An entry-level course designed for students who have had no more than one term/semester of typewriting/keyboarding in high school or prior college credit. The course allows students to learn proper keyboard techniques, how to format documents and explore popular word processing programs.

Course provides opportunities for students to develop themselves professionally. Special emphasis is placed on image development for a chosen career and strategy development to launch that career. Time management, money management, business etiquette, selecting mentors and role models are also addressed.

The nature and scope of leadership and empowerment as it relates to applied technology and industrial training environments; the techniques for leadership, empowerment and team building are emphasized.
Prerequisite(s): junior standing or consent of department

Investigates the design, delivery and evaluation of training and development programs. The relationship of modern technology and training theories are addressed.

Development and use of resources for preparing contextual learning and instruction, presenting lessons and assessing learner performance. Strategies for infusing employability skills, work-based learning and applying instructinal technology.

Basic instructional techniques and media commonly utilized in applied technology, training and development; emphasis is placed on illustrated presentations and technical demonstrations.

Emphasis on technical presentation skills and electronic presentation media commonly utilized in training and development. Topics such as developing an audience profile, arranging facilities, topic introduction techniques, questioning and summary strategies are addressed.

Examines the role and responsibilities of career and technical education professionals as well as the importance of creating a classroom and laboratory environment that fosters a positive learning climate. The role and responsibilities of career and technical education professionals as well as technology applications, effective time management, standards for student conduct and teacher liability are addressed.

Study of the basic standards and recent changes in work-based learning. Emphasis is placed on developing materials to effectively facilitate the work-based learning component of a workforce education program.

Course is designed as an advanced preparation for students preparing to enter organizations in education or training that utilize modern computer-based technologies that include: graphic applications, telecommunications, networking, programming and computer-based training.
Prerequisite(s): ATTD 4300

Introduction to the history, theory and practice of human performance technology in education and training. Explores teh systemic process of analysis, interventioin development, change implementation and process valuation involved in performance improvement.

(2000 clock hours equals one year of experience or 8 semester credit hours.) Supervised individual work experience in a recognized occupation or field of specialization.
Prerequisite(s): consent of department
Course information: For those who meet the necessary state-mandated requirements for years of work experience these credits can be granted for successful completion of an occupational competency examination. May be repeated up to 24 hours of credit.

Two broad areas of applications (occupational and educational) are discussed and demonstrated. Course focuses on an integration of software packages in a project-oriented, real-world environment. Course is primarily hands-on with students working extensively on the computer and related hardware
Prerequisite(s): CECS 1100 or equivalency.

Course combines skills of hardware and software use with an introduction to teaching methods needed to teach those skills to students in the K-12 office education classroom.
Prerequisite(s): ATTD 4300

Course emphasizes the application of desktop publishing theory and practices in education and training. Course utilizes desktop publishing software to create technical brochures, advertisements, newsletters and other publications in the industrial training organization or educational environment.
Prerequisite(s): ATTD 4300

A study of the historical development, founding principles and objectives of applied technology programs in the United States; focus on the types of programs, general organization and methods of delivery.

Emphasis on advanced instructional techniques; including questioning, discussion, problem-solving, motivation, and instructional development used in applied technology and industrial training setting.
Prerequisite(s): COMM 1010 or ATTD 4120 or consent of department.

A study of the components of human relations and interpersonal communication factors in business, education, trade and industrial education and training programs.

Introduction to identification, assessment, instructional and curriculum modifications, support services and evaluation of learners from special populations (e.g. disadvantaged, disabled and limited English-speaking) in applied technology programs.
Course information: Satisfies the Cross-cultural, Diversity and Global Studies requirement of the University Core Curriculum.

Important factors in succeeding on the job. Emphasis is placed on communication, strategies for conducting meetings and seminars, conflict management, developing and arranging agendas, itineraries, minutes and business reports, designing and using business graphics, and job-getting communication.

A review of basic standards, recent changes and the underlying reasons for such standards. Emphasis is placed on identifying, analyzing and reaching logical solutions to real problems encountered in the operation of the cooperative education program. Public relations and promotion of the cooperative program, the development of a course of study for general related material and the operation of adult education classes are included.

A study of the organization and administration of applied technology programs, including techniques for the structure, delivery and evaluation of the educational function, budgeting, operations and staffing.

