| |
| |
-
MNE 539 - Engineering Optimization Credits 3
Advanced topics in engineering optimization with emphasis on the algorithm and applications. Specific topics include linear and nonlinear optimization, mathematical modeling, constrained optimality criteria, transformation methods, constrained direct search, quadratic approximation methods for constrained problems, and comparison of constrained optimization methods. Term design projects are required using computer and software tools.
Graded
|
| |
-
MNE 540 - Advanced Simulation Modeling Credits 3
Requirements: Prereq: MNE 530 or equivalent and skill in one computer programming languageLecture.
Verification, validation, and statistical analysis of the inputs and outputs of simulation models. Topics will include determination of the simulation run lengths, building and analyzing confidence intervals, variance reduction techniques, comparison of systems performances, experimental designs and simulation optimization.
Graded
|
| |
-
MNE 541 - Heat Conduction Credits 3
Basic heat transfer modes. Steady one dimensional problems with or without heat sources, constant or variable properties. Concepts of thermal resistance. Multidimensional heat conduction problems. Transient problems. Numerical treatment of heat conduction problems. Special applications in heat conduction field.
|
| |
-
MNE 542 - Convective Heat Transfer Credits 3
Boundary layer flow problems: laminar and turbulent plows. Thermal boundary layer plows. Dimensional analysis. Forced convection problems. Free convection problems. Duct flows. Boiling and Condensation. Special convection problems. Heat Exchange Design. Applications.
Graded
|
| |
-
MNE 543 - Radiation Heat Transfer Credits 3
Basic concepts and fundamental relations of thermal radiation. Radiation field; Kirchoff’s laws. Radiation density. Radiation pressure. Blackbody radiation. Graybody radiation. Radiative heat exchanges among surfaces, in enclosures. Radiation through weakly absorbing media.
Graded
|
| |
-
MNE 544 - Combustion Fundamentals Credits 3
Principles of chemical thermodynamics. Review of chemical kinetics. Multicomponent reacting systems. Combustion of premixed gases. Premixed laminar flames. Turbulent flames. Single droplet burning. Spray combustion. Combustion in boundary layer flows. Ignition.
Graded
|
| |
-
MNE 545 - Heat Transfer with Phase Change Credits 3
Requirements: Prereq: MNE 411, MNE 332 and MNE 220Lecture
Fundamentals of heat transfer in fluid flows undergoing phase change. Thermodynamic equilibrium and stability during boiling/condensation is taught. Nucleation and bubble growth in homogeneous and heterogeneous regimes are presented. Distinct flow patterns and heat transfer characteristics in two-phase, boiling flows are discussed. Heat transfer in pool boiling and condensation is presented. Liquid-solid phase change is taught at an introductory level.
Graded
|
| |
-
MNE 551 - Compressible Fluid Flow Credits 3
Conservation laws. Wave propagation in compressible media. Isentropic flow. Normal and oblique shock waves. Prandt-Meyer flow. Converging-diverging nozzles and supersonic diffuses. Supersonic oblique shock diffuses. Exit flow for underexpanded and overexpanded supersonic nozzles. Fanne line flow. Rayleigh line flow.
Graded
|
| |
-
MNE 552 - Computational Fluid Mechanics Credits 3
Requirements: Prerequisite: MNE 504
Solutions to Navier-Stokes equations. Finite difference methods: Lax-Wendroff, MacCormack, Rusanov, implicit, forward-time and centered-method, leap-frog/Dufort-Frankel, ADI, predictor-corrector methods. Grid generation. Accuracy and convergence.
|
| |
-
MNE 560 - Method Experiment Resch Credits 3
The need and subject matter of research. Laws, truths, analogy and hypothesis. Identifying and clustering parameters. Use of models. Experimental setup. Induction, deduction, statistics, and conclusions. Presentation and use of finding.
Graded
|
| |
-
MNE 570 - Reading and Research Credits 3
Independent study under faculty supervision. Intensive literature search culminating in a technical report. Oral presentation at the option of the faculty.
Graded
|
| |
-
MNE 580 - Masters Thesis Credits variable; 1.00 to 6.00
Requirements: Prereqs: Graduate standing, Thesis Option, and approval of the student’s Graduate Committee
Thesis research on an experimental or theoretical project in mechanical engineering under a faculty advisor. A formal thesis must be submitted to fulfill the course requirements.
