Gelfand Center

39-390  Cit Co-Op

The college of engineering at Carnegie Mellon considers experiential learning opportunities important educational options for its undergraduate students. One such option is cooperative education, which provides a student with an extended period of exposure with a company. Therefore projects can be of significant depth in experience. To participate, students must complete a CIT Co-op Approval form (located in Scaife Hall 110) and submit for approval. Students must possess at least junior status and have an overall grade point average of 3.0 or above. All co-ops must be approximately 8 months in uninterrupted length. If the co-op is approved, the CIT Undergraduate Studies Office will add the course to the students schedule, and the student will be assessed tuition for 0-3 units. Upon completion of the co-op experience, students must submit a 1-2 page report of their work experience, and a 1-2 page evaluation from the company supervisor to the CIT Undergraduate Office. If the reports are approved, a P grade will be assigned. International students should also be authorized by the Office ofInternational Education (OIE). More information regarding CPT is available on OIEs website.

18-390  ECE CO-OP

The Department of Electrical and Computer Engineering at Carnegie Mellon considers experiential learning opportunities important educational options for its undergraduate students. One such option is cooperative education, which provides a student with an extended period of exposure with a company. To participate, students must complete an ECE Co-op Approval form (located in HH 1115) and submit for approval. Students must possess at least junior status and have an overall grade point average of 3.0 or above. All co-ops must be approximately 8 months in uninterrupted length. If the co-op is approved, the ECE Undergraduate Studies Office will add the course to the students schedule. Upon completion of the co-op experience, students must submit a 1-2 page report of their work experience, and a 1-2 page evaluation from the company supervisor to the ECE Undergraduate Office. International students should also be authorized by the Office of International Education (OIE). More information regarding CPT is available on OIEs website.

24-390  Mechanical Engineering Co-op

The Department of Mechanical Engineering at Carnegie Mellon considers practical learning opportunities important educational options for its undergraduate students. One such option is cooperative education, which provides a student with an extended work experience with a company or government institution. To participate, students must possess at least junior status and have an overall grade point average of 3.0 or above. Students must complete a Co-Op Approval Form and submit it for approval. If the application is approved, the course will be added to the students schedule and the student will be assessed tuition for 0 units for each semester that the student participates. All co-ops must be approximately 5-8 months in uninterrupted length. Upon completion of the co-op experience, students must submit a 1-2 page report of their work experience, and a 1-2 page evaluation from the company supervisor to the ME Undergraduate Education Committee. If the reports are approved, a P grade will be assigned. International students should contact their academic advisor for additional information. Prerequisite: Special permission required

42-790  Practicum in Biomedical Engineering

Students will work with a faculty member, local biomedically-oriented company or local clinical researcher on a technical research, development or outreach project. A faculty member affiliated with the Department of Biomedical Engineering will either serve as the advisor for an internal project or as a liaison for an external industrial/clinical project. The project will culminate in an oral presentation and an internally-archived written report which documents the project and its results. The presentation and report will be reviewed by the faculty advisor/liaison; this review will serve as the basis for the assignment of the course grade. Pre-requisite: Graduate standing and consent of faculty advisor/liaison. Variable units.

48-706  Urban Design Studio II: Urban Systems

Optimistic assessments about Pittsburghs livability mask a complicated reality where actual prospects for health and well-being are starkly differentiated along lines of race, class, and gender. Environmental harms, underpinned by the ongoing legacies of industrial production, extraction, and segregative planning, create a toxic combination adversely impacting human health, ecology, and community futures. These challenges are significant and wickedly multi-scalar and defy conventional design frameworks. They necessitate multidisciplinary, collaborative, and emancipatory approaches to knowing and engaging the built environment, and particularly community-centered methods in urban design that attend to the local histories, embodied knowledges, and political ecologies of life in toxic systems. This studio will expand on MUD students understanding of neighborhood-scaled urban design gained in their first semester, and introduce urban systems and systemic processes. The studio will focus on the infrastructures and ecologies of toxic systems, and the modes of local action and stewardship to fight them. It will be anchored through an ongoing collaboration with North Braddock Residents For Our Future, a grassroots organization which has led the opposition to unconventional gas drilling and other forms of environmental injustice in Braddock and North Braddock and surrounding communities. Paying attention to how the toxic systems and their material effects on frontline communities are inseparable from racialized abandonment, dispossession, and accumulation in the urban realm, the studio asks how urban design might engage with the complex histories, power struggles, ecological effects, material residues, social relationships, and desired futures within landscapes of toxicity.

