in focus in short academic lectures.
• Student is developing ability to listen critically, beginning to recognize and understand rhetorical questions, repetition, speaker’s point of view, etc.
• Student successfully uses notes to respond to both oral and written questions, to participate in group discussions, or to summarize the lecture.
• Student understands main ideas of short (5-15 minute) academic lectures after pre-listening activities to activate background knowledge and to introduce and practice content-related vocabulary.
• Student uses a well-organized note-taking format that clearly reveals relationships between main and supporting information, effectively uses symbols and abbreviations, and develops a consistent note-taking format.

OPIE D702 - Advanced Reading Skills

• Student develops target vocabulary skills: recognition of word form and function, comprehension and production of target vocabulary, ability to determine meanings and of unfamiliar words using context clues.
• Student identifies main ideas of a passage by answering questions, recalling/retelling information, explaining time relationships, and choosing most accurate paraphrase of central idea.
• Student reads in-class texts at a rate of 125 wpm with at least 75% comprehension.
• Student recognizes and understands minor points and supporting details, and distinguishes between explicit/implicit information and fact/opinion and recognizes the author’s purpose.
• Student successfully uses target reading comprehension strategies: use of table of contents, index, and appendices; use of SQ3R to survey a text; effective use of skimming and scanning skills.

OPIE D703 - Pronunciation through Current Events

• Students will engage in regular activities such as listening to news broadcasts (radio, televised, internet) with follow-up tasks to strengthen both their listening comprehension as well as their awareness of English segmentals and super-segmentals.
• Students will identify their individual problems in producing comprehensible spoken English and will develop self-monitoring / correction strategies.
• Students will increase their knowledge of vocabulary pertinent to current world events, to enable them to understand the news reports and analyses that they listen to and read and to enable them to speak about these topics.
• Students will make a major oral presentation to the class about a current event of personal interest that they have been carefully following in both written and broadcast news.
• Students will practice the individual sounds, rhythm, intonation, and stress associated with spontaneous and planned spoken English
• Students will speak about current events in small groups and in front of the class with comprehensibility marked by attention to organization, flow, clarity of articulation and appropriate stress and intonation patterns.

OPIE D704 - Native Americans of the U.S.

• Students will develop vocabulary that will enable them to comprehend and communicate about Native American history, culture, social, economic, and political issues.
• Students will engage in reading, listening, and discussion activities in order to learn about Native American history, culture, social, economic, and political issues
• Students will engage in reading, writing, listening, speaking, and grammar tasks that will enable them to gather and evaluate information and to report/analyze what they have learned.
• Students will identify, select, and appropriately narrow a research topic, will identify and select appropriate information resources - electronic, print, and other media, and will evaluate all information resources in terms of sets of criteria.
• Students will successfully complete a major project, either oral or written, on a topic related to Native American history, culture, social, economic, or political issues.

OPIE D705 - Public Speaking

• Student converses in group activities in a clearly participatory manner, supports assertions during group discussions, and integrates his/her point of view with information from other sources.
• Student demonstrates awareness of his/her audience in preparation and delivery of oral presentations, relates to the audience, and handles follow-up Q/A.
• Student demonstrates awareness of his/her pronunciation weaknesses, including stress and intonation, and regularly tries to self-correct.
• Student prepares and delivers a variety of assigned presentations from start to finish: topic selection, audience analysis, gathering & organizing information, acknowledging sources, delivery, Q/A and self-critique.
• Student works effectively as part of a team, sharing responsibility for planning, preparation, and presentation of a group report. Student listens to input of teammates and gives constructive feedback.

