AMS 401 SENIOR CAPSTONE IN AMERICAN STUDIES (3) A colloquium in which students undertake and complete a research or creative project in an area of American cultural studies. Emphasis will be on the collaborative selection and design of issues for discussion, as well as on sharing the process of project development. Required for American Studies majors and minors. Prerequisite: AMS 101, 201, 9 additional hours of American Studies-related course work.

ARC 402.C SENIOR STUDIO CAPSTONE EXPERIENCE (6) This is a culminating studio in which the exploration of professional issues is placed in dialogue with questions raised by liberal learning. Students will be expected to examine how technical and aesthetic issues interact with professional, social, political, and cultural issues. A weekly seminar component will treat a common set of readings selected to help students compare their discoveries and interrogate their perceptions about their work. In addition, students will bring to the studio the impact of an elective departmental seminar (taken either the prior semester or concurrently). Students will select the related seminar with the prior understanding that its content will extend into and become an integral part of studio integration in the capstone experience. Prerequisite: Intended for architecture majors who have completed 7 semesters of design studio; students with extensive training and background in related design areas may petition the studio faculty for admission. Selection will be based on the strength of an interview and a design portfolio.

ARC 405.U/GEO 493 URBAN FIELD EXPERIENCE (3) Focuses upon the development of modern urban design and planning principles, emphasizing Chicago as a laboratory and case study for understanding contemporary urban issues. Two field trips to Chicago are required to confirm the importance of direct field observation methods to the study of urban design and planning patterns. Prerequisite: ARC 211 Principles of Environmental Systems or GEO 201 Urban Economic Geography. Architecture students must be at the 300 level or above to enroll.

ARC 405.Y Frank Lloyd Wright and Modernism (3) This course investigates the new scholarship on Wright in conjunction with an indepth and interdisciplinary examination of his biography, buildings, and writings in a broad artistic, sociopolitical, historical, and cultural context. Each student will conduct a research project from the viewpoint of the student's disciplinary training. Students from all majors are welcome.

ARC 408 SENIOR INTERIOR DESIGN STUDIO CAPSTONE EXPERIENCE (6) A culminating studio in which the exploration of professional issues specific to Interior Design are related to questions posed by liberal learning. Students are required to examine how spatial, technical, and aesthetic properties of interior design are influenced by both local and global economic, social, political, and cultural issues. This studio course includes a seminar-reading component. The essays are selected to challenge students in thinking critically about their pre conceptions related to design. In addition, students will bring to the studio the impact of an independent study requirement that focused on their individual interests related indirectly to interior design. Students select their independent study with the understanding that its content will extend into and become an integral part of the studio in the capstone experience. Prerequisite: senior standing. Intended principally for interior design majors who have completed seven quarters of design studio. Other design majors will be included by permission of instructor.

ARC 426 ARCHITECTURE AND SOCIETY (3) Investigates the proposition that architecture and society constitute a dialectical relationship; that architecture, as theory and practice, both produces and is produced by the workings of society. This seems logical enough, but while many may acknowledge the power of society to condition architecture, many are less convinced about architecture's ability to redirect society. The course examines the work of architects who envision a different kind of society--a transformed society. Given that architecture is always social, the central questions addressed in this class are: How is society changing in this period some call late capitalism and postmodernism? How are these two related? What do architects construct as their ideological understanding of the social world? Can architecture be reconstructed in terms of a new social project in the current historical context? What roles are available to architects who consciously aspire to transform society in the course of their work? What critical discourses and social practices advance such a project? Prerequisites: senior standing.

ART 419 SUPERVISED STUDENT TEACHING IN ART (10-16). Supervised art teaching in a school setting. A split student teaching placement includes 8 weeks of elementary and 8 weeks of secondary teaching. Weekly seminars with university supervisors will be held on campus. Conferences with university supervisors and cooperating teachers will be regularly scheduled. Prerequisites: EDP 201, EDL 204, EDL 418, EDT 343 and majority of art requirement, specifically ART 111 and 171, 187 and 188, 231, 331, 241, 190.E, 201, 303, 401 and 402; Miami University GPA of 2.25 and GPA of 2.25 in major field.

ART 452 SENIOR THESIS PROJECT (3). Provides a culminating studio experience within the Department of Art. Senior students will define and explore a unique research problem which combines a significant facet of art/design with an academic interest founded in the Miami Plan. The proposed problem is reviewed by a faculty committee consisting of the instructor, one or two other art/design faculty, and any other faculty whose specialty area is appropriate to the chosen topic, to insure it meets quality and criteria guidelines, such as Miami's goals for liberal learning and a high level of challenge and originality. Products of the research could result in an informational exhibition, a book and other multiple-paged format, interactive multimedia, video, etc., or a combination of media. Concurrent to this personally focused research activity, students, in a unified effort, will structure, prepare, and ultimately participate in a group exhibition of art/design work in the Hiestand Galleries. It is a semester where the dynamics of group learning and collaboration will complement and contrast with personal, individually focused investigations. Prerequisite: Intended for art majors at the fourth-year level who have completed the previous three years requirements within their areas of concentration, students who have completed one of the thematic sequences within the Department of Art, and related majors at a fourth-year level (such as architecture, interior design, etc) who have completed the previous three years requirements within their majors.