57-374 and 57-874 Music in the Urban School

This course will involve workshops with nationally known instructors in eurhythmics, world drumming, contemporary popular music, and classroom management. The course will require attendance at workshops, classroom observations and closely supervised teaching experiences. Schools involved are all inner city schools with a poverty level of 75 or above. This course is offered as the result of a grant received from the Federal Department of Education by the School of Music, the Pittsburgh Public Schools, and the Wilkinsburg School District.

57-429 and 57-449 Beginning Piano for Children 

This course is the first of two courses in a year-long internship in the piano teaching of young children, combining class and private instruction: a study of the basic teaching/learning process as applied to piano teaching, covering comprehensive step-by-step presentation in reading, rhythm, ear training, sight reading, technique, and musicianship. Under supervision, students will teach the weekly group class and private lessons. Weekly conferences will be held for learning the presentation of materials for class teaching, analyzing pedagogical problems, and developing communication skills with both young pupils and their parents.

Prerequisites: 57-273

57-449 and 57-729 Beginning Piano for Children II

This course is the second of two courses in a year-long internship in the piano teaching of young children, combining class and private instruction: a study of the basic teaching/learning process as applied to piano teaching, covering comprehensive step-by-step presentation in reading, rhythm, ear training, sight reading, technique, and musicianship. Under supervision, students will teach the weekly group class and private lessons. Weekly conferences will be held for learning the presentation of materials for class teaching, analyzing pedagogical problems, and developing communication skills with both young pupils and their parents.

PREREQUISITES 57-429

57-891  Dalcroze Pedagogy/Practice Teaching

This course gives hands-on experience in applying Dalcroze principles in teaching situations. It is designed for students interested in learning about the teaching of Eurhythmics, general Music Education, and for those considering the Dalcroze Certificate. The class will meet in a three week rotation of two Thursday evenings followed by a Saturday morning with the Preparatory School childrens classes.

57-356 and 57-856 Elementary Guided Teaching 

 This course provides for observation and closely supervised teaching experiences with elementary age children in a school setting.

67-373  Information Systems Consulting Project

Information Systems (IS) Consulting Project is a junior level team-based course that focuses on working as a team to build a solution to meet the needs of a client. With your teammates, you will work with an actual client to design, build, and deliver an information system solution while following a disciplined software project life cycle approach. By terms end, your team must provide a sustainable solution that fits the clients objectives, organization constraints and capabilities

Prerequisites: 67-272

76-302  Communication Support Tutoring Practicum

The Communication Support Practicum is designed to introduce students to communication scholarship and pedagogy as well as the methods and theories that inform them for the purpose of communication support and tutoring in CMUs Student Academic Success Center. Students will explore communication (written, oral, and visual) in multiple disciplines and genres with a focus on gaining knowledge and skills to respond to communicators and their texts. Lectures, discussion, and assignments will offer a chance to think critically about tutoring practices and the ideologies and values on which they are based as well as ways to challenge the bias inherent in them. There will be many occasions to reflect on and evaluate tutoring skills, observe others in tutoring situations, and practice a variety of methods that consider the different needs of communicators. Students will gain awareness of how various spaces, identities, technologies, and abilities inform textual production as well as how to create a meaningful response to meet the diverse needs.