OPIE D706 - Beefing Up Your Academic Vocabulary

• Student demonstrates s/he has learned targeted basic vocabulary by giving / identifying synonyms or definitions, using the vocabulary appropriately, and responding correctly to comprehension questions.
• Student develops target vocabulary skills: recognition of word form and function, comprehension and production of target vocabulary, and ability to determine meanings of unfamiliar words using context clues.
• Student recognizes word forms according to derivational endings and recognizes the function of a word according to its use in a phrase, a clause, or a sentence.
• Student will demonstrate appropriate use of target vocabulary in a variety of tasks, including paraphrasing, summarizing, participating in class discussion, making oral reports, and in writing.
• Student will demonstrate knowledge of and ability to accurately use target collocations, lexical derivatives, synonyms, and antonyms.
• Student will demonstrate recognition and comprehension of target vocabulary in a variety of academic contexts: authentic readings, lectures, graphs, and charts.

OPIE D707 - Intercultural Communication

• Student will comprehend lectures, panel discussion, interviews, and films by utilizing target listening strategies and will take notes while listening.
• Student will develop an understanding of the fundamental concepts of communication and culture as they apply to an intercultural context and how differences in those areas can contribute to misunderstandings and conflict.
• Student will engage in discussions, conduct interviews, respond to ask questions about a discussion, produce a 5-minute narrative, and with another classmate, prepare a 15-minute presentation about intercultural conflict.
• Student will read authentic academic texts and articles and will develop a general understanding of the text by utilizing SQ3R, context clues,
• Student will regularly record reflections about intercultural communication in a personal journal, will paraphrase and summarize academic material on the topic, and will write a 2-page abstract of a scholarly article of at least 10-pages in length.

OPIE D708 - Ecology and the Environment

• Student will comprehend lectures, panel discussion, interviews, and films by utilizing target listening strategies and will take notes while listening.
• Student will either give a major oral presentation or write a short research paper on an approved topic related to the environment or ecology.
• Student will engage in discussions, conduct interviews, respond to / ask questions about a discussion, and give an oral presentation about an environmental issue or problem.
• Student will read authentic academic texts, newspaper, and journal articles as well as poems and essays to learn about ecology and the environment.
• Student will take notes, write summaries, journal entries, and essays about the ecology of a specific region and about environmental issues.

OPIE D709 - American Culture

• Student will read authentic academic texts, newspaper and journal articles as well as poems and essays to learn about American culture. They will develop a general understanding of texts using SQ3R and context clues among other target reading skills
• Students will develop vocabulary that will enable them to communicate orally and in writing about topics related to American culture, one’s own culture, intercultural interactions as well as both historical and current events.
• Students will either give a major oral presentation or write a short academic paper on an approved topic related to American culture.
• Students will engage in a variety of speaking activities to improve their pronunciation as well as listening comprehension, to develop effective group discussion and team-work skills, and to practice and deliver presentations in front of an audience.
• Students will take notes, practice paraphrasing and acknowledging sources, and will write summaries and essays about topics related to both American and their own cultures.
• Through readings, lectures, films, and personal research students will study particular areas of American culture and will explore both how historical circumstances have shaped the culture and how these cultural values and traditions impact behavior.

OPIE D710 - Stories in the News

• Students read regularly from newspapers and from Internet news reports and background material to develop comprehension of news stories. Students will read extensively to prepare oral reports and research projects.
• Students will gain experience using the internet as a research tool, in evaluating websites, and in evaluating and citing source material.
• Students will listen to and discuss an assigned weekly broadcast of international news. Students will demonstrate comprehension of each broadcast through performance on a weekly quiz.
• Students will prepare a weekly summary of the top news stories of a country or region of choice. For a news topic of choice, students will prepare either a short paper, an oral report, or a web page.
• Students will prepare and deliver short weekly oral reports on news from a country or region (not their own) of choice using English-language daily news stories from the library and from the internet.
• Students will take notes, practice paraphrasing and acknowledging sources, and will write summaries and essays about topics related to top news stories.