ART 4 HIGHWIRE BRAND STUDIO (4) A culminating interdisciplinary practicum involving students from Art, Communication, and Marketing. Students are divided into three competing, inter-disciplinary teams and work for an entire semester on an actual client's current promotional problem. The team's campaign solutions include primary research and market analysis, campaign strategy development, budget and media plans, fully produced electronic media and graphic design for print advertising and other sales support materials. The program incorporates contemporary technology and industry standard materials and research. The unique expertise and facilities of the Art, Communication, and Marketing programs are fully integrated within each team. Each campaign is formally presented to the client at the end of the semester.
Prerequisite: ART 251, 351 and approval of the instructor.

ART 492 PROFESSIONAL ARTIST'S PORTFOLIO AND EXHIBITION EXPERIENCE (3) Supervised development of individual professional artist's portfolio and participation in a group or solo gallery exhibition. Periodic scheduled meetings with peers and faculty mentors in the individual studio areas. Prerequisite: senior standing in one of the following studio concentrations: ceramics, metals, photography, painting, printmaking, or sculpture. Capstone must be taken concurrently with one of the 400-level studios. (With permission of the instructor, students who have completed a focus sequence in one of the vertical studio offerings may be permitted to enroll in the studio capstone.)

ART 497 MUSEUMS AS INTERPRETERS OF CULTURE (3) Explores the rich texture of forces, disciplines and factors that contribute to the idea of the museum as an interpreter of cultures and examines the interplay of influences that effect and determine a museum's identity. These influences include the perspectives of curators, collectors and donors, scholars, artists, specific cultural groups, the sociopolitical environment, the art market and diverse audience sectors. Focuses on a number of critical issues of our time centered on the politics of culture, identity and representations as a means of analyzing the micro-processes, programming and interactions of the museum. Individualized student projects will link special interests with the museum experience. Prerequisite: completion of a Sequence in the arts or humanities and approval of the instructor.

ART 498 SEMINAR IN THE HISTORY AND METHODS OF ART AND ARCHITECTURAL HISTORY (3) Examines the history, varieties and purposes of art historical methodologies. Acquaints students with the significant literature in the history of art and architecture so they can understand these disciplines and develop their own methodological points of view. Also provides students with an introduction to the professional practice of art history. Prerequisite: major in art history or completion of a Thematic Sequence including one or more upper level art or architectural history courses.

ATH 421 SENIOR SEMINAR IN ANTHROPOLOGY (3) Focuses on key issues in anthropology, including a review of the tools of the discipline and anthropology's role in the future. Prerequisite: The equivalent of an introductory course in Anthropology (ATH 155) as well as additional work in some or all of the four fields (as represented in the four core courses: ATH 212 in archaeology, ATH 231 in cultural anthropology, ATH 255 in biological anthropology, and ATH 265 in linguistic anthropology), senior standing, and a major in Anthropology, or permission of instructor.

ATH 426 ETHNOGRAPHIC FIELD RESEARCH (8) Students will participate in a field school in which they complete an ethnographic research project. They will collect, record, and analyze data in an ethnographic field setting and archive the data for future use. At the end of the course they will report their findings in a final paper that describes an aspect of the culture they are studying from its participants' point of view. Prerequisites: 12 hours in social science courses and/or permission of instructor.

ATH 448 DEVELOPING SOLUTIONS IN GLOBAL HEALTH (3) Global health is the study of illness and health in any part of the world. Disease is a consequence of complex bio-cultural processes that often are global in nature. Viable solutions in global health require multiple perspectives, skills, and disciplines in a collaborative venture. In this course students will explore issues in global health generally, then as a team, research and develop an innovative grant proposal targeting a student-identified global health problem.

ATH/ZOO 498 EVOLUTION OF HUMAN BEHAVIOR (3) Students will explore the human species as biosocially evolved organism, that is, they will explore Homo sapiens as a product of phylogeny and culture. Partly this is addressed by focusing on those surviving human societies that live by hunting and gathering (while recognizing that these are as dynamically part of the present as are industrial societies). In the absence of our extinct ancestors, the course explores those living species with which we last shared common ancestry, the great apes. Finally, students will delve into the archaeological record from its earliest signs of crucial behavioral (e.g., advent of bipedalism) and cultural (e.g., appearance of technology) adaptations. Prerequisites: Senior status. For Anthropology majors, 9 advanced hours of Anthropology, including ATH 255. For Zoology majors, 9 advanced hours of Zoology, preferably including ZOO 206. Or permission of instructor.