Multi-Term Course: Not Graded
|
| |
-
MNE 590 - Masters Project Credits variable; .00 to 6.00
Project research in conjunction with industry under a faculty advisor. A formal report must be submitted to fulfill the course requirements.
Multi-Term Course: Not Graded
|
| |
-
MNE 591 - Special Topics Credits 3
Topical courses not offered in regular course rotation–e.g., new courses not in the catalog, courses by visiting faculty, courses on timely topics, highly specialized courses responding to unique student demand. Conditions and hours to be arranged.
Prerequisites: Submission of a proposal, including the course description, goals, deliverables, time allocation and grading procedure; approval by the instructor, department chairperson, department graduate director and college dean.
Graded
|
| |
-
MNE 870 - Energy Engineering Workshop Credits 3
Graded
|
| |
-
MTE 501 - Teaching Math in Elementary School Credits 3
Requirements: Prerequisite: EDU 500
Explores the changing modern mathematics curriculum. Topics include current issues, research, attitudes, and multiple learning strategies associated with the teaching and learning of elementary mathematics.
Graded
|
| |
-
MTE 502 - Math Methods for Middle School Teachers Credits 3
The use of current techniques and materials in teaching mathematics in grades 5-9. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General mathematical concepts are aligned with the academic standards of the Massachusetts curriculum frameworks.
Graded
|
| |
-
MTE 503 - Math Methods for High School Teachers Credits 3
The use of current techniques and materials in teaching mathematics in grades 9-12. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General mathematical concepts are aligned with the academic standards of the Massachusetts curriculum frameworks.
Graded
|
| |
-
MTE 504 - Algebraic Thinking for Elementary School Educators Credits 3
The course is designed to explore how elementary grades mathematics, typically arithmetic, can be transformed to include algebraic reasoning. In particular, the course examines how to build opportunities for students to generalize patterns and relationships and support that thinking through conjecture and justification. The course will also attend to the forms of classroom practice that can support children’s algebraic thinking, how children represent their thinking, and how their representations evolve into more formal ways of thinking involving algebraic notation.
Graded
|
| |
-
MTE 505 - Algebraic Thinking for Middle School Educators Credits 3
Algebraic Structures for Teachers examines the many forms of algebraic reasoning and their conceptual underpinnings, the fundamental shift in the place of algebra in school mathematics and the potential unifying role of abstract and general algebraic structures at the middle school level.
Graded
|
| |
-
MTE 506 - Algebra Thinking for High School Educators Credits 3
Algebraic Structures for Teachers examines the many forms of algebraic reasoning and their conceptual underpinnings, the fundamental shift in the place of algebra in school mathematics and the potential unifying role of abstract and general algebraic structures at the high school level.
Graded
|
| |
-
MTE 507 - Connected Mathematics in the Middle Grades Credits 3
Drawing deep conceptual links across the middle grades. Investigate how mathematical ideas connect across the grades and build on fundamental concepts from elementary through to high school grades and further. Examine reform-based curriculum (e.g. CMP2) to evaluate best practices in implementing new forms of teaching grades 6-8. Concepts are aligned with the middle mathematics standards of the Massachusetts curriculum frameworks.
Graded
|
| |
-
MTE 508 - Geometry in Secondary Grades Credits 3
Survey new types of geometry made possible by dynamic computer graphics as well as topics that help students deepen their understanding of the key ideas of Euclidean and Non-Euclidean geometries. The focus will be on the connections and deep structural themes unifying these areas, and on using geometry to gain a deeper understanding of middle school and high-school geometries.
Graded
|
| |
-
MTE 509 - Discrete Mathematics in the Secondary Grades Credits 3
Topics in Discrete Mathematics, including combinatorics, logic and set theory, algorithms, linear algebra, relations and functions, elements of number theory, and chaos/fractals. The focus will be on the connections and deep structural themes unifying these areas, and on using discrete math to gain a deeper understanding of middle school and high-school algebra and calculus. Concepts are aligned with the middle and high school mathematics standards of the Massachusetts curriculum frameworks.
Graded
|
| |
-
MTE 510 - Statistics & Probability in the Secondary Grades Credits 3
Examining the statistical methods used in science and everyday life and addresses the problem of pedagogy and statistical misconceptions. The course also examines the modern educational technology and software used in data analysis. Mathematical concepts are aligned with the middle and high school mathematic standards of the Massachusetts curriculum frameworks.