OPIE D711 - U.S. Cities: A Comparison of History and Culture

• Students will develop vocabulary that will enable them to communicate orally and in writing about topics related to the history, development, and contemporary culture of U.S. cities.
• Students will either give a major oral presentation or write a short academic paper on an approved topic related to U.S. cities.
• Students will engage in a variety of speaking activities to improve their pronunciation as well as listening comprehension, to develop effective group discussion and team-work skills, and to practice and deliver presentations in front of an audience.
• Students will gain experience using the internet as a research tool, in evaluating websites, and in evaluating and citing source material.
• Students will read articles (academic and newspaper) and essays about two prominent U.S. cities and will demonstrate comprehension of topics including: history, immigration, socio-economic issues, geography, and contemporary culture.
• Students will strengthen their academic listening and note-taking skills by listening to lectures and in-class presentations, by watching videos on assigned topics related to U.S. cities. Students will take notes for discussions, oral report, and essays.
• Students will take notes, practice paraphrasing and acknowledging sources, and will write summaries and essays about topics related to the two selected U.S. cities.

OPIE D712 - Americans at Work

• Students will be able to give a formal presentation using information gathered from a variety of sources; present the findings using graphics, statistics, realia, and answer questions about the information.
• Students will develop an understanding of how historical, political, ethnic, philosophical, economic, technological, and geographic factors have shaped American attitudes toward work.
• Students will engage in discussions, conduct interviews, and give oral presentations, which deal with or reflect information and ideas relative to the history and culture of the American workplace.
• Students will increase their writing fluency by making regular entries into personal journals on topics related to their personal attitudes about the topics and issues discussed in the class.
• Students will read authentic texts and be able to develop a general understanding of the reading by utilizing SQ3R and other reading strategies, e.g scanning, skimming, and using context clues.
• Students will watch or listen to movies, popular songs, plays, radio and television programs, taped interviews, lectures, and panel discussions and understand key elements well enough to perform specific listening tasks.

OPIE D713 - English through Music

• Students will demonstrate an understanding of historic and cultural trends in U.S. history by reading authentic texts as well as newspaper and journal articles and by analyzing / interpreting song lyrics form four genres of American music.
• Students will develop vocabulary that will enable them to communicate orally and in writing about American historical and cultural trends and how such phenomena impacted American music.
• Students will engage in a variety of speaking activities to improve their pronunciation as well as listening comprehension, to develop effective group discussion and team-work skills, and to practice and deliver presentations in front of an audience.
• Students will improve their academic reading skills using target skills such as SQ3R, using context clues, prediction, making inferences, paraphrasing, and summarizing texts about American music and culture.
• Students will listen to and take notes from lectures and interviews related to the history of American music and will demonstrate comprehension by participating in group discussions, making oral presentations, and responding to exam questions.
• Students will provide oral and written summaries of reading assignments as well as extended oral discourse in the form of lectures, interviews, reports, and songs.

OPIE D714 - Adventures in Mythology

• Students will develop vocabulary that will enable them to comprehend and communicate orally and in writing about mythology, its role in modern times, popular mythological stories and figures within various cultures.
• Students will engage in reading, listening, and discussion activities in order to learn about mythology and its role in a variety of cultural contexts.
• Students will engage in reading, writing, listening, speaking, and grammar tasks that will enable them to gather and evaluate information and to report/analyze what they have learned.
• Students will identify, select, and appropriately narrow a research topic, will identify and select appropriate information resources - electronic, print, and other media, and will evaluate all information resources in terms of sets of criteria.
• Students will strengthen their ability to listen and read critically and to participate appropriately and effectively in class discussions.
• Students will successfully complete a major project, either oral or written, analyzing a myth or theme not formally covered in the class.

OPIE D715 - Oral Communication in University Classes

• Students will demonstrate an understanding of the expectations for group discussion and teamwork in an American University class. They will engage in such activities and will critique their own participation according to target criteria.
• Students will give prepared and impromptu presentations that incorporate: organizing information, considering audience, answering and asking questions, and using visual aids appropriately in presentations.
• Students will increase fluency and accuracy of spoken English by participating in discussions and by developing and delivering formal presentations.
• Students will learn, practice, and use strategies to advance communication in class and when working on team projects if they do not understand what others are saying or if others do not understand them.
• Students will study and practice aspects of standard spoken English including phonemes, stress, intonation, pausing, thought groups, clarity and flow and will learn to evaluate and self-monitor their pronunciation.
• Students will use paraphrasing, summarizing, and questioning to monitor their comprehension of lectures, oral presentations, and group discussions.