BIS 401 Senior Integrative Seminar (3) Intensive and collaborative seminar that focuses on integrating self, others, and product. Provides opportunity for critical thinking, and understanding of individual and social context, and reflection on the tudent's culminating liberal education experience. Prerequisite: open to seniors who have completed BIS 201 and 301.

BLS 465 ETHICS, LAW AND BUSINESS (3) Examines the origins, justification, and applications of morality in the marketplace by analyzing legal theories and applications in hypothetical situations, actual cases, and role-playing scenarios. The perspective of the course is twofold: the manager/employee as a decision-maker; and, the corporation as a moral agent. This dual perspective is founded on the concept that law is a moral process and focuses on how that process affects and governs both individual and corporate decision-making in the marketplace. Prerequisite: senior standing and BLS 342 (Legal Environment of Business); or permission of instructor.

BOT/ZOO 467 CONSERVATION BIOLOGY (3) Concern for conservation of species has engaged people in nearly all countries. Interest derives from contributions of species to cultures and recognition that many species are critical to the productivity of natural resources. Thus, conservation biology is a synthesis of plant and animal science, cultures and values, economics, and the politics of legislated change. This capstone introduces students to ecological principles and societal constraints guiding species and ecosystem conservation, and gives them experience with site-specific conservation plans. In writing the plans students will confront societal conflicts associated with economics, idiosyncratic biota, property rights and conflicting interpretations of public interest. Prerequisites: An introductory course in biology and ZOO 204 or BOT 401 or equivalent.

BOT 490.A CURRENT ADVANCES AND ISSUES IN BOTANY (3 credit hours total: 1 credit hour for BOT 490.A and concurrent enrollment in 2 credit hours of BOT 477 Directed Study under the lead faculty member in 490.A) Students will explore new advanced in botanical research and how botany impacts issues of importance to society. Building on Miami Plan and major course work, students will evaluate the importance and implications of selected issues and scientific advances. In written and oral exercises, students will enhance their critical thinking and communication skills as well as gain exposure to the breadth of career options in botany.

BOT 490.B RESEARCH/INTERNSHIP CAPSTONE IN BOTANY (3 credit hours total--1 credit hour for BOT 490.B with 2 credit hour co-requisite: BOT 400 Independent Research or BOT 477 Directed Study to complete the research option; BOT 340 Internship to complete the internship option. Ideally, the co-requisites would be taken in the same semester as BOT 490.B. However, scheduling may necessitate spreading the co requisites over two semesters.) Integrates two existing options by which students have traditionally culminated their undergraduate experience in Botany into a capstone experience. Students interested in graduate or professional school typically enroll for Directed Study/Research credit to complete research projects with faculty mentors. Alternatively, students interested in botany-related career choices immediately upon graduation may elect to complete an internship experience for academic credit. Students enroll for BOT 490.B, a seminar-format course that meets weekly, along with enrollment for 2 credit hours in the appropriate co-requisite course, completing the 3-credit hour capstone requirement.

BOT 490.C DEPARTMENTAL HONORS CAPSTONE IN BOTANY (3 credit hours total: 1 credit hour for BOT 490.C and concurrent enrollment in 2 credit hours of BOT 480 Departmental Honors). Gifted students can elect to pursue a departmental honors project with a faculty mentor and advisory committee. Students enroll for BOT 490.C, a seminar-format course that meets weekly, along with enrollment for 2 credit hours in the departmental honors course, completing the 3-credit hour capstone requirement.

BOT 490.D UNDERGRADUATE BOTANY TEACHING (1, concurrent enrollment in 2 credit hours of BOT 477 Directed Study under lead faculty member in BOT 490.C). Many Botany undergraduates ultimately teach. This capstone combines a weekly seminar class with a practicum experience in which students serve as teaching assistants in regularly scheduled Foundation course laboratories, under the supervision of the lead graduate teaching assistant and the faculty member. The goal is to combine training in pedagogy with practical experience, thereby improving the student's knowledge, critical thinking skills, and teaching skills in the botanical laboratory classroom. One formal class meeting per week, plus three contact hours per week of practicum in Foundation course teaching laboratories and additional course prep meetings.

BOT/GLG/ZOO 494 SUSTAINABILITY PERSPECTIVES IN RESOURCES AND BUSINESS (3). Addresses the need for interdisciplinary understanding of the pattern of declining quantities of critical resources and growing public awareness of environmental degradation, an understanding of relevant ecosystems, and social and economic institutions and policy, and the prospects for the business community to facilitate resolution of these concerns. Prerequisite: There are three alternative prerequisites: (A) senior standing as a business major and one of the following courses--BOT 131 or ZOO 121 or GLG 121; or (B) senior standing as a science major and both of the following courses--ECO 201 and 202; or (C) senior standing and completion of the ECO 5 Sustainable Systems Thematic Sequence.