Prerequisites: (76101) or (76102) or (76106 and 76107) or (76106 and 76108) or (76107 and 76108)

79-343  Education, Democracy, and Civil Rights

What is the relationship between education and democracy? By examining a series of case studies at the intersection of education and the civil rights movement, this course will prepare students to approach contemporary educational debates as historically-informed critical thinkers. The controversy surrounding charter schools, vouchers, the common core, and the role of standardized testing cannot be understood outside the long history of debates regarding the relationship between education and democracy. Are schools meant to perpetuate the status quo? How did both traditional and more radical forms of education advance the struggle for civil rights? What role have students played in advancing civil rights and democracy? While exploring these questions, we will also partner with local high school students and teachers to bring our learning beyond the classroom.

79-449  EHPP Project Course

90-739 Systems Synthesis I, 90-740 Systems Synthesis II

GOALS:  The major goal of the Systems Synthesis project course is to provide MSPPM, MAM and MSHCPM students with the skills necessary for structuring, managing, and carrying out projects in an organization. Textbooks and lecture courses cannot provide these skills. Instead, students need to acquire them through first-hand project experiences in relatively small groups with the guidance of seasoned faculty. Therefore, from its beginning in 1969, Heinz College has required students to complete a Systems Synthesis project.

Systems Synthesis projects must also contribute significantly to solving or ameliorating important problems of the public sector, non-profit sector, or arts organizations. Systems Synthesis has potentially enormous benefits for service to public and non-profit organizations with the resources of nearly 22,000 student hours and approximately 2,500 faculty hours of project work per year!1 If the school selects important projects, and project teams use rigorous methods and make sound recommendations, Systems Synthesis can make significant and substantial contributions to public policy and non-profit management.

38-110 ENGAGE in Service

ENGAGE in Service is a 1-unit course (9 hours of work, minimum requirement for a passing grade) designed to promote MCS students direct engagement with community development and service learning. To fulfill this requirement, students must engage in a minimum of 9 hours of work devoted to a non-profit organization or organizations of their choice, 3 of which must have a direct benefit to the local Pittsburgh community. Students may complete the requirements anytime during their undergraduate years, but must register for the class during the semester that they intend to complete it, no later than their penultimate semester. Coursework includes documentation of service via completion of a form for each eligible activity that includes a time log, a description of the activity, the name and contact information for their supervisor and the supervisors signature. In addition, during the last semester of the project/course students will prepare a 1-2 page reflective paper on the lessons learned from their immersion in the organization(s) and its (their) work. No pay or other compensation can be received, and, in special cases, students may petition for a waiver if they have completed another service-learning course at Carnegie Mellon.

02-602  Professional Issues for Computational and Automated Scientists

This course gives Masters in Computational Biology and Masters in Automated Science students the opportunity to develop the professional skills necessary for a successful career in either academia or industry. This course, required in the first semester of both programs, will include assistance with elevator pitches, interview preparation, resume and cover letter writing, networking, and presentation skills. The course will also include opportunities to connect with computational biology professionals as part of industry outreach. The course will meet once a week and is pass/fail only.

05-432  Personalized Online Learning

Online learning has become widespread (e.g., MOOCs, online and blended courses, and Khan Academy) and many claim it will revolutionize higher education and K-12. How can we make sure online learning is maximally effective? Learners differ along many dimensions and they change over time. Therefore, advanced learning technologies must adapt to learners to provide individualized learning experiences. This course covers a number of proven personalization techniques used in advanced learning technologies. One of the techniques is the use of cognitive modeling to personalize practice of complex cognitive skills in intelligent tutoring systems. This approach, developed at CMU, may well be the most significant application of cognitive science in education and is commercially successful. We will also survey newer techniques, such as personalizing based on student meta-cognition, affect, and motivation. Finally, we will look at personalization approaches that are widely believed to be effective but have not proven to be so. The course involves readings and discussion of different ways of personalizing instruction, with an emphasis on cognitive modeling approaches. Students will learn to use the Cognitive Tutor Authoring Tools (CTAT) to implement tutor prototypes that rely on computer-executable models of human problem solving to personalize instruction. The course is meant for graduate or advanced undergraduate students in Human-Computer Interaction, Psychology, Computer Science, Design, or related fields, who are interested in educational applications. Students should either have some programming skills or experience in the cognitive psychology of human problem solving, or experience with instructional design.