OPIE D802 - Reading for Academic Purposes

• Student will differentiate between fact and opinion and will identify the author’s implicit/explicit bias or point of view.
• Student will make inferences which are logically consistent with the information in the passage.
• Student will summarize and/or paraphrase controlling ideas in the passage.
• Students will distinguish among all the various types of explicit information a passage can contain, i.e. restatement (paraphrase), amplification, modification, or contradiction of the controlling idea of the passage.
• Students will survey an authentic reading passage to ascertain organizational structure and main ideas and to formulate a preliminary hypothesis about the purpose and main idea of the passage.

OPIE D803 - Advanced Grammar

• Student will develop awareness of errors s/he routinely makes, will develop strategies to locate these errors in own writing and will strengthen his/her ability to edit own work.
• Student will develop awareness of patterns s/he routinely avoids, but needs to use and will practice these forms to strengthen comprehension and to increase fluency.
• Student will develop awareness that grammar carries meaning and will demonstrate an understanding of differences in the meaning and use of target structures.
• Student will practice target structures: and inverted sentence patterns, complex/compound sentence patterns, reduced clauses/participial phrases, perfect modals, inverted verb patterns after negatives, and conditionals.
• Student will review and practice previous structures that remain problematic in student’s own oral and written communication: fragments, run-ons, verb tense and form, agreement, parallelism, word order, word choice, word form, articles and determine

OPIE D804 - Grammar for Writing

• Student will consider factors such as discourse structure, sentence focus, level of certainty, and audience expectations to evaluate the appropriateness of alternative sentences in a given context, including original writing.
• Student will develop awareness of errors s/he routinely makes, will develop strategies to locate these errors in own writing and will strengthen his/her ability to edit own work for them.
• Student will develop awareness of patterns s/he routinely avoids and will practice these forms to strengthen comprehension and to increase fluency.
• Student will develop awareness that grammar carries meaning and will demonstrate an understanding of differences in the meaning and use of target structures.
• Student will learn to use grammar texts as reference resources for successful independent academic writing.
• Student will use different structures to express basically the same information or idea and will use structures that are appropriate for the intended meaning in both original and previously prepared pieces of writing.

OPIE D805 - Composition

• Student will demonstrate appropriate organization in expository writing: write and support a thesis, write appropriately for a given audience, and reason and adequately develop an argument.
• Student will use a variety of grammatical structures and lexical choices to paraphrase ideas and information.
• With guidance from the instructor, feedback on drafts, and opportunities for revision and editing, student writes expository essays (2 - 4 pages), summaries, and critiques of source material.
• With instructor guidance, student will edit own writing for most common L-2 grammatical errors and for his/her own most common errors.
• With instructor guidance, student will revise essays to improve focus, unity, organization and language use.

OPIE D806 - Techniques for Gathering and Evaluating Research Information and for Research Writing

• Students will design effective searches utilizing appropriate search terms and categories and using Boolean logic and will demonstrate ability to execute information search strategies using electronic, print, & other media resources.
• Students will document information, including electronic resources, accurately, consistently, and in conformity with an agreed-upon style and will annotate information resources.
• Students will engage in activities designed to enable them to understand what plagiarism is and how to avoid it.
• Students will familiarize themselves with the Ohio University library homepage and with the Ohio University and OhioLink information resource systems.
• Students will identify, select, and appropriately narrow a research topic, will identify and select appropriate information resources - electronic, print, and other media and will evaluate all information resources in terms of sets of criteria.
• Students will write a short paper, which includes supporting material from outside sources and which provides appropriate acknowledgement and accurate citation of those sources.