BOT/GEO 496 BIODIVERSITY OF KENYA (5) Designed for students who would like a basic understanding of Kenyan natural history and ecology, an introduction to some of the indigenous cultures, and an introduction to the interdisciplinary nature of problems threatening the biodiversity of Kenya. The impact of
conservation preserves, national parks, ecotourism, and population pressures on plant and animal biodiversity will be explored. The course will integrate content and context and allow for personal reflection. Readings, field observations, interactions with local villagers and researchers, problem-solving sessions, and discussions will be integrated to provide a critical review of issues facing Kenya. The course will include pre-trip and post-trip meetings. Student evaluation will be based on a detailed field notebook, a final project paper, an oral presentation, active participation in the field, and discussion. Prerequisite: Two semesters of a general biology course or other Foundation course in the sciences; by permission of instructor to determine the ability of a student to participate fully in an intense and often demanding course.

BOT 499.A FIELD BOTANY (minimum of 3 credits hours). Field experiences in a group setting are perhaps the most effective way to culminate a botanical education. This experience immerses students in the subject matter on a 24-hour per day basis and provides culminating experiences, promotes integration of content and context, demonstrates personal learning and sharing of results, and places work in societal context.

BOTANY 3/2 PROGRAM IN FORESTRY/ENVIRONMENTAL MANAGEMENT. For students who elect to participate in the 3/2 program with Duke University. Students spend their first three years at Miami completing the regular undergraduate curriculum leading to a BS degree in Botany, then transfer to Duke University for two years to complete an MS degree in Forestry or Environmental Management. At the conclusion of the 5 year period, students receive their BS from Miami and MS from Duke.

BWS/WMS 370.E Feminism and the Diaspora: Women of Color in the U.S. (3) Operates on the premise that neither male/female nor Black/White comparisons suffice in discussions of various dimensions of inequality in the U.S. Feminists of color (Black, Asian American, Latina, American Indians and others) point out that discussions of race and ethnicity have focused on men of color. Discussions of gender have focused on white women. In fact, the complexities of gender, ethnicity, class, culture, sexuality, and race cannot be posed in either/or terms. Indeed women of color in the U.S. are increasingly exploring and expanding our understanding of the complexities of these social realities. Students will read works by and about women of color examining issues of language, history, geography, social-psychology and culture. The agency of women of color as well as their theorizing and self-representation are crucial pieces of the analysis. Prerequisite: WMS 201 or BWS 151, and at least 6 hours of WMS or BWS courses, or permission of instructor.

CHM 491 CHEMISTRY IN SOCIETAL ISSUES (3) Chemistry is involved in many of the societal issues facing this nation. In order to protect the environment, create new energy sources, improve health, and increase consumer product safety, understanding the chemistry is critical to the problem-solving process. It is also important for students in technical fields to understand the interface between the known chemistry and government regulations, public perception, and legal interpretations. Students will critically evaluate and form positions on current issues of national interest. Prerequisite: any 300 level chemistry course. Ideally suited for students who have taken the Thematic Sequence in Chemistry.

CHM 492 INDEPENDENT RESEARCH CAPSTONE IN CHEMISTRY (3) Students will work intensively with the instructor to identify a suitable research question; perform the research necessary to resolve the question; write a detailed report of the research program, results, and the broader scientific and social implications of the overall research project; and communicate the research results to other students and professionals by participation in departmental research presentations and/or participation in a recognized professional meeting. Prerequisite: permission of instructor and chair, and 1 semester of CHM 377, 477, 480, or 490 Independent Study.

CLS 401 THE AGE OF PERICLES (3) A comprehensive study of Athenian civilization from 480 to 429 BC. This is neither a history nor a literature course, but a search for global understanding; it attempts to look at a complex period from a variety of angles (political, social, literary, artistic, intellectual) and to find a basis for relating its specific subject matter to other bodies of knowledge and other modes of inquiry. Prerequisite: completion of a Thematic Sequence in Classics.

CLS 402 THE AGE OF AUGUSTUS (3). A comprehensive study of Roman civilization from 63 BC to AD 14, a period which is perhaps the most significant and exciting era in Roman civilization--the culmination of seven centuries of Roman growth and expansion and the prediction of the five centuries of Rome's future. The focus of the course will be the concept of leadership in a Roman society which was being transformed from a republic to an empire. Emphasis will be not only on the ways in which a leader shapes a society but also on the ways in which a leader is shaped by a many-faceted society. Prerequisites: completion of a Thematic Sequence in Classics.