15-090  Computer Science Practicum

This course is for Computer Science students who wish to have an internship experience as part of their curriculum. Students are required to write a one-page summary statement prior to registration that explains how their internship connects with their CS curriculum, specifically on how it uses material they have learned as well as prepares them for future courses. Near the end of the internship, students will be required to submit a reflection paper that describes the work they did in more detail, including lessons learned about the work experience and how they utilized their CS education to work effectively. International students should consult with the Office of International Education for appropriate paperwork and additional requirements before registration. Units earned count toward the total required units necessary for degree completion; students should speak with an academic advisor for details. This course may be taken at most 3 times for a total of 9 units maximum. Students normally register for this course for use during the summer semester.

45-991 Strategic Management of the Enterprise 

Offered in partnership with Kearney and select sponsoring companies, Strategic Management of the Enterprise prepares students for real-world challenges faced by managers. Strategic Management of the Enterprise is an experiential learning course that features a broad range of exciting consulting projects where students work to solve business problems faced by client companies. Students will learn how to handle ambiguity, perform a persuasive analysis, and communicate effectively. In addition, students develop a deeper understanding of how organizations can coordinate and leverage synergies across a range of disciplines through the effective deployment of technologies and existing organizational structures and processes. The projects included in this course reflect the reality that managers must address daily — namely, the significant challenges surrounding identifying “real” problems and the importance of conducting your analysis in a transparent way to achieve buy-in from key stakeholders.

70-447  Client Consulting Project: Strategic Management of the Enterprise

This is a project course for senior business majors offered in partnership with real-world client companies. Students will learn about the challenges of the multi-dimensional and complex issues faced by managers, including learning the concepts and skills to handle ambiguity, perform a persuasive data analysis, and communicate the findings effectively. Students will develop a deeper understanding of how organizations can co-ordinate and leverage synergies across a range of disciplines by effective deployment of technologies and organizational structures and processes. Teams will have an opportunity to work with clients on a wide mix of problems spanning multiple functions, including strategy, operations, technology and marketing. Specifically, teams will address issues such as big data, mobile application strategies, supply chain, digital media, complexity management, health care delivery models and healthcare marketing strategy. Regular meetings with the instructor will be scheduled to guide teams during client engagement and co-ordinate with the executives at their client company. The deliverables will be in the form of a report/prototype and a final presentation to the clients executive team. No classes to attend, but weekly team meetings with times to be determined. The course is for undergraduate seniors only, and enrollment is by special permission. This course may use third-party course material that is not available for individual purchase from the publisher. If so, the third-party course material will be secured and provided by the Tepper School to students enrolled in the course, and students enrolled in the course will be required to pay to the University the associated additional course materials fee for the third-party course material provided. The amount of the course materials fee is dependent on the Universitys cost of the particular materials provided, and typically ranges from 13 to 75.

99-406 Directed Study in Education

This course supports the development and improvement of the dozens of educational outreach endeavors implemented by university academic departments and student organizations.

The student will:

1. Prepare a proposal for the directed study, including rationale and timeline.
2. Consult a variety of sources to investigate the stated problem or study question.
3. Develop a comprehensive description of the problem and the systems and policies that influence the problem, using evidence from research to support the claims
4. Define action steps that can be taken to solve the problem (could be theoretical, such as in the case of equitable funding of public schools, or could be a real step that can be implemented, such as Carnegie Mellon hosting an event to introduce middle school students to a field of study).
5. Submit written weekly progress reports that outline work that has been completed and the relationship of this work toward achieving the stated goal.
6. Present the project at an end-of-semester event that includes faculty, students and interested community members. Alternatively, this could be achieved through the implementation or improvement of an educational outreach program, such as an event in on campus, in a local school, or at the site of a community organization.