Explores communications contexts within organizations and refines written and oral communications skills used in business and professional settings. Emphasizes appropriateness, effectiveness, and nuance while taking into consideration situation, audience, and delivery mode. Learners use common business communications tools and technologies as well as social media. Prerequisite: ENG-101 or IDS-100 (honors section).

Cultivates oral communication skill for non-majors, with emphasis on improving speaking and listening skills. Analyzes factors affecting oral communication with self, in dyads, small groups, the public arena, organizations, mass media, and among members of differing cultural backgrounds. Practical experience in delivering speeches and briefings. Fulfills the general education requirement in oral communication.

Provides an overview of the data mining and warehousing components of the knowledge discovery process. Data mining applications are introduced, and the application of statistical algorithms and techniques useful for solving problems are identified. Students will study development issues such as identification, selection, acquisition, processing, search and retrieval. [3 credits]

EDU 802 Organization and Governance in Higher Education: Competing Conceptions of Academic Governance: Negotiating the Perfect Storm (William Tierney)

The subtitle of this course, “Competing Conceptions of Academic Governance: Negotiating the Perfect Storm” is an apt title to a collection of essays edited by William B. Tierney, one of the leading researchers in higher organization governance and organization. The title sets the framework for our discussions, readings, writing and research throughout this course as we analyze and debate the “competing conceptions” the authors in Tierney’s text describe. How an institution is organized and governed says a lot about the philosophy that drives planning, decision making, and accountability. Models can be hierarchical, bureaucratic, collegial, cultural or collaborative, depending on the level of constituent participation, the locus and interpretation of power, the approach to leadership, and the ways decisions are made.

Critical to our exploration is a question about the very purpose of higher education: Is it to develop knowledgeable and ethical citizens who will contribute to the “public good” or is it to educate individuals for success in careers and the workplace? Some of Tierney’s dueling philosophies are captured in these questions: Do Boards, who are ultimately responsible for university’s direction and financial viability, share the same sense of purpose for higher education as the campus leadership? The faculty? Should the organization and decision-making framework of a university be a top down mandate, with a set model imposed by management, or should it be more organic, growing from the culture and mission of the institution? What are the limits of shared governance? Is shared governance an adequate model given the ever changing environment affecting higher education? Today we find ourselves at a critical time in higher education related to these central questions, and over the course of nine weeks, we will be exploring them together.

Central to this Ph.D. program in Higher Education for Changing Populations is a discussion of the interplay of organization and governance with diversity/inclusion. With higher education populations changing so dramatically over the past 30 years, how have organization and governance structures adjusted to better meet the needs of a very diverse student body? Or have they changed at all? Or should they? What could future higher education organizational structures look like to address these evolving populations? How do we assess the effectiveness of governance structures as seen through this lens? Participants in this course will apply their own experience as well as research studies and class discussion/projects to explore these important topics that affect the very core of the university’s goals and purpose.

RIS 601: Uncertainty introduces learners to epistemic and aleatory uncertainty and the most common ways of quantifying and otherwise addressing uncertainty encountered in their work. Methods for expressing uncertainty are introduced, probability concepts and the Monte Carlo process are reviewed and a method for choosing a probability model to represent quantitative uncertainty is presented. Students learn to represent uncertainty using probability distributions. (Requires student version of Palisades @RISK software—a free student version of the software is available with the purchase of the text book.)

RIS 603: Risk Communication prepares students to respond professionally to the special challenges of coordination among risk managers and risk assessors and focuses primarily on risk and crisis communication where there is considerable uncertainty. Students learn how to map risk communications messages.

This course is fully online. It introduces the Hebrew and Christian Scriptures of the Christian tradition, exploring their historical and literary contexts, as well as interpretations of religious meaning. The course presents modern methods of biblical study, including Roman Catholic, Protestant, and Jewish scholarship. The course fulfills the general requirement for 200-level Religious Studies course and is worth 3 credits.