BazookaCow19/class-info huggingface dataset:
ENGL 599: Thesis Research Guidance in writing theses for doctoral degrees. Approved for S/U grading only. May be repeated up to a maximum of 16 hours. Prerequisite: Doctoral candidate standing.
ENSU 302: Air Pollution to Global Change Develops the science of air pollution across spatial scales with an Earth-systems approach. Considers how fossil fuel combustion, agriculture development, waste generation, synthetic chemicals production, biomass burning, and changes in land use are significantly altering levels of radiatively and chemically active gases and aerosols in the atmosphere, and how these pollutants interact at local, regional, and global scales. The systems nature of the processes through which air pollution is linked to global change will be examined via integrated science assessment modeling that includes feedbacks from societal policies, industrial practices, and human populations. Same as ATMS 323.
ENSU 303: Sustainable Business I At the dawn of the 21st century, business and society is confronted with a confluence of factors, including environmental degradation, widespread poverty, and the need for renewable sources of energy. The diverse sources of information that point to an uncertain future suggests that a 'business as usual' approach has to be replaced with more proactive alternatives that address the needs of the environment, consumer welfare and community development. This course on sustainable marketing management begins to address these issues and engender an appreciation among our students for the challenges that lie ahead for businesses. Looks at the relationship between sustainable business practices, societal welfare, and ecological systems. Student projects will apply marketing and business concepts to create a sustainable business plan for organizations.
ENSU 310: Renewable & Alternative Energy Fossil fuel supplies are finite and growing energy demands of an ever increasing population will quickly deplete these reservoirs. Focuses on the use and availability of renewable and alternative energy sources such as wind, solar, bio-fuels, ethanol, geothermal and nuclear power as well as the impacts of using these alternative energy sources on climate, society and the global economy. Students will develop the student's perspective on human energy consumption at all scales through a complete scale analysis of energy production and consumption – from the individual to the national government to the world economy.
ENVS 210: Environmental Economics Same as ACE 210, ECON 210, NRES 210, and UP 210. See ACE 210.
ENVS 220: Communicating Agriculture Same as AGCM 220 and NRES 220. See AGCM 220.
ENVS 299: Ind Studies of Env. Topics Approved for letter and S/U grading. Prerequisite: Consent of instructor.
ENVS 310: Natural Resource Economics Same as ACE 310, and NRES 310. See ACE 310.
ENVS 330: Environmental Communications Same as AGCM 330 and NRES 330. See AGCM 330.
ENVS 447: Environmental Sociology Same as SOC 447. See SOC 447.
ENVS 491: Sustainability Experience Students will work with faculty, staff, and/or the Student Sustainability Committee to advance campus sustainability goals and the Illinois Climate Action Plan. This course is designed to enable students to apply their disciplinary knowledge to tackle inherently interdisciplinary problems, while also developing and enhancing their critical analysis, leadership, organizational, and project management/evaluation skills and preparing them for addressing sustainability issues in their careers. 1 to 4 undergraduate hours. 1 to 4 graduate hours. Approved for letter and S/U grading. May be repeated, if topics vary. Prerequisite: Consent of instructor.
ENVS 492: Sustainability, Energy and Environment Capstone Problem-focused learning and a holistic and interdisciplinary perspective to address critical sustainability-related challenges facing society. Students will gain critical thinking skills to examine the sustainability of various decisions, analyze the trade-offs between the economic, environmental and social dimensions of sustainability of alternative solutions, learn techniques to operationalize the concept of sustainability and develop practical skills in sustainability assessment. Team projects will develop team building skills, communication skills and project management skills. 4 undergraduate hours. No graduate credit. Prerequisite: ENVS 301. For students enrolled in the Sustainability, Energy and Environment Fellows Program.
ENVS 596: Interdisciplinary Tox Sem Same as PATH 596 and CB 596. See CB 596.
EPOL 310: Race and Cultural Diversity Study of race and cultural diversity from Colonial era to present; the evolution of racial ideology in an ethnically heterogeneous society; the impact of race on the structures and operations of fundamental social institutions; the role of race in contemporary politics and popular culture. Same as AAS 310, AFRO 310, and LLS 310. Prerequisite: Completion of campus Composition I general education requirement.
EPOL 380: Education and Social Justice Introduces students to key definitions, theories, and practices of justice in education. Using a combination of philosophical and political theory-based analyses of the features of justice: fairness, equity, representation, responsibility, and difference, among others, readings invite students to consider how education and schooling can help to nurture democratic ties and equity.
