"This class explores composition and arrangement for the large jazz ensemble from 1920s foundations to current postmodern practice. Consideration given to a variety of styles and to the interaction of improvisation and composition. Study of works by Basie, Ellington, Evans, Gillespie, Golson, Mingus, Morris, Nelson, Williams, and others. Open rehearsals, workshops, and performances of student compositions by the MIT Festival Jazz Ensemble and the Aardvark Jazz Orchestra. ĺĘ"

A series of progressive composition projects, culminating in a large final projecting, using various types of music hardware and software. Instruction in recording, editing, synthesis, sampling, digital sound processing, sequencing, and interactive systems. Close listening to computer and electronic music from various genres including Varese, Cage, Schaeffer, Xenakis, Lansky, Stockhausen, Tcherepnin, Barlow, Gunter, and Eno. Subject focuses on using the computer as a means of musical creativity and intuition.

This Composition Reader is an edited, curated collection of OER material for you to use as you see fit in your course.  It consists of personal essays, literature, video and audio files, web writing, and long-form journalism.

This book is divided into two parts. Part I is a Composition Handbook designed to teach students the components of the writing process and the conventions of various forms of school and college writing assignments. Part II is an Anthology of Literature designed to help students read actively, analyze, understand, enjoy, and appreciate stories, poems, and plays by a diverse and inclusive group of exceptional writers.

This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

Physics, modeling, application, and technology of compound semiconductors (primarily III-Vs) in electronic, optoelectronic, and photonic devices and integrated circuits. Topics: properties, preparation, and processing of compound semiconductors; theory and practice of heterojunctions, quantum structures, and pseudomorphic strained layers; metal-semiconductor field effect transistors (MESFETs); heterojunction field effect transistors (HFETs) and bipolar transistors (HBTs); and optoelectronic devices.

A rubric designed by educators from Lawrence Public Schools to be used in its annual review process of openly licensed educational resources.

The Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA) project was a collaboration between 10 universities and colleges across Ontario to develop a 6-module open educational resource for post-secondary educators to help them understand their responsibilities under the Accessibility for Ontarians with Disabilities Act (AODA). It will help instructors and others to incorporate principles of UDL and considerations of EDI and Indigenisation in their learning environments. (taken from Merlot entry: https://merlot.org/merlot/viewMaterial.htm?id=773412101)

This online textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.

The re-emergence of midwifery as a primary health care profession is one of the great stories of Canadian health care systems, but this story has been largely undocumented. This invaluable interactive e-book details the history and philosophy of midwifery, how current midwifery theory and policies are developed, and the role of education and research in advancing the field. We include a special focus on the social determinants of women’s health throughout Canada and the world, the principle of health care as a human right, and the principles and scope of midwifery practice. A must-read for Canadian student midwives and others interested in midwifery.

The proposed planning project includes four areas of review by TWU that will enable sound decision-making as the university expands access to and streamlines high-quality proactive advising. The planning project includes the following elements:
1. Conduct a comprehensive review of academic advising at TWU including organization structure, staffing levels, and approaches to academic advising.
2. Learn how to scale proactive academic advising and intervention throughout the university including the viability of implementing retention/student success grants for students.
3. Review of pre-matriculation academic advising practices including prospective applicant services for both first-time-in-college and transfer students with particular emphasis on high-demand majors.
4. Develop and conduct internal research and review of emerging best practices for student intervention.

The target population is undergraduate students.

DELIVERY FORMAT: The program has a hybrid format.

PROGRAM SCALE: Large-scale (reaches more than 25 percent of its intended target population)

DEPARTMENT(S) OVERSEEING PROGRAM: Office of Student Success

CONTACT FOR MORE INFO: Joshua Adams at jadams15@twu.edu or 940-898-3755

The course begins with the basics of compressible fluid dynamics, including governing equations, thermodynamic context and characteristic parameters. The next large block of lectures covers quasi-one-dimensional flow, followed by a discussion of disturbances and unsteady flows. The second half of the course comprises gas dynamic discontinuities, including shock waves and detonations, and concludes with another large block dealing with two-dimensional flows, both linear and non-linear.