Graded
|
| |
-
MTE 511 - Technology in Mathematics Education Credits 3
Relevant contemporary mathematics investigated through new innovative technologies in an inquiry-based classroom. Explore topics from algebra, Euclidean and other geometries, and data analysis. Re-conceptualize your understanding and knowledge of mathematical concepts through the latest affordances of dynamic mathematical software and hardware. Create new learning opportunities and examine how to implement these into mainstream curriculum.
Graded
|
| |
-
MTE 512 - Mathematical Challenges Credits variable; 1.00 to 3.00
Lecture
Developing understanding of student mathematical learning and needs through the completion of mathematical challenges. Each week a new challenge will be set with hints offered at various times. Each challenge will not have a straightforward solution, and the class is expected to develop personal insights into the nature of their mathematical behavior and relate these reflections to practice. An email discussion list and website will facilitate continued inquiry and sharing of ideas outside of class.
Graded
|
| |
-
MTE 513 - Topics in Middle School Mathematics Education Credits 3
Individual and/or group study under supervision of a faculty member in an area of middle school mathematics for teachers that is not otherwise part of graduate course offerings.
Graded
|
| |
-
MTE 514 - Topics in High School Mathematics Education Credits variable; 1.00 to 3.00
Lecture
Individual and/or group study under the supervision of a faculty member in an area of high school mathematics for teachers that is not otherwise part of graduate course offerings.
Graded
|
| |
-
MTE 515 - Interdisciplinary Colloquium Series for Secondary Math Educators Credits 3
Presentations made in the Kaput Center’s Interdisciplinary Colloquium Series provide a wide variety of perspectives on foundational issues in educational research. Over the course of one year a coherent synthesis of themes presented in these talks and the related scholarly work of each speaker will be developed.
Graded
|
| |
-
MTE 516 - Topics in Elementary School Mathematics Education Credits 3
Exploration of an area of elementary school mathematics relevant for teachers. The course is an individualized opportunity for an individual or group of students to engage in inquiry about a mathematics education topic of interest that is not otherwise part of the graduate course offerings. This course is supervised by a faculty member.
Graded
|
| |
-
MTE 519 - Calculus for High School Teachers Credits 3
Focus on deep understanding of the teaching and learning of main calculus concepts. The course focuses on the notions of functions, limits, continuity, derivative, and integral. Particular attention will be given to the connections among and conceptual obstacles related to these notions. The course provides participants opportunities to enhance their content and pedagogical knowledge of the concepts of functional analysis.
Graded
|
| |
-
MTE 520 - Advanced Mathematical Thinking I Credits 3
Deepen your understanding of core mathematical ideas that structure modern day school and undergraduate mathematics. Using a historical approach, mathematical topics across the curriculum will be introduced to offer a longitudinal K-16 educational perspective. Common strategies that students use and concepts that are challenging are explicitly presented.
Graded
|
| |
-
MTE 521 - Advanced Mathematical Thinking II Credits 3
Deepen your understanding of core mathematical ideas that structure modern day school and undergraduate mathematics. Using a historical approach, mathematical topics across the curriculum will be introduced to offer a longitudinal K-16 educational perspective. Common strategies that students use and concepts that are challenging are explicitly presented.
Graded
|
| |
-
MTE 522 - Number Concepts for Elementary Teachers Credits 3
Focus on development of a rich and coherent understanding of teaching and learning K-5 number sense topics. The course focuses on number concepts including place value, basic operations, number systems, properties, and representations for reasoning about problems. It also provides participants opportunities to develop habits of mathematical thinking, use logical reasoning, and engage in real mathematics. Algebraic concepts included as appropriate.
Graded
|
| |
-
MTE 523 - Geometry and Measurement for Elementary Teachers Credits 3
Focuses on development of a rich and coherent understanding of teaching and learning K-5 geometry and measurement topics. Topics include properties and measurement of 2D and 3D objects, angles, lines, constructions, transformations, and similarity. It also provides participants opportunities to develop habits of mathematical thinking, use logical reasoning, particularly deductive logic and proof, as well as engage in real mathematics.
Graded
|
| |
-
MTE 530 - Proportional Reasoning for Middle Grades Teachers Credits 3
Focuses on key elements of proportional reasoning as outlined by national and state standards. Teachers will deepen their understanding of proportional relationships as well as learn to reason proportionally with representations and other approaches. Topics will include ratios, direct proportions, inverse proportions, rates, and similarity. Relationships between ratios and fractions will be considered.