COM 414 SENIOR PROJECT IN COMMUNICATION (4). Involves in-depth personal investigation of a specific aspect of Communication of interest to individual students. This investigation may take the form of performing original research, comprehensive review of extant literature, internship, and/or operating as a teaching or research assistant in the field of Communication. Course may be repeated for up to 8 hours. In all cases, students will work closely with a faculty adviser/mentor and will meet regularly with other students in various formats to discuss progress, problems, issues, and integrate ideas. Upon completion of the project, students will develop a written report of the results of their investigation as well as an oral presentation in a public forum, including comments from a respondent. Respondents could be faculty advisors/mentors, peers, others from the University community, and/or the community at large. Prerequisite: It is strongly expected that students will have considerable
course work in Communication (at the very least, 9 hours to include those who have taken a Thematic Sequence in the area) and/or other relevant areas of study. Because this capstone experience involves close individual work with a faculty member, permission of the faculty advisor/mentor will be required. Senior standing and appropriate course work preparation as judged by the faculty mentor will be required.

COM 415 PRACTICUM IN TELEVISION JOURNALISM (3) Involves the production of a weekly television news program to be aired on Oxford's cable system. Students will rotate through writer, reporter, anchor and producer positions. Professional and ethical issues raised by the stories which are produced by the class will also be discussed. Prerequisite: JRN 202 Broadcast Journalism and one second level journalism experience which can be satisfied by either COM 314, an internship in news (COM 340) or through work at WMUB News.

COM 437 ADVOCACY IN AMERICA (3) Emphasis is placed on the analysis of persuasion in the public arena. The seminar focuses on public symbols shared through communication as powerful tools for advancing ideas in American society following World War II. Students will consider the issues raised by cases of government, business, social, and religion as persuaders attempt to influence public opinion and action. The course format will involve discussion, small group work, team presentations, and extensive written work. Prerequisite: Senior standing, COM 135 or permission of instructor.

COM 439 ORGANIZATIONAL COMMUNICATION (3) Areas of interpersonal, small group, and public communication are discussed within an organizational context. The effects of personal and organizational values and behavior on communication and organizational activity are linked to the broader community. The course format will include a combination drawn from class discussion, team work, student presentations, and writing projects. Prerequisite: 9 hours of speech communication courses or permission or instructor. (Speech communication)

COM 440 PRACTICUM: MASS MEDIA ADVERTISING AND PUBLIC RELATIONS (Laws, Hall & Associates)(4) A culminating interdisciplinary practicum involving students from Art, Communication, and Marketing. Students are divided into three competing, inter-disciplinary teams and work for an entire semester on an actual client's current promotional problem. The team's campaign solutions include primary research and market analysis, campaign strategy development, budget and media plans, fully produced electronic media and graphic design for print advertising and other sales support materials. The program incorporates contemporary technology and industry standard materials and research. The unique expertise and facilities of the Art, Communication, and Marketing programs are fully integrated within each team. Each campaign is formally presented to the client at the end of the semester. Prerequisite: major status in Mass Communication, COM 211, permission of instructor. (Mass communication)

COM 445 SEMINAR IN MASS COMMUNICATION LAW (3) Focuses on contemporaneous issues in mass media law such as libel, invasion of privacy, coverage of the court system, national security and the press, and obscenity. All students will participate as attorneys, witnesses, and jurors in four mock trial exercises in which hypothetical situations involving some of these areas will be played out. Prerequisite: senior standing and Mass Communication major status or permission of the instructor.

COM 459 ADVANCED PUBLIC RELATIONS (3) This seminar course emphasizes pubic relations case study analysis. Students will critically analyze issues drawn from social, political, business and non-profit cases. Additionally, teams of students will apply principles learned in this course and prior courses to work with clients using research and strategic analysis to create solutions to public relations challenges. The course format will involve discussion, team work, and extensive written work. Prerequisite: COM 135, 143, 359 and 431, or permission of instructor. (Speech communication)

CSA 475 SYSTEMS DESIGN AND IMPLEMENTATION (3) Deals with the design, implementation, testing, and installation into production of a software system. The system to be developed will be identified and specified by students in other courses or will be provided by the instructor. This capstone addresses the application of the senior students' knowledge to perform a major open-ended design and implementation project. Students will work in project teams that utilize their varied experience, learning styles and skills, and knowledge to achieve a successful software product. Elements of the design and implementation process are considered: establishment of objectives, synthesis, analysis, solution development, testing and evaluation. Students will consider real-world constraints, such as economical and societal factors, security, privacy, aesthetics, and ethics. Prerequisite: senior standing and completion of SAN 472.