Procedures for analysis of occupations, jobs and tasks for instructional planning and course development in vocational education and training programs.

Supervised observation and instructional practice in an approved applied technology program or industrial training environment; discussion and evaluation seminars are scheduled.
Prerequisite(s): consent of department

A capstone course designed for students to synthesize the knowledge, skills and attitudes learned throughout the undergraduate degree in Applied Technology and Performance Improvement. Students will demonstrate their ability to articulate career pathways, apply technology in the workplace, and contribute to the organizational structure of either business and industry or education.
Prerequisite(s): This couse may only be taken during the final term/semester of the ATPI professional development sequence.

Organized classes for program and student interests and needs.
Prerequisite(s): consent of department
Course information: Limited-offering basis. May be repeated for credit.

Introduction to computer usage. Integrated approach to software tools such as word processing, data-base management, spreadsheet, communications and graphics applications.

A collegiate guide to Internet resources and information procurement. Topics include: connecting to UNT resources, peripheral selection and use, tips for purchasing and using application software, an overview of graphics software, applications of the Internet, HTML code, methods of establishing an Internet connection, netcasting, voice and video conferencing, PC-based troubleshooting techniques, electronic research, and information processing using Internet.
Prerequisite(s): CECS 1100, or equivalent

Application of computer graphics to the preparation of multimedia and web-based materials. Includes principles of graphics communication, concepts in computer graphics, graphics input systems, graphics manipulation software, and graphics output systems.
Prerequisite(s): CECS 1100

Creation of web-based materials incorporating text, graphics, and multimedia elements. Emphasis on use of standards-based technologies for creating content for web-based delivery.
Prerequisite(s): CECS 2510 and 3220

Introduction to class presentation and teacher productivity systems, including graphic, audio, video and computer-based materials. Laserdiscs, videotapes, LCD systems and computer software for the classroom.
Prerequisite(s): CECS 1100.

Foundational skills in data communications. Covers the basics of computer networking, including terms and concepts, contemporary network services, transmission media, and protocols. Students learn how protocols are used in networking implementations from many vendors, especially those most common in today's LANs and WANs.
Prerequisite(s): CECS 2510

Computers in education; computer topics covered in introductory and secondary school courses. Motivation and objectives in computer education; some programming language. Instructional uses of the computer, topics in curriculum integration.
Prerequisite(s): CECS 1100

Production of multimedia materials using digital video and audio production techniques. Project management teams, instructional design, editing techniques, digitizing, using a video camera, and production/post-production techniques are covered.
Prerequisite(s): CECS 3220

Study of file and print network services in a directory services environment. Topics include server configuration, user management, resource allocation, risk management, and disaster recovery.
Prerequisite(s): CECS 3530

Design and implementation of Internet information services including FTP, NNTP, World Wide Web, and streaming media. Conferencing using H.323 and T.120 standards-based systems. Students both design and build various information services using representative software tools and hardware platforms.

Organized classes for program needs.
Prerequisite(s): consent of department. Limited-offering basis. May be repeated for credit.

Supervised professional activities in computer education. May be repeated for credit.

A focus on the preliminary assessment of human performance problems in organizations. The design, development, implementation and evaluation of training programs for supervisors and trainers is discussed.

This overview course investigates the design, delivery and evaluation of training programs. The relationship of modern technology and training theories with organizational practices will also be addressed.

Development, organization and use of curriculum materials and resources in career and technical education, with an emphasis on employability skills, work-based learning and instructional technology.

Such instructional strategies as lecture and demonstration are emphasized; includes introduction, questioning and summary techniques, as well as the use of basic media commonly utilized in technical presentations.

Such training strategies as job coaching and small group instruction are emphasized; includes motivation techniques, one-on-one interaction skills, questioning and summary techniques and the use of electronic presentation media.

Focuses on the career and technical education teacher's role in the classroom, laboratory, school and community. Emphasizes the roles of technology, discipline and liability.

This course is designed to address all aspects of work-based learning. Basic standards and the development of educational training opportunities are included.

Advanced preparation for students entering into education or training organizations that utilize modern computer-based technologies including graphic applications, telecommunications, networking, programming and instructional technology.
Prerequisite(s): consent of department

Internet-based course consisting of seven modules designed to assist the health science technology education (HSTE) professional in organizing, facilitating and evaluating a successful leadership program for health science technology students. Requires participation in an e-group to share ideas and experiences.