OPIE D807 - Academic English Test Taking Strategies

• Students will become aware of the phenomena of exam stress. They will explore a variety of strategies to learn to recognize the signs of such stress and to manage it.
• Students will engage in activities designed to strengthen their ability to successfully read academic length test passages and to scan a given passage for particular information.
• Students will engage in and practice activities designed to enable them to successfully complete a diversity of exam types, including: timed, objective exams, short-answer and full-essay exams, and open and closed-book tests.
• Students will practice a variety of discrete and global listening tasks to improve their listening focus and comprehension both in the area of following exam instructions and in understanding aural exam content.
• Students will practice a variety of test-taking strategies including practice at discerning specifically what type of information an exam question is asking them to provide or what specific task a test question asks them to perform.
• Students will practice strategies to effectively respond in essay format to exam questions, including: paraphrasing the exam question, organizing in note form and writing a complete, cohesive response.
• Students will regularly engage in and practice activities designed to strengthen their knowledge of English vocabulary and grammar as these linguistic components impact test-taking in an American university setting.

OPIE D808 - Issues Through Film

• Student will demonstrate comprehension of social-historical background information as well as the film itself by responding to a variety of comprehension questions.
• Student will practice paraphrasing skills and will write critical summaries and essays related to films assigned for viewing.
• Students will become familiar with the conventions of movie reviews and with the vocabulary of movies and movie criticism. Student will use this vocabulary and conventions in writing their own critiques.
• Students will demonstrate comprehension of synopses, reviews, articles providing background about selected films, their production, and characters.
• Students will read, discuss and take notes about social, cultural, and historical background relevant to movies selected for class viewing. Students will share cross-cultural insights post-viewing.

OPIE D809 - Reading and Writing about Literature

• Analyze and discuss classic and/or contemporary authentic works of fiction or non­-fiction.
• Apply reading strategies to improve their comprehension.
• Demonstrate knowledge of the background and context of the reading texts, either orally, or in writing.
• Identify aspects of literary genres of the texts being read.
• Present information about the background and context of the reading texts.
• Utilize content and themes of reading texts in composing papers in a variety of genres (narrative, creative, and academic essay), integrating source material from texts as necessary.

OPIE D810 - Exploring American Culture

• The student will be able to demonstrate, in writing, comprehension of the main ideas of extended academic reading passages
• The student will be able to use target vocabulary to communicate accurately and appropriately
• The student will be able to synthesize main ideas in a logically organized academic presentation (with reasonable fluency, accuracy, and complete articulation of ideas)

OPIE D900 - Special Studies in American English: Language and Culture

• Student will demonstrate comprehension of target reading materials by answering a variety of question types, selecting appropriate paraphrases of the main idea, and by summarizing orally or in writing.
• Student will demonstrate recognition, comprehension, and appropriate production of target vocabulary.
• Student will demonstrate recognition, comprehension, and production of target grammatical structures.
• Student will demonstrate the ability to perform target writing and composing tasks.
• Student will recognize, comprehend, produce target phonemes, inflectional markers for tense and number, and appropriate stress and intonation patterns for statements, questions, contrast, and emphasis.

OPIE D960 - Academic Combined Skills 1

• Student comprehends and relates main ideas of authentic reading passage up to 20 pages in length and reads authentic university-level textbook selections at a minimum rate of 140 wpm with at least 75% comprehension.
• Student demonstrates ability to revise essays to improve focus, unity, organization, and language use and to edit his/her own writing for most common grammatical errors.
• Student recognizes text-based paraphrase and understands its purpose, recognizes references, acknowledgements, and bibliographic citations, and is able to identify, compare, and analyze information from multiple textual sources.
• Student uses textual evidence to verify comprehension and support his/her position and demonstrates ability to infer meaning within a text, to distinguish fact from opinion, and to detect author’s point-of-view.
• With instructor guidance, student demonstrates ability to write an expository essay (3-5 pp), to write sentence and paragraph length summaries, and to write critiques (3-5 pp) of source material.