CSA 481 TECHNOLOGY FOR MANAGING DISEASE AND DISABILITY (3) Technology plays a central role in the management of diseases and disabilities from diabetes to quadriplegia. In this inter-disciplinary capstone students will experience life through the eyes of someone with a disability or chronic disease, design a technology to aid patients, and participate in a service learning activity related to the selected disease or disability. There are no prerequisites, but majors, minors, or experiences in computer engineering, computer science, gerontology, graphic design, interactive media studies, management information systems, marketing, nursing, public policy, public service or sociology are desireable. Must have Senior standing.

ECO 405 MANAGERIAL ECONOMICS (3). Uses microeconomic models to apply concepts from the School of Business Administration core to solve problems and make decisions that managers of firms may face daily. Class time is allocated to the development of economic models that integrate the core areas, problem solving to apply the models in typical business settings, and the analysis of cases. Gives students the opportunity to present as a team an analysis of cases using the skills and concepts from the core courses. Prerequisite: available only to students with senior standing who have completed the common core of business courses. For those students who have not completed all of these courses, it is up to the discretion of the instructor whether or not they should enroll.

ECO 408 PRODUCTIVITY AND GROWTH (3). Studies the role firms play in the creation and diffusion of technological change. Technological change is an evolutionary process in which research, development, invention, and innovation must be undertaken in a coordinated way. Initial "insights"--often abstract, vague, or only partially understood--must be transformed into affordable and serviceable solutions to the economic problems of everyday life. From an historical perspective, firms co-evolve with their technologies in the dynamic "process of creative destruction." The relationships between technological change and economic growth are examined in detail.
Prerequisites: ECO 201 and 202 and senior standing, or SBA core courses and senior standing.

ECO 427 THE GREAT DEPRESSION REVISITED (3). The Great Depression of the 1930s was a traumatic period in our history, still widely discussed and analyzed by economists, and its specter has influenced our leaders and their policies to this day. Vigorous debate continues over the cause(s) of its unprecedented severity, and therefore, what is true lessons are. To settle this debate, a wide range of competing theories have been proposed, each involving different assumptions, based upon opposing ideological foundations, about the way our macroeconomic system functions. In this team taught course, students will be assigned to read original literature which offers opposing views of the causes of the Great Depression. Competing theories will be applied by students in a computer simulation program, which will allow students to capture the relationships implied by the institutional framework of the period and the economic literature in order to judge the degree to which opposing views can be supported. Prerequisite: ECO 317 Intermediate Macroeconomic Theory and senior standing or permission of instructor.

EDL 401 CULTURAL STUDIES AND THE COMPLEXITY OF EMPOWERMENT (3) Through field experience and related readings in the field of cultural studies, students examine the political and ethical considerations involved in helping relationships. Community service--four hours per week,minimum--is a central component of this capstone. Journals, class discussions, and readings integrate experience with theoretical understandings of power as it relates to race, class, gender, and other social categories. Students design, create, and present a project focusing on a problem that relates to issues encountered in the field placement and readings.
Prerequisite: EDL 282 (Cultural Studies, Power, and Education) or permission of instructor.

EDP 460 ACTION RESEARCH/PROBLEM-BASED SEMINAR IN EXCEPTIONAL EDUCA TION/DEVELOPMENTAL DIFFERENCES (3) A research/problem-based seminar designed to provide an opportunity for students to develop, implement, and evaluate an action research or action service project related to the identification, psychology, education and/or treatment of individuals whose development is exceptional. Provides an intensive seminar in which instructor and peers share the research/problem-solving process and prepare written and oral reports that describe the project and document the student's accomplishments. Prerequisite: available to special education majors upon completion of their methods courses and non-majors who have completed the exceptionalities thematic sequence.

EDP 472 LITERACY SEMINAR : PRACTICUM (3) Problem-based seminar designed to provide opportunities for students to learn, practice and evaluate instructional approaches to teaching literacy skills (reading, writing, and spelling) to school-aged children with written language disabilities. Students receive intensive training in literacy and work in a tutorial setting. Seminar discussions focus on issues of literacy, the diverse educational needs of children who lack literacy skills, and approaches for working with these children. Prerequisite: available to special education majors and non-majors who have completed the special education thematic sequence. Other students with experiences tutoring in school settings will be considered if space is available.

EDT 4xx WRITING INFORMATION BOOKS FOR CHILDREN (3) Drawing on content knowledge gained from coursework in major courses of study, students will each write an information book for a diverse community of children. As an authentic learning experience, the course will include the study of children's literature and writing for children, the creation of a writing community among participants, and development of ways to share the books globally.