Internet-based course consisting of three modules that examine a wide variety of assessment techniques and strategies for use in health science technology programs. Emphasis is placed on the practical application of assessment.

Purposes and functions of a guidance program, group guidance procedures, components of a vocational guidance program and techniques for providing vocational guidance services for elementary, secondary and adult populations.

An examination of the historical and philosophical foundations of applied technology. Interrelationships of economic, sociological and psychological foundations are considered. Includes the role and responsibility of the professional educator in applied technology programs.

Advanced instructional strategies, such as group facilitation, cooperative learning, questioning, discussion, problem-solving, simulation, reflective teaching and other instructional techniques. Participants are expected to employ various presentation techniques through small group exercises.
Prerequisite(s): ATTD 5120

Development of human relations and communication skills; human relations as a factor in developing programs in business, education and industry.

A general orientation to basic methods of research in applied technology, training and development; including the scientific method as a basis for analysis, interpretation of results. This course should be taken in the last 15 semester hours of the program.

This course will address general diversity issues that affect applied technology, training and development. Effective strategies and model programs will be discussed to enhance individual development in applied technology classrooms and training and development courses.

The course focuses on research issues in applied technology, training and development. Problems related to the fields of applied technology, organizational culture, training and human resource development, research designs and statistical methods for conducting research in training and development will be studied.

Designed for applied technology and training professionals, this course focuses on curriculum theories, approaches to curriculum development and curriculum evaluation strategies. Includes development of goals, competencies, objectives, knowledge-based testing and performance-based testing.

Demonstration of key marketing education program concepts. Concentration on application of procedures and strategies with an emphasis on planning, implementing, and managing an effective marketing education program. Students design a comprehensive marketing education program. It is recommended that this course be taken at end of the certification course series as a capstone class.

A seminar designed to assist master's candidates in conducting research in the field of applied technology, training and development, including the dissemination and discussion of findings. Scheduled during last resident registration.
Prerequisite(s): ATTD 5480

Organized classes specifically designed to accommodate the needs of students and the demands of program development not met by the regular offerings. Short courses and workshops concerned with specific topics are organized on a limited-offering basis, to be repeated only upon demand. May be repeated for credit.

Open to graduate students who are capable of developing a problem independently. Open only to resident students.

To be scheduled only with consent of department. 6 hours credit required. No credit assigned until thesis has been completed and filed with the graduate dean. Continuous enrollment required once work on thesis has begun. May be repeated for credit.

Application of computer software tools in education. Study of computer application packages and their utilization in the classroom.

Analysis of computer use in education and applications programming in education. Topics include software and hardware evaluation, planning computer education curricula and facilities.
Prerequisite(s): CECS 5010 (may be taken concurrently)

Introduction to Internet technology. Using the Internet for research and professional productivity.
Prerequisite(s): CECS 5020

An study of educational programming lanaguages. Requires "hands-on" programming independent of classroom instruction. Topics include variables, simple and complex data structures, object-oriented design, debugging, interface design plus creating and using objects. Educational implications of programming. The instructor will choose the language(s) to be stuided during the course. Past languages have included Java, Perl, PHP/HTML, C++, and others.
Prerequisite(s): CECS 5020 or consent of department.

Study and analysis of the use of the computer to deliver instruction. Topics include design, development, and review techniques for CAI, current trends in CAI technology and lesson development with an authoring language.
Prerequisite(s): CECS 5020

Basic skills in the production of audio and video materials for multi-media and other digital presentation media. Study of both analog and digital production techniques, nature of audio and video signals, and how those signals are optimized in both the analog and digital domains. Other topics include camera techniques, shot composition, scene construction and visual continuity, audio techniques, script preparation, optimization of finished product and distribution mediums.
Prerequisite(s): CECS 5010, or eqivalent

Creation of comprehensive computer-based instructional systems that integrate presentation of materials with the monitoring of student performance and modification of the instructional system based on both internal and external factors. The class will focus on the use of current authoring system tools to develop representative systems.
Prerequisite(s): CECS 5020

Application of software engineering principles to the development of educational software using high-quality human/computer interaction as the primary design criterion. Each student completes a major educational software development project during the course.
Prerequisite(s): CECS 5100, 5110 or 5120, and 5210.