OPIE D960 - Academic Core Skills 1

OPIE D970 - Academic Combined Skills 2

• Student comprehends and relates main ideas of authentic reading passage up to 20 pages in length and reads authentic university-level textbook selections at a minimum rate of 140 wpm with at least 75% comprehension.
• Student demonstrates ability to revise essays to improve focus, unity, organization, and language use and to edit his own writing for most common grammatical errors.
• Student is able to identify, compare, and analyze information from multiple textual sources and is able to synthesize information from various sources to solve problems and perform writing tasks.
• Student recognizes text-based paraphrase and understands its purpose, recognizes references, acknowledgements, and bibliographic citations, and is able to identify, compare, and analyze information from multiple textual sources.
• Student uses textual evidence to verify comprehension and support his/her position and demonstrates ability to infer meaning within a text, to distinguish fact from opinion, and to detect author’s point-of-view.
• With instructor guidance, student demonstrates ability to write an expository essay (3-5 pp), to write sentence and paragraph length summaries, and to write critiques (3-5 pp) of source material.

OPIE D970 - Academic Core Skills 2

OPIE D980 - Academic Core Skills 3

• Student comprehends and relates main ideas of authentic reading passage up to 20 pages in length and reads authentic university-level textbook selections at a minimum rate of 140 wpm with at least 75% comprehension.
• Student demonstrates ability to revise essays to improve focus, unity, organization, and language use and to edit his own writing for most common grammatical errors.
• Student demonstrates ability to write a short paper (4-5 pages) for an academic audience. Student is able to reason, develop, and communicate an argument in supporting sections of an essay.
• Student is able to identify, compare, and analyze information from multiple textual sources and is able to synthesize information from various sources to solve problems and perform writing tasks.
• Student: recognizes text-based paraphrase and understands its purpose, recognizes references, acknowledgements, and bibliographic citations, and is able to identify, compare, and analyze information from multiple textual sources.
• Student: uses textual evidence to verify comprehension and support his/her position and demonstrates ability to infer meaning within a text, to distinguish fact from opinion, and to detect author’s point-of-view.

OPN 3150 - Project Management

• Application of project management tools in project environments from various industries.
• Understanding of tools and methods of project management.

OPN 4900 - Special Topics in Operations

• Students will increase their knowledge in Operations.

PCOE 2301C - Building Leadership in Adolescent Girls through Mentorship

• Students will be able to contextualize cultural, social and economic differences within adolescent girls’ educational experiences.
• Students will be able to articulate how mentorship, gender, and girlhood studies apply to their own lives and the community in which they live.
• Students will be able to articulate the linkage between effective mentorship and improved self-efficacy for adolescents.
• Students will be able to identify best practices in adolescent mentoring programs.
• Students will be able to identify common issues regarding leadership development and self-confidence in female adolescence.

PCOE 4900H - Honors Seminar

• Develop communication strategies to effectively present research plans.
• Develop plans for independent scholarly work in area of personal interest.
• Develop scholarly writing skills.
• Engage in constructive dialog related to scholarly work.
• Explore various methods of scholarship inquiry in Patton College of Education (PCOE) disciplines.

PCOE 4920H - Honors Practicum

• Make progress in honor’s thesis research.

PCOE 4930H - Readings in Honors Work

• Become familiar with literature in the area of interest.
• Become familiar with reference and citation styles.
• Engage in writing reviews of scholarly work.
• Explore various methods of scholarship inquiry in PCOE disciplines.

PCOE 4950H - Honors Thesis in HCS

• Analyze and reflect upon research data.
• Organize outcomes of research project.
• Write critically and professionally in a scholarly context.

PHIL 1010 - Fundamentals of Philosophy

• THE STUDENT WILL BE ABLE TO RECOGNIZE AND EVALUATE COMPLEX ARGUMENTS ESPECIALLY THOSE RELATED TO TRADTIONAL PHILOSOPHICAL; ISSUES SUCH AS WHAT IS KNOWLEDGE AND HOW DO MINDS RELATE TO BODIES.