EDT 422 STUDIES IN EDUCATIONAL ISSUES (3) Individual students and/or student teams will collaborate with the instructor and peers to identify and conduct an investigation or complete a creative project that focuses on a specific problem or issue in education. This seminar course will emphasize intensive reading, research, writing, and interaction in student-selected areas of study with opportunities for analysis and reflection. The course format may include class discussion, team work, student presentations and writing projects. The culminating activity will be an oral and/or written presentation or exhibition which demonstrates the student's work to the understanding or resolution of the issue or problem studied. Prerequisite: EDP 301, EDL 418 and completion of all instructional procedures courses, or permission of instructor.

EDT 499.B DEVELOPING CROSS-CULTURAL CONTEXTS FOR TEACHING AND LEARNING (3) Provides students with the opportunity to develop cross-cultural and global connections by studying on site in Novgorod, Russia, with English-speaking counterparts in the Russian educational system matched by subject areas. Participants identify themes that are shared by both American and Russan cultures and explore these themse from comparative, cross-cultural perspectives. In addition to peer discussion, students participate in specivic language and culture study, organized study tours, and other activities intended to develop a multi-cultural context for their work. Prerequisite: Senior standing and significant scholarly background of specialized study in a major related to the teme and content of this experience.

EDT 499.C COMPARING SELECTED U.S. AND EUROPEAN SCHOOLS (3). Provides students with the opportunity to compare educational structures of the United States and selected European countries by studying on site in classrooms of different cultures as well as through travel in those cultures. Students will spend time in classrooms with teachers and students studying and comparing methodology, curricular emphasis, and the societal imperatives that under gird both the U.S. and European systems. Will be offered Summer Term I due to European travel requirement. Some preparation Spring semester will be necessary. Prerequisite: senior standing.

EDT 499.J THE INCA EMPIRE (3). Provides students the opportunity to gain knowledge and awareness of the increasing importance of the altiplano of the Andes in Peru and Bolivia. Students will prepare for their journey during four extended sessions on the Oxford campus, during which they will discuss history, culture and current issues of the region. They will identify a project to be researched both on campus and during the 17-day trip to the two countries. While on site, they will meet with educators, political and social leaders, medical personnel, agricultural workers, students, anthropologists and historians. The program focuses on the development of critical understandings as a result of constant site evaluations, discussion and focused conversations. Prerequisite: completion of studies in Spanish to the 311 level or demonstrated equivalent proficiency in the Spanish language as judged by one or more of the instructors. In absence of said proficiency, students must petition for admission.

ENGINEERING 3-2 PROGRAM. Students leave Miami following the junior year and begin study at an engineering school. All accredited engineering programs must include an engineering design experience that builds upon the fundamental concepts of mathematics, basic sciences, the humanities and social sciences, engineering topics, and communication skills. The scope of the design experience should match the requirements of practice within that discipline.

ENG 405 ADVANCED LINGUISTICS: SYNTAX (3) Studies contemporary linguistic theory-making, focusing on syntax and semantics from the point of view of generative-transformational (G-T) linguistics. The first part of the course takes a brief look at American structural linguistics, in order to set the context for the paradigm change to G-T linguistics. We'll see how G-T grammarians first thought that you could clearly (and easily) differentiate between syntactic and semantic levels, and that the syntactic component of language was the creative component, with semantic and phonological components simply interpretive. We'll see how that view was replaced by one in which syntax and semantics were integrally related, and in which the semantic component came to be viewed as the creative component. We'll also look at how the latest linguistic theories have moved beyond language-specific rules in an attempt to develop principles of a universal grammar. In the process, the course engages the students in contemporary linguistic theory-making and places such theory-making within historical context. Prerequisite: ENG 303 An Introduction to Linguistics.

ENG 406 Discourse Analysis: Speech Acts in Context (3) Students formulate questions about language that interest them--questions with either formal or social implications, then gather language data and analyze it in order to answer those questions. The course provides students with opportunities to apply a number of major linguistic methodologies to solve problems such as how the structure of language shapes our perceptions, how language mediates between people and institutions, or how linguists write formal rule systems that mediate between syntax and morphology or that allow computers to parse human sentences. Since linguists are ultimately concerned both with how languages are structured and with who speaks what to whom and why, the problems students solve often touch upon the concerns of other disciplines, like cultural anthropology, social psychology, sociology, and even systems analysis. Prerequisite: ENG 303 An Introduction to Linguistics

ENG 415 PRACTICUM IN TECHNICAL AND SCIENTIFIC COMMUNICATION (3) This practicum in project management is specifically designed to provide professional writing majors with practical writing experience related to their technical or scientific fields. As the final course for the undergraduate major in technical and scientific communication, this practicum serves as an on-campus, directed internship experience. Since the course is designed to teach communicator/client relationships, problem-solving skills and professionalism in conduct and product, students are expected, with close supervision and feedback, to take a significant amount of responsibility for planning and designing their senior projects. Prerequisite: ENG 313, 215, 411/511, 412/512, 413/513, and 414/514.