Selection, utilization and evaluation of media technology, and techniques used in the instructional programs of education and industry. Includes hands-on digital audio and visual processes.

The design of instructional systems is examined through research reports on the theoretical assumptions of learning and analysis of learning systems as they apply to the development of educational and instructional training programs.

Application of computer graphics to the preparation and presentation of mediated materials. Includes principles of graphics communication, concepts in computer graphics, graphics input systems, graphics manipulation software and graphics output systems.
Prerequisite(s): CECS 5030

The study and analysis of models of cognitive systems including acquiring, manipulating, storing, interpreting and using information; special emphasis on the unique interactions between human information processing and computer-based processing as they apply to the instructional environment.

Study of the human as an information processor. Computer interface design that takes into consideration human capabilities and limitations. Educational implications of system input/output facilities. Impact upon instructional system design.

Development of educational telecommunications in the United States; theories and practices.
Prerequisite(s): CECS 5010

Course to aid education and training professionals in creating Web-based materials and application utilizing Internet resources. Integration of text, graphics, and multimedia elements in a web environment.
Prerequisite(s): CECS 5030

Survey of wireless telecommunications systems and techniques including low-cost radio and satellite technologies potentially useful to educators.
Prerequisite(s): CECS 5400

Design and implementation of Internet information services including FTP, conferencing, and the World Wide Web. Students design and build various information services using software tools and hardware platforms representative of those used in education and training.
Prerequisite(s): CECS 5030

Study of computer networks used in support of education and training. Includes topics in network topologies, wiring, administration, risk management and disaster recovery. Special emphasis is placed on the application of network technologies to K-12 educational environments, higher education and the training environments of business, industry and the military.
Prerequisite(s): CECS 5030

Designed for both elementary and secondary teachers; skills and methods necessary to implement computer applications within the curriculum. Methods for managing the computer in the classroom; courseware implementation; utilization of word processing, databases, spreadsheets and telecommunications within the curriculum. Methods of teaching computer programming. SBEC MTT Exam: Students in this course come to UNT and take a proctored practice exam of the SBEC MTT test. Students should have taken the prior classes in order to be prepare for the practice exam.
Prerequisite(s): CECS 5020 (SBEC MTT certs should also take 5030, 5110, 5111)

An overview of the management and utilization of technology based training practices in corporate settings. The selection, development, organization and delivery of training to adult learners is tied to instructional development systems. Special attention is given to the role of instructional technologists and the skills, responsibilities, and job requirements of the position.

Study and analysis of the use of technology in the administration of education with emphasis on using microcomputer applications to facilitate administrative activities; planning for the incorporation of technology into district/campuswide instructional programs; and promoting education via the use of technology.
Prerequisite(s): CECS 5010, or 5011

Focus on research literature and current issues dealing with ethical and legal issues within the computing profession. Includes units on intellectual property, moral philosophy, gender and minority issues affecting computer education.

Broad reading in a defined area of technology interaction. Requires the critical evaluation of sources with particular emphasis on methodology and application to educational environments. CECS majors must take this course during the last 6 hours."
Prerequisite(s): consent of department

Interpretation, analysis and synthesis of current research in educational technology for the purpose of integrating research methodology and application to educational environments.
Prerequisite(s): consent of department

Organized classes specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings.
Prerequisite(s): consent of department. Limited-offering basis; may be repeated for credit.

Independent study and research.
Prerequisite(s): consent of department and instructor. May be repeated for credit.

For students accepted as participants in special institute courses.
Prerequisite(s): consent of department

Supervised professional activities in vocational education.
Prerequisite(s): Registration is on an individual basis.
Course information: May be repeated for credit.

Study of current technological trends in the field of training and development. Emphasis on technologies used in the design, development and support of training programs.

The function of the applied technology administrator and training facilitator as a professional leader in developing, planning, organizing, controlling, coordinating and evaluating programs, services and activities.

A study of current national trends and issues in the fields of applied technology, training and development. Emphasis on topics related to leadership, organizational culture and total quality improvement.

Study of learning outcomes, including goals, general objectives and performance objectives. Emphasis on curriculum derivation utilizing a competency-based curriculum system.

Overview of the role of the consultant in HRD. Skills of organizing a practice, marketing consulting services, performing consulting services and performing practice management procedures.