EPOL 401: History of American Education Development of American education in relation to political, social, and cultural developments; attention to the influence of movements in the cultural environment upon evolving conceptions of educational theory and practice. 3 undergraduate hours. 2 or 4 graduate hours.
EPOL 403: Historical and Social Barriers Examines the relationship between ability, race, class, and gender to citizenship and schooling. Particular emphasis is placed on how the construction of "citizenship" has been used as a tool to further deny equal participation in the public sphere such as schools. To that end, an application of historical understanding of social barriers to educational access is analyzed from the Colonial period to the present. 3 undergraduate hours. 4 graduate hours.
EPOL 409: Sociology of Education Education as a social process in various cultures and historical periods, emphasizing current systems in Westernized countries. 3 undergraduate hours. 2 or 4 graduate hours. Differential credit will be based on additional assignments and requirements as specified by instructor.
EPOL 410: Racial and Ethnic Families Sociological examination of how gender, race, ethnicity, cultural diversity and class function in the development of diverse American families, which are important foundations of education. Primary attention will be given to African American and Hispanic families. Secondary attention will be given to Asian American, Native American and other racial and ethnic family groups. Same as AFRO 421 and HDFS 424. 3 undergraduate hours. 2 or 4 graduate hours.
EPOL 412: Politics of Education Overview of the political structure and processes through which many of the major issues in education are treated; analyzes nature of the policymaking process in education and discusses the roles of principal participants in the process of educational decision making, but focuses on fundamental recurring issues in education and the ways these issues have been resolved or not resolved by the overall system. Particular attention to the role that both the federal and state judiciary as well as legislative authority have had in shaping educational policy. 3 undergraduate hours. 4 graduate hours.
EPOL 470: Principles of Human Resource Education Study of the basic concepts and practices of education for and about work: its philosophical foundations and historical development, mission and goals, structure and function, curricular areas of emphasis, learner audiences served and settings in which programs are conducted, and issues and trends affecting program change. 3 undergraduate hours. 4 graduate hours.
EPOL 472: Instructional and Training System Design Provides instruction and practice in the selection, organization, and preparation of content for instructional programs in business and technical settings. Provides students with a theoretical orientation to instructional design as well as the opportunity to experience the instructional design process as it applies to business and technical settings through the development of instructional materials. 3 undergraduate hours. 4 graduate hours.
EPOL 473: Facilitation Skills Provides an in-depth examination into the body of research of effectively facilitating groups, including the nature of groups, the dynamics of individuals within groups, effective planning, role clarification, identification of intervention points in groups, and effective use of tools and techniques. The theoretical foundations for the course reside in theories of human values, group dynamics, decision-making, communication, managing conflicts, and effective group intervention. Course emphasis is on experiential learning, with students practicing self-reflection and self-directed facilitations. 3 undergraduate hours. 4 graduate hours.
EPOL 479: Machine Learning and Human Learning Examines the differences between machine and human learning and the ways in which machines can complement human learning. It examines technical definitions of supervised and unsupervised machine learning, as well as broader views of mechanical intelligence able to replicate or exceed human intelligence. The course will also explore practical applications of learning analytics and artificial intelligence in learning management systems and other educational tools. 4 undergraduate hours. 4 graduate hours.
EPOL 480: Technology and Educational Reform Examines the normative and policy issues raised by the use of new information and communication technologies in education. The course is interdisciplinary, drawing from social and historical as well as philosophical perspectives on these issues. 3 undergraduate hours. 4 graduate hours.
EPOL 481: New Learning Education is in a state of flux - transitioning from traditional architectures and practices to new ecologies of teaching and learning influenced by the tremendous social and technological change of our times. What changes are afoot today in workplaces, civic life and everyday community life? What are their implications for education? What are the possible impacts of contemporary social transformations on teaching and learning - including in the areas of technology, media, globalization, diversity, changing forms of work in the "knowledge society", and, in these contexts, changing learner needs and sensibilities? This course explores three pedagogical paradigms: "didactic", "authentic" and "transformative" learning. It takes a historical perspective in order to define the contemporary dimensions of what we term "new learning". It prepares participants to make purposeful choices and link particular theories/instructional approaches to individual and group learning goals. 3 undergraduate hours. 4 graduate hours.
EPOL 483: Learning Technologies Addresses two important needs of educators. First, educators should be aware of recent developments in the area of instructional technology. Second, educators must be able to select, develop, and effectively use appropriate instructional technologies to enhance learning and communication. To meet these needs, this course covers a wide range of instructional technologies that are used for instructional and administrative purposes. Traditional instructional media are considered in the course although significant emphasis is placed on more recent developments that involve the use of the computer and its applications in education. Instructional technologies such as computer-based instruction, computer-based testing, distance learning, interactive video, and intelligent instructional technologies are covered. Through course readings, discussions, and projects, students in the course are expected to gain skills in choosing appropriate instructional technologies, designing effective presentations that rely on those technologies, and properly using instructional technologies to enhance communication with an audience. 3 undergraduate hours. 4 graduate hours.
EPOL 485: Introduction to eLearning Seeks to build foundational knowledge in areas associated with online teaching and learning and distance education in both higher education and workplace learning settings. Major areas of interest include the overview of online teaching and learning strategies, digital learning system design, digital media for learning, and evaluation online teaching and learning. 3 undergraduate hours. 4 graduate hours.
EPOL 486: New Media & Learner Differences An investigation of the dimensions of learner diversity: material (class, locale), corporeal (age, race, sex and sexuality, and ability) and symbolic (culture, language, gender, family, affinity and persona). Examines social-cultural theories of difference, as well as considering alternative responses to these differences in educational settings - ranging from broad, institutional responses to specific pedagogical responses within classes of students. 4 undergraduate hours. 4 graduate hours.
EPOL 500: Proseminar in EPOL Introduces new doctoral students in EPOL to the variety of educational research traditions in order to foster reflective inquiry and critical research literacy. 4 graduate hours. No professional credit. Prerequisite: Admission to a doctorate program in EPOL.
EPOL 502: Education in the 20th Century Historical study of significant educational trends during the past sixty years, with special reference to their influence on American education; an analytical examination of the principal transition movements in the last decade of the nineteenth century and of efforts to solve the problems since 1900. 4 graduate hours. No professional credit.
EPOL 515: Introduction to Diversity & Equity Designed to broaden and deepen students' reflective understanding of diversity and equity and promote a critical and analytical approach to research on relevant topics, as well as support the development of scholar-practitioners. While diversity is inclusive of social and economic status, gender, race, religion, sexuality, ethnicity, ability, and culture, the course is organized around intersectional identity formations as they continue to inform educational and workforce policies and practices. Throughout this course, students will examine the definitions, role, function and effects of diversity and equity in broadly defined educational structures. The dynamics of power and privilege impact the ways in which diversity and equity manifest, particularly via educational and social policies. 4 graduate hours. No professional credit.
EPOL 516: Critical Race Theory and Education Focuses on critical race theory as a critique of racism and the law in U.S. society and discusses its current applications to education policy and research in K-12 schooling and higher education. Also looks at how critical race theory can be used as a methodological lens for policy analysis and educational research. 4 graduate hours. No professional credit.
EPOL 517: Race, Gender and Sexuality Issues Examines contemporary theories of race, gender, class, and sexuality, as well as analyzing how their dynamics play out in U.S. public schooling and history. In an attempt to discuss a range of disciplinary and theoretical approaches to diversity, we will shift among historical, sociological, political, theoretical and pedagogical issues. Traces the place of diversity in forming notions of citizenship, community, identity, and political affiliation/alliance. While two extended examples will focus on the interplay of race, class, and gender in the school-based issues of drop out rates and gendered interactions in the classroom and playground, we will also consider contemporary theories of diversity in local and global contexts. 4 graduate hours. No professional credit.
EPOL 520: Education and Globalization Analyses of the role and functions of education in social, political, and economic development, with particular reference to the new and the developing countries. 4 graduate hours. No professional credit.
EPOL 522: Globalization of Higher Education Focuses on the rapid changes happening in the Higher Education around the world. Using case studies, we will examine a variety of issues that have come about as the Higher Education system responds to rapid changes in the global economy. These include issues of access and equity; accountability; finance; privatization and for-profit institutions; curricular responses to the changing realities of knowledge and knowledge production; and issues of internationalization within these changing contexts. We will also look at future trends in higher education within the US and internationally. 4 graduate hours. No professional credit.
EPOL 523: Global Issues in Learning Investigates how culture has been taken up in theories that try to explain differences in educational outcomes between nations, within classrooms, and across schools. Through readings drawn from cultural psychology, but also including sociology, anthropology, and education, students will examine how globalization has shaped the discourse about the relationships between culture, learning, and academic achievement. Same as EPS 553 and EPSY 553. 4 graduate hours. No professional credit. Prerequisite: For majors only.
EPOL 524: Education and Human Rights Introduces students to varieties of definitions of citizenship - ranging from nation-specific practices and obligations to human rights-based global citizenship - and their relationship to globalized education and public problem solving. Readings include canonical texts on political organization and responsibilities as well as contemporary theories discussing transnational, global, and cosmopolitan citizenship. Also covers the challenges and promises of diversity, statelessness and non-citizenship participation, particularly in educational concerns but also more broadly. 4 graduate hours. No professional credit.
EPOL 531: Diversity, Leadership & Policy Intended to provide students with an opportunity to study both historical and contemporary perspectives on leadership and policy in diverse contexts and to prompt reflection on their own practice. As students read, discuss, reflect on, and critique a variety of perspectives and topics such as race, class, power, cultural leadership, policy, change, diversity, and building community, they will consider how the literature informs the development of a personal philosophy of education leadership, takes into consideration moral and ethical issues, the implementation of educational policy, the purposes and nature of the task, and the complexity and diversity of educational contexts. 4 graduate hours. No professional credit.
EPOL 534: Assessment for Learning For several decades now, assessment has become an increasingly pressing education priority. Teacher and school accountability systems have come to be based on analysis of large-scale, standardized summative assessments. As a consequence, assessment now dominates most conversations about reform, particularly as a measure of teacher and school accountability for learner performance. Behind the often heated and at times ideologically gridlocked debates is a genuine challenge to address gaps in achievement between different demographically identifiable groups of students. There is an urgent need to lift whole communities and cohorts of students out of cycles of underachievement. For better or for worse, testing and public reporting of achievement is seen to be one of the few tools capable of clearly informing public policy makers and communities alike about how their resources are being used to expand the life opportunities for their children. This course is an overview of current debates about testing, and analyzes the strengths and weaknesses of a variety of approaches to assessment. The course also focuses on the use of assessment technologies in learning. It will explore recent advances in computer adaptive and diagnostic testing, the use of natural language processing technologies in assessments, and embedded formative assessments in digital and online curricula. 4 graduate hours. No professional credit.
EPOL 535: Introduction to Educational Leadership Multiple perspectives for understanding theory and practice in the governance and operation of complex organizations in P-12 school systems. Focusses on leadership development and the changing role of the school leader in leading learning-focused schools dedicated to significant and continuous growth for every student. Same as EOL 540. 4 graduate hours. No professional credit.
EPOL 538: Supervision of Learning Environments Methods, theories, and research applying to the supervision and evaluation of classroom practices in learning-centered schools; includes analysis and application of research in effective teaching practices, formative assessment and summative evaluation, data collection techniques, and professional development. 4 graduate hours. No professional credit.
EPOL 544: Organizational Theory for Educational Leaders Study of theoretical perspectives and empirical research drawn from the social sciences relating to educational organizations and administrative leadership with an emphasis on application of theory to practice. 4 graduate hours. No professional credit.
EPOL 546: Law and School District Leader Advanced study of public school law, addressing legal and fiscal policy issues related to effective management of public school districts. In-depth analysis of federal and state statutes, with an emphasis on recent court decisions and legal trends; emphasizes development of legal analytical skills. 4 graduate hours. No professional credit.
EPOL 551: Organization of Higher Education Examination of American higher education both as a system and as a field of study. Includes consideration of organizational patterns, stakeholders, governance, and the purposes of higher education. 4 graduate hours. No professional credit.
EPOL 554: College Teaching Scholarly approach to curriculum and pedagogy at the college level: instructional methods, active and cooperative learning, technology-enhanced teaching, evaluation and assessment, faculty roles and responsibilities. 4 graduate hours. No professional credit.
EPOL 563: The College Student Study of the characteristics and development of college students, the institutional contexts in which they operate, and the interaction of students with the college environment. 4 graduate hours. No professional credit.
EPOL 565: Critical Issues in Higher Education The examination of critical trends that impact higher education from various perspectives, including legal, organizational, and political. 4 graduate hours. No professional credit. May be repeated in separate terms to a maximum of 8 hours.
EPOL 566: Public Policy in Higher Education Intended primarily for doctoral students in higher education, this course will enable students to analyze contemporary public policy issues confronting American higher education. Selected policy issues will be probed in depth, drawing upon scholarly sources and public reports. Students will comprehend the interaction and tension among higher education leaders, and local, state, and federal policymakers. 4 graduate hours. No professional credit.
EPOL 580: Ubiquitous Learning Explores the dynamics of learning using mobile computing devices, broadly defined to range from mobile phones, tablets and laptops to interesting new possibilities raised by emerging technologies such as wearable devices and a potentially pervasive "internet of things". Our journey will take us through museums, galleries and parks - real and virtual. We will visit new media and gaming spaces in which either incidental or explicit learning is taking place. We will look at sites of informal as well as formal learning - extraordinary classrooms offering blended learning opportunities, as well as new forms and modes of out-of-school and self-directed learning. 4 graduate hours. No professional credit.