PHIL 1200 - Principles of Reasoning

• Principles of Reasoning: The student will understand and be able to use the techniques of logic to evaluate arguments in a formal manner. Students will master truth tables, deductive, and inductive reasoning and be able to recognize informal fallacies.

PHIL 1200L - Support for Critical Thinking and Logic

PHIL 1300 - Introduction to Ethics

• The student will become familiar with the ethical theories (e.g., virtue theory, utilitarianism, and deontology) that have been developed by major philosophers (Aristotle, Mill, Kant) throughout history..

PHIL 2160 - Philosophy of Science Survey

• Theory formation, confirmation and testing, and the debate between realists and anti-realists.
• Students will be able to analyze and evaluate various ways to define and relate terms basic to the practice of science, and will gain knowledge of fundamental issues in the philosophy of science.

PHIL 2300 - Ethical Reasoning: From Theory to Application

• Students will be able to identify the ethical values and principles that guide their decision-making.
• Students will be able to analyze, refine, and provide a justification for their core ethical values and principles.
• Students will be able to explain alternative moral theories in a manner that displays comprehension of the fundamental principles, values, and concepts essential to each theory.
• Students will be able to analyze contemporary ethical issues such that they will be able to a) identify the morally salient features of the issue and b) articulate the implications of alternative ethical theories for the issue.
• Students will be able to make an informed recommendation for an ethically appropriate response to a contemporary ethical issue.

PHIL 2310 - Philosophy of Sport

• Students will be able to create a theory of sports by answering questions such as: What is the role of sport in society? How important is winning/is competition? What is the role of sport in education?

PHIL 2320 - Philosophy of Art

• Students will learn the basic categories of aesthetic discussion. Terms such as art, beauty, and intention will be analyzed so that students will be able to form a theory of art.

PHIL 2350 - Business Ethics

• Students will learn how to apply the traditional theories of ethics to questions that arise in business; e.g., should corporations have moral responsibilities to individuals, is profit more important than truth telling, and are some products so bad that.
• Students will be able to read sophisticated philosophical texts and explain this type of scholarly literature in the context of individual and group assignments and activities (presentations, case study discussion leaderships, essay exam questions).
• Students will be able to critically evaluate arguments on the ethics of business in both oral and written contexts.
• Students will be able to construct and defend philosophical arguments in well-organized, clear, and concise language, in both oral and written contexts.
• Students will be able to demonstrate critical thinking by applying argument evaluation skills to ethical issues that arise in business.
• Students will be able to engage in rational, civil, discourse about complex and emotionally laden topics in a manner that is respectful of others.

PHIL 2400 - Social and Political Philosophy

• The student will become familiar with the social and political theories that have been developed by major philosophers (Plato, Hobbes, Mill, Kant, Rawls) throughout history. Students will also use these theories to help better understand contemporary.

PHIL 2500 - Philosophy of Mind

• Students will be able to evaluate theories of mind.
• Students will learn the definitions of terms crucial to understanding traditional questions about the mind; terms such as: mind, body, intention, thought, action, behavior, dualism, and epiphenomenalism.

PHIL 2600 - Philosophy of Religion

• Students will be able to state and critically review major arguments and theories concerning prominent religious beliefs.
• Students will be able to use scholarly research and the tools of logic to conduct a comprehensive analysis of prominent religious viewpoints where the analysis allows for the possible refinement and synthesis of the viewpoints considered.
• Students will be able to systematically and methodically identify and analyze the important assumptions, concepts, principles, and contextual factors informing major religious beliefs.
• Students will be able to articulate their own positions in the philosophy of religion, where the position is nuanced, appropriately complex, sensitive to different perspectives, and appropriately qualified.
• Students will be able to formulate and state well-defined conclusions on issues in the philosophy of religion and develop and present deductive and inductive arguments in support of these conclusions.
• Students will be able to use correctly the fundamental terms, concepts, and theories, crucial to reading, comprehending, and explaining influential philosophical texts in the philosophy of religion.
• Students will be able to use the tools of logic to analyze, interpret, and evaluate influential texts in the philosophy of religion.