Graded
|
| |
-
MTE 595 - Independent Study Credits 3
Study under the supervision of a faculty member in an area not otherwise part of the discipline’s course offerings. Conditions and hours to be arranged.
Graded
|
| |
-
MTE 596 - Directed Study Credits 3
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
|
| |
-
MTE 615 - Interdisciplinary Colloquium Series in STEM Education I Credits 3
Presentations made in the Kaput Center’s Interdisciplinary Colloquium Series provide a wide variety of perspectives on foundational issues in educational research. Over the course of one year a coherent synthesis of the themes presented in these talks and the related scholarly work of each speaker will be developed.
Graded
|
| |
-
MTE 650 - Introduction to Qualitative Methods Credits 3
This course examines qualitative research methods applied to mathematics education research. In particular, students will learn about qualitative research design, including techniques for collecting and analyzing qualitative data. The course will draw on exemplary research, primarily in mathematics education, and will involve students in the process of conducting qualitative research. Student projects will include the development of a researchable topic in mathematics education, selection and implementation of an appropriate qualitative research design, and analysis and interpretation of data. Results of the project will be written in APA format and presented orally in class or in other venues.
Graded
|
| |
-
MTE 651 - Intro to Quantitative Methods Credits 3
Integrates research design, data collection, interpretation and analysis and APA format report writing across the main paradigms of education research. Understand how to collect data to answer or address a specific hypothesis, reduce data into usable constructs, and model large data sets. The course includes the use of the SPSS statistical software to explore methods for univariate parametric and some non-parametric models. The course contains a strong experimental component to prepare students for thesis writing. The primary focus is to understand which statistical methods are necessary to model data, how to visualize data easily using modern software, and most importantly how to interpret data to further research.
Graded
|
| |
-
MTE 652 - Introduction to Mathematics Education Research Credits 3
This course will introduce students to fundamental problems pertaining to mathematics education that have been instrumental to constitute and define it as a research field The students will be introduced to important ideas in the field and why these ideas are significant in defining the activity of research in mathematics education. The study of how these theoretical and pragmatic problems have been approached by a community of researchers, will help the students to understand, in broad terms, the nature of research in the field and, at the same time, offer a panorama of new areas of inquiry that are being transformed presently, into research programs.
Graded
|
| |
-
MTE 653 - Theories of Mathematical Learning Credits 3
This course will examine contemporary theories of learning psychologies and their applications to research in mathematics education. It is intended to help students understand ways of knowing and how this drives research and will critically examine the literature regarding the role and plurality of theories in mathematics education. Particular attention will be given to understanding the nature of research paradigms and types of research frameworks, enabling students to situate their research in relevant frameworks, and understanding the implications of theoretical frameworks for research design. Students will apply their learning through the design of a researchable topic, situated in an appropriate theory of learning, and the subsequent development of a sample proposal for research funding.
Graded
|
| |
-
MTE 654 - Research Seminar Credits 3
This is a capstone course designed to synthesize critical research processes, theories of learning, and current research themes in mathematics education to which the student is introduced to in their first year. From this synthesis, students are expected to select and refine a topic for their pilot study to be conducted during the introductory and preparatory phases of the doctoral program (Years 1 and 2).
Graded
|
| |
-
MTE 655 - Developing Research Skills Part I Credits 3
This course will focus on building the skill set necessary to conduct research, including the exploration, analysis, synthesis, and writing skills critical to the research process. It will also address ethics of research, including issues associated with research on human subjects. As part of the course, students will be expected to identify a problem for which they will conduct a pilot study during the Introductory and Preparatory phases of the program (Years 1 and 2). The pilot study will culminate in the qualifying examination at the end of the Preparatory Phase. The design of the pilot study is expected to synthesize other relevant coursework during the Introductory Phase regarding appropriate research methods, theories of learning, and so forth. As part of the course, students will be introduced to funding resources and will write a sample grant proposal for their pilot study.
Graded
|
| |
-
MTE 656 - Interdisciplinary Colloquium Series Credits 3
Presentations made in the Kaput Center’s Interdisciplinary Colloquium Series provide a wide variety of perspectives on foundational issues in educational research. Over the course of one year a coherent synthesis of the themes presented in these talks and the related scholarly work of each speaker will be developed.