ENG/HST 429 HISTORY THROUGH LITERATURE: A NOVEL FOR CHILDREN (3) This capstone, interdisciplinary in approach, will culminate in the production and publication of a historical novel, including illustrations and cover design, for use as a supplement to the Talawanda school system's Ohio history curriculum. Students will conduct research using primary sources in Butler County, the setting of the novel, which will include the collection of multicultural oral histories. Field trips will also be a vital part of the course. Prerequisites: Senior status in one or more of the following degree majors/minors -- American Studies; Elementary Education with a concentration in English, Social Studies, or Art; English/American Literature or Creative Writing; Interdisciplinary Studies; Secondary Education with a concentration in English, Social Studies or Art; History with an American history focus; Women's Studies; or permission of instructor. Preference will be given to those who have also completed ENG 262.

ENG 460 ISSUES IN CREATIVE WRITING (3) Integrates the reading and writing of poetry and fiction at the highest levels and is intended for senior majors who should have completed at least three of the four required writing courses as well as the majority of their literature and theory and practice courses. The issue or problem organizing the course will be applicable to both fiction writers and poets; the readings in both poetry and fiction will illustrate, problematize and/or offer solutions to the issue under discussion. Students will be asked to read and think as writers, and to respond to the issue or problem in both an analytic and creative manner. Specific requirements vary according to instructor and topic. Prerequisite: completion of ENG 226 and at least two of the required upper level writing courses; completion of four of the five literature courses; completion of one of the other two theory and practice courses; completion of at least one of the foreign language literature in translation courses; senior standing.

ENG/WMS 495 CAPSTONE IN LITERATURE (3) Intensive study, including reading and independent research, on a topic or problem in the field. Because capstones build upon knowledge and practice in the various requirements of the major, students should have completed all survey and major author courses and at least two of the distribution requirements (subrequirements 3-5) before selecting a capstone during the senior year. Specific course requirements vary according to instructor and topic, but all capstones include extensive reading, writing, and discussion. Students will be asked to read and think as informed readers and to respond to issues or problems in an analytic and creative manner. Capstones are selected annually from proposals submitted by the faculty. Prerequisite: completion of all survey courses, at least two of the distribution requirements (subrequirements 3-5), and senior standing.

ENG 496 ENGLISH STUDIES: REFECTIONS ON LITERATURE AND LANGUAGE (3) The central goal of this capsone is to help preservice teachers begin to construct, understand, and reflect upon definitions, images, and lived realities of English teachers. Students in the class will read extensively, write about and discuss their reading in class, examine materials and syllabi from their 29 hours of English minor courses, mentor two high school writers (one at-risk, one advanced) online, and participate in a series of in-class discussions with writers, scholars, and teachers. They will conduct an extensive case study research report of their online work with their high school charges and prepare a presentation or lead a round-table discussion at the Ohio Council of Teachers of English Language Arts (OCTELA) conference, the largest professional conference for langage arts teachers in the state.

ENT 497-498 Senior Design Project (2,2) This two-course capstone is for senior Engineering Technology majors. It addresses the need for senior students to perform a major open-ended research and design project. This project allows students to work in small teams that utilize their combined experience and knowledge to achieve a unified design. Elements of the design process, including establishment of objectives, synthesis, analysis, and evaluation are integral parts of this capstone. Real-world constraints such as economical and societal factors, marketability, ergonomics, safety, aesthetics, and ethics are also integral parts of this capstone. The first part of this capstone (ENT 497) deals with feasibility studies or proposals, while the second part (ENT 498) deals with the implementation, testing, and production of the chosen design. Prerequisite: senior standing in the Engineering Technology major, or permission of instructor.

ESP 461 SMALL/EMERGING ENTERPRISE CONSULTING (3) Students apply problem-solving methodology by consulting selected local small businesses that have requested management assistance. Each selected company demonstrates a wide range of problems crossing the fields of finance, marketing, accounting, production, human resources, information systems, computer systems, stratigic and tactical planning, growth and downsizing, procurement, control of inventory, quality control, and forecasting. Students learn to integrate and apply their business knowledge in "real world" settings and test their analytical skills by confronting and solving complex business problems. Prerequisite: Students must have completed junior level courses for their major and should be taking two or more senior level courses concurrently with the course.

ESP 467 ENTREPRENEURSHIP: NEW VENTURES (3) Provides an opportunity for students to apply their knowledge of the functional specialties in business to the problems involved in the search for, evaluation of, and initial operation of high potential business ventures. Allows students with different academic backgrounds to work in teams that utilize their varied experience and skills to analyze case studies of entrepreneurial business ventures and to identify a new business opportunity, define its commercial potential, and develop a comprehensive business plan for that venture. Student teams are composed of a small number of students (usually 4) representing the broadest possible range of majors. Prerequisite: senior standing or permission of instructor.