Fundamental concepts and results for the compressible flow of gases. Topics include: appropriate conservation laws; propagation of disturbances; isentropic flows; normal shock wave relations, oblique shock waves, weak and strong shocks, and shock wave structure; compressible flows in ducts with area changes, friction, or heat addition; heat transfer to high speed flows; unsteady compressible flows, Riemann invariants, and piston and shock tube problems; steady 2D supersonic flow, Prandtl-Meyer function; and self-similar compressible flows. Emphasis on physical understanding of the phenomena and basic analytical techniques. 2.26 is a 6-unit Honors-level subject serving as the Mechanical Engineering department's sole course in compressible fluid dynamics. The prerequisites for this course are undergraduate courses in thermodynamics, fluid dynamics, and heat transfer. The goal of this course is to lay out the fundamental concepts and results for the compressible flow of gases. Topics to be covered include: appropriate conservation laws; propagation of disturbances; isentropic flows; normal shock wave relations, oblique shock waves, weak and strong shocks, and shock wave structure; compressible flows in ducts with area changes, friction, or heat addition; heat transfer to high speed flows; unsteady compressible flows, Riemann invariants, and piston and shock tube problems; steady 2D supersonic flow, Prandtl-Meyer function; and self-similar compressible flows. The emphasis will be on physical understanding of the phenomena and basic analytical techniques.

When California applied for admission to the United States as a state, the issue touched off a much broader debate in the U.S. Senate. This video analyzes those issues and the attempt to reach a compromise on them. When watching the video, consider how did the California gold rush help precipitate a political crisis by 1850? 

Theory for programmers. Introduction to programming and computability theory based on a term-rewriting, "substitution" model of computation by Scheme programs with side-effects. Computation as algebraic manipulation: provable and valid inequalities for multivariate polynomials. Scheme evaluation as algebraic manipulation and term rewriting theory. Paradoxes from self-application and introduction to formal programming semantics. Undecidability of the Halting Problem for Scheme. Properties of recursively enumerable sets, leading to Incompleteness Theorems for Scheme equivalences. Introduction to logic for program specification and verification. Hilbert's Tenth Problem. Alternate years. 6.844 is a graduate introduction to programming theory, logic of programming, and computability, with the programming language Scheme used to crystallize computability constructions and as an object of study itself. Topics covered include: programming and computability theory based on a term-rewriting, "substitution" model of computation by Scheme programs with side-effects; computation as algebraic manipulation: Scheme evaluation as algebraic manipulation and term rewriting theory; paradoxes from self-application and introduction to formal programming semantics; undecidability of the Halting Problem for Scheme; properties of recursively enumerable sets, leading to Incompleteness Theorems for Scheme equivalences; logic for program specification and verification; and Hilbert's Tenth Problem.

" 6.004 offers an introduction to the engineering of digital systems. Starting with MOS transistors, the course develops a series of building blocks ‰ŰÓ logic gates, combinational and sequential circuits, finite-state machines, computers and finally complete systems. Both hardware and software mechanisms are explored through a series of design examples. 6.004 is required material for any EECS undergraduate who wants to understand (and ultimately design) digital systems. A good grasp of the material is essential for later courses in digital design, computer architecture and systems. The problem sets and lab exercises are intended to give students "hands-on" experience in designing digital systems; each student completes a gate-level design for a reduced instruction set computer (RISC) processor during the semester."

This course covers the algorithmic and machine learning foundations of computational biology combining theory with practice. We cover both foundational topics in computational biology, and current research frontiers. We study fundamental techniques, recent advances in the field, and work directly with current large-scale biological datasets.

A computational camera attempts to digitally capture the essence of visual information by exploiting the synergistic combination of task-specific optics, illumination, sensors and processing. In this course we will study this emerging multi-disciplinary field at the intersection of signal processing, applied optics, computer graphics and vision, electronics, art, and online sharing through social networks. If novel cameras can be designed to sample light in radically new ways, then rich and useful forms of visual information may be recorded -- beyond those present in traditional photographs. Furthermore, if computational process can be made aware of these novel imaging models, them the scene can be analyzed in higher dimensions and novel aesthetic renderings of the visual information can be synthesized.We will discuss and play with thermal cameras, multi-spectral cameras, high-speed, and 3D range-sensing cameras and camera arrays. We will learn about opportunities in scientific and medical imaging, mobile-phone based photography, camera for HCI and sensors mimicking animal eyes. We will learn about the complete camera pipeline. In several hands-on projects we will build physical imaging prototypes and understand how each stage of the imaging process can be manipulated.

This course is an introduction to computational theories of human cognition. Drawing on formal models from classic and contemporary artificial intelligence, students will explore fundamental issues in human knowledge representation, inductive learning and reasoning. What are the forms that our knowledge of the world takes? What are the inductive principles that allow us to acquire new knowledge from the interaction of prior knowledge with observed data? What kinds of data must be available to human learners, and what kinds of innate knowledge (if any) must they have?