Graded
|
| |
-
MTE 661 - Research on Mathematics Teacher Education Part I Credits 3
Introduces students to research on pre-service and in-service teacher learning and teacher education. It includes a critical examination of the research base concerning contemporary learning theories and applications to teacher learning, effective forms of teacher professional development, and assessments of teacher knowledge. Students will critique competitive grants funding teacher education research to develop grant-writing skills.
Graded
|
| |
-
MTE 662 - Research on Mathematics Teacher Education Part 2 Credits 3
Extends MTE 661 in a critical examination of research in mathematics teacher education, including applications of contemporary learning theories to teacher learning and analyses of research-based findings for what constitutes effective teacher education. Develops research skills through design and review of mock research grant proposals in teacher education.
Graded
|
| |
-
MTE 663 - Developing & Implementing STEM Curricula Credits 3
This course focuses on analyzing grades K-16 curriculum, intentions for students’ learning outcomes, associated pedagogical styles and integration. Students will examine existing reform and basal curricula texts, and the development of new activities and activity structures that replace or transform existing texts. Students will also be introduced to issues related to curriculum implementation including fidelity issues and hidden agendas.
Graded
|
| |
-
MTE 664 - Research on Technology in STEM Education Credits 3
Explore important areas of mathematics through the use of innovative digital technologies. We will examine the design principles of how certain technologies can be used to transform the introduction of a mathematical topic in such ways that the learner can represent, understand, and develop symbolic reasoning in a conceptual and more applicable way transforming communication and representation in mathematics classrooms.
Graded
|
| |
-
MTE 666 - Frameworks for Research Analysis Credits 3
Focus on a specific set of research tools relevant to the study of mathematical reasoning in a variety of contexts. Frameworks include the analysis of mathematical discourse, gesture, flow of interaction, through micro-analytic video analysis and learning outcomes such as pre-post tests of content. Attention will be spent connecting research methods to theoretical frameworks and practical outcomes of analysis.
Graded
|
| |
-
MTE 667 - Research in Elementary Grades Mathematics Credits 3
Critically examines current research in elementary grades mathematics. It includes a study of critical research in the field, research designs framing this work, and relevant theories of learning and their applications in the research base. The course overviews significant areas of research and connections to current educational reforms. Students will conduct original research on teaching or learning elementary grades mathematics.
Graded
|
| |
-
MTE 669 - Research in Undergraduate Mathematics Education Credits 3
Critically examines research in undergraduate mathematics education, including the nature of advanced mathematical thinking, theories of learning associated with advanced mathematical thinking, and research on issues of teaching unique to advanced mathematical thinking. Reviews relevant reform documents and policy initiatives in undergraduate mathematics education to analyze their alignment with the research base.
Graded
|
| |
-
MTE 670 - Development of Theory Credits 3
Extended examination of fundamental problems and issues in mathematics education research that have been instrumental in constituting and defining the field. Study how theoretical and pragmatic problems in mathematics and science education have been approached by a community of researchers to define the field and new areas of inquiry.
Graded
|
| |
-
MTE 680 - Authentic Learning (Internship) Credits variable; 3.00 to 9.00
An internship conducted at a local research institution, the Kaput Center or at an institution out of state or internationally. Students will be mentored by an adjunct research associate at the host institute to develop their research skills in the field including data collection and analysis, and enhancing their awareness of the complexities of educational research.
Graded
|
| |
-
MTE 681 - Research Seminar Credits 3
Capstone course designed to synthesize critical research processes, theories of learning, and current research themes in mathematics education. From this synthesis, students are expected to select and refine a topic for their pilot study to be conducted during the preparatory phase of the doctoral program. A major product of this course is to generate materials relevant for their qualifying exams.
Graded
|
| |
-
MTE 682 - Developing Research Skills, Part 2 Credits 3
This course synthesizes prior coursework to focus on methods and research questions in preparation for students’ dissertation. Students will develop essential experience/skills in designing research, reading research critically, writing scholarly work, and developing proposals for research funding. Students will give oral presentations on their research topics and plan of study for peer review.
Graded
|
| |
-
MTE 690 - Special Topics Credits 3
Topics not included in the regular offerings of the department. The specific topic is stated when the course is scheduled. May be repeated with change of content. The course satisfies 600-level elective requirements for the Mathematics Education PhD.
Graded
|
| |
-
MTE 715 - Interdisciplinary Colloquium in STEM Education II Credits 3
Requirements: Prerequisite: Permission of Instructor
Presentations made in the Kaput Center’s Interdisciplinary Colloquium Series provide a wide variety of perspectives on foundational issues in educational research. Over the course of one year a coherent synthesis of the themes presented in these talks and the related scholarly work of each speaker will be developed.
Graded
|
| |
-
MTE 750 - Analyzing Participation and Motivation in Classrooms Credits 3
Requirements: Prerequisite: Permission of Instructor
Various models used to analyze how people participate in classrooms and the intersecting role of motivation. We will draw on the field of linguistics in particular linguistic anthropology, gesture and discourse analysis to categorize how students and teachers demonstrate their participation and motivation through speech and physical actions.
Graded
|
| |
-
MTE 751 - Contemporary Issues in K-8 Classrooms Credits 3
Requirements: Prerequisite: Permission of Instructor
Recent advances in the teaching and learning of mathematics relevant in K-8 classrooms. Areas to be covered will typically include: development of children’s mathematical reasoning and algebraic thinking; recent research on key K-8 content; technology use in elementary mathematics; teacher professional development; and school implementation and effecting policy.
Graded
|
| |
-
MTE 752 - Thinking and Learning in Mathematics/Science Credits 3
Requirements: Prerequisite: Permission of Instructor
Advanced doctoral course on deep examination of particular concepts in mathematics/science. The course focuses on mathematics/science content, epistemological obstacles related to learning, and the pedagogical strategies to enhance student thinking about concepts. Students will be deeply engaged in content and situating their thinking through the analysis and synthesis of existing literature on learning. Students will conduct or participate in a project by exploring and synthesizing the epistemological development, the research on student thinking, and effective pedagogical approaches about a given mathematics/science concept.
Graded
|
| |
-
MTE 753 - Research on Proof and Reasoning Credits 3
Requirements: Prerequisite: Permission of Instructor
Historical and epistemological examinations of dimensions of proof and research on proof and reasoning across grades K-16, including how proof is conceptualized in research at different grade domains, the nature of students’ proving, how it evolves, and how curriculum and instruction can support this. Includes the development of research skills using novel applications in this research domain.
Graded
|
| |
-
MTE 757 - STEM Education Reform in a Political Context Credits 3
Requirements: Prerequisite: Permission of Instructor
Advanced doctoral course on the influence of political agendas and the design and implementation of curricula. Areas to be covered will typically include: the development of the content standards; historical perspectives on STEM education; and politically motivated reports that have shaped mathematics and science education.
Graded
|
| |
-
MTE 770 - Advanced Authentic Learning (Internship) Credits variable; 3.00 to 9.00
Requirements: Prerequisite: Permission of Instructor
An internship conducted at a local research institution, the Kaput Center or at an institution out of state or internationally. Students will be mentored by an adjunct research associate at the host institute to develop their research skills in the field including data collection and analysis, and enhancing their awareness of the complexities of educational research.
Graded
|
| |
-
MTE 772 - Dissertation Research Credits variable; .00 to 24.00
Requirements: Prerequisite: Permission of Instructor
Focuses on developing the dissertation proposal, including conducting a full literature review, identifying the theoretical perspectives and relevant research framing the proposed dissertation research, a clear statement of the research questions and significance of the problem, a description of the research methods and design, and a work plan that identifies how data will be collected and analyzed.
Credit / No Credit
|
| |
-
MTE 773 - Dissertation Research Part 2 Credits 3
Consists of investigations of a fundamental and/or applied nature representing an original contribution to the scholarly research literature of the field. It is expected that PhD dissertations will be submitted for publication as a paper or series of papers in refereed journals and for presentation at major conferences. Dissertation must be completed in accordance with rules of the Graduate School.
|
| |
-
MTE 795 - Independent Study Credits 3
Requirements: Prerequisite: Permission of Instructor
Study under the supervision of a faculty member in an area not otherwise part of the discipline’s course offerings. Conditions and hours to be arranged.
Graded
|
| |
-
MTE 796 - Directed Study Credits 3
Requirements: Prerequisite: Permission of Instructor
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
|
| |
-
MTH 521 - Topics Applied Math I Credits 3
A study of Fourier Series and Integrals, Fourier and Laplace Transforms, Partial Differential Equations.
|
| |
-
MTH 540 - Mathematical Challenges Credits 3
Developing understanding of student mathematical learning and needs through the completion of mathematical challenges. Each week a new challenge will be set with hints offered at various times. Each challenge will not have a straightforward solution, and the class is expected to develop personal insights into the nature of their mathematical behavior and relate these reflections to practice. An email discussion list and website will facilitate continued inquiry and sharing of ideas outside of class
|
| |
-
MTH 670 - Meth Math Physic & Eng I Credits 3
The aim of the course is the derivation and association of mathematical models with physical systems. Topics include vector and tensor analysis, partial differential equations of theoretical physics, special functions of applied mathematics, Fourier series, integral transforms, integral equations and calculus variations.
|
| |
-
MTH 671 - Meth Math Physics & Eng II Credits 3
Continuation of MTH 670.
|
| |
-
MTX 500 - Thesis Credits variable; .00 to 8.00
Written presentation of an original research topic in Textile Technology, which demonstrates analysis, ability, and proficiency in the solution. The thesis shall be conducted under the supervision of a faculty advisor. An oral examination in defense of the thesis is required. Graded CR/F.
Pass/Not Pass
|
| |
-
MTX 502 - Adv Material & Composite Credits 3
Processes used for producing functionally advanced and intelligent fibrous materials: Lamination, coating, flocking, wet layup, resin transfer molding, sheet molding, pultrusion, and filament winding. Also studied are resins for coating, adhesives and polymeric matrices, and reinforcing fibrous structures and preforms such as prepreg, fabrics, 3-D woven fabrics, nonwovens, nanofibers, braided and knotted structures. Properties of the resulting structures and their application areas such as nanocomposites, biological fibrous composites, medical, military, and other industrial and functional products are considered. MTX 402
Graded
|
| |
-
MTX 503 - Research Techniques Credits 1
Aids the student in better understanding research approach and techniques. To develop an insight as to the evaluation of research results. A proposal on an original research topic must be submitted and approved.
Graded
|
| |
-
MTX 504 - Graduate Seminar Credits 3
Student discussions on selected topics will be carried out under the supervision of a faculty member. Written papers to be submitted on those topics assigned.
Graded
|
| |
-
MTX 505 - Yarn Technology II Credits 3
Graded
|
| |
-
MTX 506 - Independent Study Credits variable; 1.00 to 6.00
Individual study under the supervision of a faculty member in an area of textiles not otherwise a part of the course offerings. Students shall be held responsible for meeting the requirements of independent study as outlined in an approved proposal.
Graded
|
| |
-
MTX 507 - Textile Micro & Photo Credits 3
The use of the microscope in relation to fiber identification and structure, composition of blends, physical, chemical, and biological condition of yarns and fabrics. Recording of data by photomicrography is included.
Graded
|
| |
-
MTX 508 - Dsgn&Analy Of Experiment Credits 3
A study of the statistical methods and systems employed in the design of experiments, the testing of materials, and the evaluation of test data.
Graded
|
| |
-
MTX 511 - Fabric Technology Credits 3
An investigation into advanced styling and the development of methods of textile fabrication. Requirements of modification and the introduction of new procedures are studied pertaining to new design in fabric construction for improved performance and specific uses. Extensive research of reference material is conducted with written reports submitted on assigned related subject matter.
Graded
|
| |
-
MTX 512 - Fabric Technology Credits 3
Continuation of TET 511.
Graded
|
| |
-
MTX 517 - Fiber Reinforced Polymeric Materials Credits 3
Requirements: Prerequisite: Graduate or senior standing2 hours lecture, 3 hours laboratory
An introduction to advanced composite materials employing fiber reinforcement. Also studied are resins for polymeric matrices, reinforcing fibers, and properties of the resulting structures. Manufacturing techniques and testing of composite materials are examined.
|
| |
-
MTX 521 - Biological and Biomedical Materials Credits 3
Biomedical materials are synthetic materials working in a biological system. This requires an understanding of the similarities and differences between biological and synthetic materials and of the wide range of reactions between them.
Graded
|
| |
-
MTX 522 - Advanced Electronic Properties Credits 3
Graded
|
| |
-
MTX 523 - Statistical Methods of Quality Control II Credits 3
Graded
|
| |
-
MTX 526 - Textile Manufact Process Credits 3
The conversion of fibers and yarns into fabric structures by weaving and nonwoven processes. Also studied are the interaction of material, design, and processing conditions on the quality of fabric and fabric structures as they relate to dyeing and finishing applications. MMT 526
Graded
|
| |
-
MTX 560 - Materials Selection and Design Credits 3
The principles of materials selection for engineering design. Topics include selection based on strength, stiffness, thermal behavior, durability, manufacturability, recyclability, etc. The use of engineering analysis relating material properties to design performance is covered. The course serves as a capstone to the materials program by examining how properties, cost, ethics, sustainability, and other factors combine in determining goodness of design. MTX 460
Graded
|
| |
-
MTX 563 - Fibrous Structure Credits 3
The molecular structure and arrangements of molecules in fibers are considered with respect to giving a foundation to the understanding of the physical and mechanical properties and behavior of textile raw materials. The properties are examined from a fundamental viewpoint so that a sound approach to the technological utilization of fibers in textiles can be established. An introduction is made to the interrelation between fiber properties and yarn and fabric geometry in determining the behavior of textiles.
Graded
|
| |
-
MTX 564 - Mechanics of Fibrous Structures Credits 3
A study of the mechanics of fibrous assemblies such as twisted structures (yarns, rope, braid), woven, knitted, and nonwoven fabrics. The methods of continuum mechanics and differential geometry to interrelate material properties and end-use properties are considered.
|
| |
-
MTX 595 - Independent Study Credits variable
Requirements: Prerequisite: Permission of instructor, graduate director, and college deanConditions and hours to be arranged
Study under the supervision of a faculty member in an area not otherwise part of the discipline’s course offerings.
|
| |
-
MTX 596 - Directed Study Credits variable; 1.00 to 6.00
Conditions and hours to be arranged
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
|
| |
-
MUS 525 - Piano Pedagogy Credits 1
|
| |
-
MUS 596 - Directed Study Credits 3
Conditions and hours to be arranged
Study under the supervision of a faculty member in an area covered in a regular course not currently being offered. Conditions and hours to be arranged.
Graded
|
| |
-
NUR 500 - Theoretical Foundations for Advancing Nursing Practice Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture
Focus on the pivotal role of theoretical thinking in the exploration, development, utilization, and refinement of knowledge in nursing practice. Students engage in theoretical thinking to promote health, guide persons through the health care experience and shape the health care environment. The evolution of theory, philosophical underpinnings and practice contexts of key theories are considered. Opportunities for students to engage directly in theory critique, application and evaluation provide an informed perspective on the meaning and usefulness of theory to practice.
Graded
|
| |
-
NUR 503 - Transitions to Advanced Practice Nursing Credits 3
Requirements: Prerequisite: Matriculated Grad StudentsLecture.
Designed for Registered Nurses with bachelor degrees in areas other than nursing. The purpose of the course is to provide non-traditional students with a common knowledge base including the community perspective as a foundation for graduate study in nursing. Students examine realities of modern nursing practice; explore the philosophical, professional, and theoretical bases for nursing practice; reflect on professional practice in light of established standards; explore strategies aimed at promoting success in graduate education such as critical thinking and written communication; analyze issues and trends in the health care delivery system; and develop a population focus for nursing interventions that improve health outcomes consistent with Healthy People 2020. In addition, students examine professional values essential to advancing nursing practice.
Graded
|
| |
-
NUR 508 - Healthcare Economics and Managing Healthcare Finances Credits 3
Requirements: Prerequisite: NUR 520; Graduate student standing or permission of the instructor.Lecture
Explore economic theories and their application to health care and health care policies at the macro (national, state or systems) and micro (individual) level. Develop knowledge and skills in strategic planning, costing out services, developing operating and capital budgets, cost-benefit and cost-effectiveness analyses. Examine theory and practices and acquire skills in managing health care financial resources at the agency level. HMS 508
Graded
|
| |
-
NUR 511 - Translating Advanced Research Evidence to Nursing Practice Credits 3
Requirements: Prerequisite(s): Matriculated in Nursing graduate program.Lecture
Focus on a) valuing research as a basis of professional nursing; b) understanding, evaluating and translating scientific evidence for nursing practice; and c) collaborating in the translation of evidence-based research activities. The course assists students in identifying researchable problems that shape nursing practice. Components of the research process are examined. Qualitative and quantitative approaches to generating, testing, and translating nursing knowledge and the underlying philosophical assumptions of each approach are examined.
|
| |
Page: 1 <- 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
|