Methods and procedures used in evaluating applied technology and industrial training programs; services, activities and current practices used in determining and improving accountability.

An orientation to basic methods of doctoral dissertation research in applied technology, training and development; including the scientific methods as a basis for analysis and interpretation of results. Students begin preparation of a dissertation proposal in the field of applied technology, training and development.
Prerequisite(s): This course should be taken in the last 15-18 semester hours of the program.

Research by doctoral students in fields of special interest. Includes project research studies and intensive reading

An examination of the philosophical underpinnings of use of computers in education: why we are interested in this technology; what we hope to accomplish; intended and unintended changes that will occur by its use.

To examine and understand the underlying philosophical approaches to learning and the paradigms which guide instructional design. To describe how the use of computing and other technologies are enabled within each paradigm.

This course will provide students with advanced instructional design and development skills as well as the conceptual underpinnings for various instructional design models. The course will also familiarize students with a number of different design models that can be used in corporate and/or educational settings.
Prerequisite(s): CECS 6010

Investigation of the challenges and opportunities of implement emerging technologies in educational environments. Emphasis on understanding their use to meet educactional needs and goals.
Prerequisite(s): CECS 6220

Supervised professional activities in the profession. Students will spend a pre determined number of hours working with an appropriate site in education or business. During class meeting students will review practicum experiences and analyze issues associated with a career in the profession.
Prerequisite(s): minimum of 15 hours in the program

Study of theory and practice of distributed education and its application to the planning, development, utilization and evaluation of distributed and distance systems in educational environments . Various systems will be investigated.
Prerequisite(s): CECS 5210

Principles linking instructional conditions and learning outcomes. Relationship between learning theory and instructional practices in technology delivered instruction. Topics include motivation, perception, cognition, and attitude change.
Prerequisite(s): CECS 5200 and 5210

Study of theory and practice of of interactive, multimedia computer technologies in the design and production of interactive learning systems.
Prerequisite(s): CECS 5420

Examination of classic and contemporary research to develop an understanding of the issues of successful technology implementation and the implications in educational environments. This is an advanced course that explores underlying theory, concepts, and technologies that are used to develop interactive multimedia.
Prerequisite(s): CECS 6010

Advanced design and implementation of educational multimedia and hypermedia products utilizing strategies from message design, human factors research, learning theory and other thereotical and critical approaches. This is a project-based course emphasizing analysis design, development, implementation and evaluation.
Prerequisite(s): CECS 5210, 5260, 5420 or equivalent technical production expertise

Theoretical and practical educational applications of AI are discussed. Topics studied include neural computing, social issues in AI, natural language processing and robotics.
Prerequisite(s): CECS 5100 or equivalent programming course and consent of instructor

Study of the design and development of technology infused learning environments. Develops understanding of constructivist philosophy of keeping students active, constructive, collaborative, intentional, complex, contextual, conversational and reflective.
Prerequisite(s): CECS 6010, 6020, and 6210

Study and analysis of facility design, organizational patterns, administrative strategies, and alternative structures for achieving and evaluating media-based instructional and production components. Includes selection, procurement and control of hardware and software inventories. Management tools including protection of intellectual property, security issues and budgeting strategies are discussed.

Students will analyze current research in educational computing as a tool for understanding the unique characteristics of technology based research activities in educational environments. Special consideration will be given to strategies for separating influences in research designs that incorporate technology as tools and as variables in the design. Students will also identify potential dissertation research topics and prepare preliminary reports that will be critiqued in class in preparation for doing the dissertation."
Prerequisite(s): EPSY 6010, 6020 and 6300 strongly encouraged, or other relevant research experience as approved by the faculty.

The ideal grant is a match between the needs of an organization and the desires of a funding agency. Students examine grants from both viewpoints and build on that knowledge to write effective grant proposals. In addition to investigating some of the logistics of grant-writing, this course examines the relationship between a granting agency and its recipients.

Organized classes specifically designed to accommodate the needs of students and the demands of program development that are not met by the regular offerings.
Prerequisite(s): consent of department
Course information: Limited-offering basis; may be repeated for credit.

Independent study and research in fields of special interest. Conferences with professors in the fields are also included.
Prerequisite(s): Problems must be approved in advance by the instructor and the department chair.
Course information: May be repeated for credit.