This course introduces students to fundamental principles of acoustics that are relevant to the study of human speech sounds. Students gain a basic understanding of properties of speech sound waves and learn to investigate these properties instrumentally using acoustic analysis software. Students gain extensive practice interpreting acoustic displays such as waveform graphs, fundamental frequency graphs, and spectrograms.

This course introduces students to theories of second language and second culture acquisition. Students develop and evaluate self-directed strategies based on personal learning styles. Practical experience in the above topics is gained by working with a speaker of a non-Indo-European language.

This course introduces the students to the rudiments of linguistic and sociolinguistic survey. The focus is on purpose-driven language survey design and appropriate subsequent reporting of the findings. Consideration is given to current issues in social science research such as the ethics of sampling, and statistical significance of sample populations.

This course explores the rich variety of morphological and syntactic constructions and processes found in human language, deepening the students’ understanding of morphosyntactic phenomena from a typological perspective. The topics are examined within the framework of a current theory of syntax.

This course introduces students to language change. It considers how and why languages change and the role of language contact. It also presents different theories and methodologies useful for historical and comparative linguistic investigation. Students will investigate a number of related existing languages from language families around the world, and seek to reconstruct substantial elements of earlier proto-language stages in terms of phonology, morphology, lexicon, and historical dialectology.

Grounded in Boyer’s Scholarship of Application, the Capstone Project bridges learning and practice through the applied use of servant leadership in real-world organizational contexts. Projects may involve direct engagement with organizational settings or based on analysis, design, or simulation. Leadership theory, research, and ethical reflection are integrated to address authentic leadership challenges, develop and evaluate actionable responses, and articulate a coherent leadership identity that informs wise, context-sensitive practices of leadership.

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership.

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four semester hour Leadership integration project capstone. The process of designing and completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS 697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program courses will be collectively analyzed and reevaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership.